scholarly journals Omani Students’ Perceptive of Communicative Language Teaching Approach in Higher Education in Oman: Its Practice

Proceedings ◽  
2018 ◽  
Vol 2 (21) ◽  
pp. 1333
Author(s):  
Mouza Said Al Kalbani ◽  
Josu Solabarrieta ◽  
Ahmad Bin Touq
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Proficiency ◽  
Classroom Practice ◽  
English Language ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Teaching Approach ◽  
Clear Understanding ◽  
The Impact

This study aimed to analyze and understand learners’ attitudes towards Communicative Language Teaching (CLT) approach in a foreign language context in higher education in Oman. In the literature review, learners’ attitudes play a strong role in determining the success of innovations in instructional practices (Savignon and Wang 2003). In addition to that, this study is considered as an evaluative study to explore teachers’ implication of CLT and the impact of this implication on students “communicative competence”, which is considered as an ultimate goal of communicative language teaching in a foreign langue context (FL). The importance of this study is due to its significance to come up with a clear understanding of Omani learners’ beliefs considering teaching and learning process. It also aims to specify the impact of CLT as an effective teaching approach in English as a foreign language (EFL) among higher education students and to specify any difficulties or challenges that might hinder CLT implementation in the Omani context. To achieve this, a quantitative study had been used to collect data from both teachers and learners. The participants of this study were 631 students (189 male and 391 female) who were enrolled in Intensive English language programs (IELP) in Foundation Institute (FI) in two Universities (210 students from public university and 421 students from private university) and those participants were from three different English proficiency levels (247 level 1, 155 level 2 and 229 level 3). The analysis revealed that students perceived classroom’s practice to be more oriented towards using strategic and grammatical competence and less towards sociolinguistic and intercultural competences. Additionally, Omani learners reported statistically significant correlation between CLT practice. The students’ gender, language proficiency and education context affected how students perceived classroom practice.

Can-Do descriptors – Realigning English Language Curriculum at Higher Education Institution to CEFR

2020 ◽  
Vol 4 (2) ◽  
pp. 84
Author(s):  
Erda Wati Bakar
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Proficiency ◽  
English Language ◽  
Education Institution ◽  
Ministry Of Education ◽  
Language Curriculum ◽  
English Curriculum ◽  
The Common ◽  
The University

The Common European Framework of Reference for Language (CEFR) has become the standard used to describe and evaluate students’ command of a second or foreign language. It is an internationally acknowledged standard language proficiency framework which many countries have adopted such as China, Thailand, Japan and Taiwan. Malaysia Ministry of Education is aware and realise the need for the current English language curriculum to be validated as to reach the international standard as prescribed by the CEFR. The implementation of CEFR has begun at primary and secondary level since 2017 and now higher education institutions are urged to align their English Language Curriculum to CEFR as part of preparation in receiving students who have been taught using CEFR-aligned curriculum at schools by year 2022. This critical reflection article elucidates the meticulous processes that we have embarked on in re-aligning our English Language Curriculum to the standard and requirements of CEFR. The paper concludes with a remark that the alignment of the English curriculum at the university needs full support from the management in ensuring that all the stakeholders are fully prepared, informed and familiar with the framework.

CLT using CEFR and EIL in Southeast Asia and East Asia in the English language classroom

RELC Journal ◽  
2021 ◽  
pp. 003368822199807
Author(s):  
Joseph Foley
Keyword(s):  
Southeast Asia ◽  
East Asia ◽  
Language Proficiency ◽  
English Language ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
World Language ◽  
International Language ◽  
Language Classroom ◽  
English Proficiency Index

This article discusses language teaching and the move from a predominantly psycholinguistic to a more sociolinguistic approach through Communicative Language Teaching (CLT), the Common European Framework of Reference Languages (CEFR) and English as an International Language (EIL). The context is four plurilingual and pluricultural societies in Southeast Asia and East Asia, (Thailand, Japan, Vietnam and China). These countries were chosen as they had similarities in the development of CEFR and consequently there were common factors that needed to be addressed in implementing CEFR. According to the English Proficiency Index (2020) a number of countries in the region have been described as being in the category of low or very low with regard to proficiency. To help improve such a situation, given the need for economic development, CEFR was introduced by various Ministries of Education in addition to the already existing official CLT syllabuses. English as an international language has also been widely proposed by a number of researchers, in terms of making teachers, students and educators aware of English as a world language as well as developing an attitudinal change with regard to ‘standard’ English. This article suggests that the basic principles of Communicative Language Teaching (CLT) can be best applied through scaffolding using CEFR and EIL given the reality of teaching in relatively low English language proficiency contexts.

scholarly journals English foreign language teaching anxiety of Indonesian pre-service teachers of undergraduate internship program

2021 ◽  
Vol 6 (2) ◽  
pp. 222
Author(s):  
Huyi Intan Sari ◽  
Choiril Anwar
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Time Management ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Education ◽  
Teaching Experience ◽  
Negative Evaluation ◽  
Teaching Anxiety

Anxiety is a topic mostly investigated in the field of foreign language education. Unfortunately, the main focus of the studies on the aforementioned topic has primarily been provided in relation to anxiety suffered by students not teachers. Anxiety in speaking English while teaching has been proven to be a separate obstacle to the success of the language teaching and learning. This still happens to teachers who even have years of teaching experience. This study aims to investigate the English language teaching anxiety as experienced by the pre-service teacher at the department. The FLTA questionnaire consisting of 27 out of 45 items was adopted to collect data. Since this study was carried out during the COVID-19 pandemic, the questionnaire was distributed to the participants via email. The analysis was then made by implementing the qualitative descriptive approach and simple quantification to support the description. The results show that there were five factors of anxiety occur during the program. They were teaching inexperience, self-perception of language proficiency, fear of negative evaluation, lack of student�s interest, and difficulty with time management. These findings are expected to become a reference for the efforts of developing an internship preparation program.

scholarly journals The Implementation of Communicative Language Teaching in English Practice

2020 ◽  
Vol 2 (1) ◽  
pp. 17
Author(s):  
Arini Sabrina
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Teaching Approach ◽  
Focal Points ◽  
English Teaching ◽  
English As Foreign Language ◽  
Efl Context ◽  
Scientific Approach

2013 Curriculum now has been implemented so widely in Indonesia, especially in English teaching and learning process. It delineates some focal points like student-centred active learning and contextual teaching which hopefully brings the students to learn more effectively. Furthermore, there is an apparent unanimity that the curriculum may lead the meaningfulness of learning. In relation to English teaching approach, Communicative Language Teaching (CLT) is likened to the latest curriculum. CLT emphasises on the context and authenticity. Thus, this approach should go along with 2013 Curriculum. This study aims at finding out the implementation of CLT in line with the curriculum, since many previous studies alert some problems happening while CLT is applied not in ESL as its birthplace, yet in EFL context. In fact, Indonesia perceives English as foreign language. But, there are still few studies related to this approach. After observation and document tracking are conducted, it is concluded that Scientific Approach and Communicative Language Teaching Approach are able to blend to create more effective communicative learning.

scholarly journals The Impact of EFL Teachers’ Pedagogical Beliefs and Practices: Communicative Language Teaching in A Saudi University Context

2021 ◽  
Vol 14 (12) ◽  
pp. 171
Author(s):  
Ahmed Alghamdi
Keyword(s):  
Language Learning ◽  
Classroom Practice ◽  
Language Teaching ◽  
Descriptive Analysis ◽  
Communicative Language Teaching ◽  
Observation Data ◽  
Pedagogical Beliefs ◽  
Beliefs And Practices ◽  
Efl Teachers ◽  
The Impact

This study aims to explore the pedagogical beliefs of Saudi instructors of English as a foreign language (EFL), and the extent to which they apply the values of the communicative language teaching (CLT) approach in their classroom practice. The study was conducted with 42 Saudi EFL teachers and employed a mixed methods approach. A descriptive analysis of classroom observation data was conducted. The results showed that teachers hold positive views of CLT, but that there are some discrepancies between their beliefs and their implementations of the approach. For example, most of the instructors continued to apply traditional teaching methods (i.e., grammar translation and the audio-lingual approach). The study concludes that it is essential in the Saudi EFL context for teachers to cultivate relations between their beliefs and practices to assure better language learning outcomes. The key contribution of this study lies in disclosing the reasons for the discrepancies between Saudi EFL teachers’ beliefs and practices to help them develop congruence, and in highlighting the pedagogical implementations.  

scholarly journals Results of Implementing Communicative Language Teaching Method in English Language Learning in 9-Year Elementary Schools. (Albanian Context)

2016 ◽  
Vol 4 (1) ◽  
pp. 56
Author(s):  
Evis Kapurani
Keyword(s):  
Elementary Schools ◽  
Language Acquisition ◽  
Foreign Language ◽  
Teaching Method ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Foreign Language Teaching ◽  
Control Groups ◽  
Traditional Methods ◽  
The Impact

Theoretically Communicative Language Teaching Method (CLT) claims to be one of the best available foreign language teaching methods in teaching and learning foreign language in communication because it improves effectively not only communicative competence of students but also their language acquisition and its use in Albanian schools is an innovation. The purpose of this study is to analyze the results that the use of a contemporary interactive student-centered method has when it is used in learning a foreign language compared with traditional methods. This is an empirical study which includes control groups where traditional methods are used and experimental groups where CLT method is used based on a comparison between these methods for a period of 6 months. It is mainly focused on the implementation of CLT in Albanian 9-year elementary schools in learning English as a foreign language through communication and interaction compared with other traditional methods used. The study analyzes the impact, results and advantages of the use in practice of CLT method in Albanian 9-year elementary schools on sixth, seventh, eighth and ninth grades, its efficacy in learning, in foreign language acquisition and students performance in four language skills. It contains an analysis of theory versus practice use of CLT as a foreign language teaching method. The data about the implementation of CLT method in practice are collected from teachers and students in Albanian 9-year elementary schools through classroom observation and tests. Classroom observations are focused on finding how the teacher develops the lessons and if it is based on CLT principles on experimental groups and how students react during the lesson in comparison with control groups. Tests are used to compare students’ results on learning based on their grades in both groups. All results are converted into percentages. Findings are analyzed based on theoretical issues. The results show that using CLT is a successful method in both learning and teaching compared with other traditional methods.

CercleS survey: impact of the COVID-19 pandemic on foreign language teaching in Higher Education

2021 ◽  
Vol 11 (2) ◽  
pp. 269-283
Author(s):  
Katarína Zamborová ◽  
Isabella Stefanutti ◽  
Blanka Klimová
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Group Dynamics ◽  
Online Teaching ◽  
Language Teaching ◽  
Language Education ◽  
Language Instruction ◽  
Online Mode ◽  
Simultaneous Group ◽  
The Impact

Abstract The pandemic may well have totally changed the way foreign languages are now being taught. In March 2020 language centres (LCs) in universities needed to adjust abruptly to online teaching with minimal resources or training for teachers. Research on the topic of the impact of the pandemic on teaching started from Day 1 and to date there have been contradictions about whether online learning is effective. The CercleS survey aims to study teachers’ reflections on teaching during the pandemic and on the future of foreign language instruction in Higher Education (HE). Data were collected between March 30 and May 5, 2021, and the answers reflect the voices of 725 teachers from CercleS national associations. The findings indicate that the teachers moved flexibly into the online mode of teaching despite limitations in technological resources and the absence of training: 32.4% of the respondents declared no hardware was provided by their institution for working from home and 40.6% were not relieved from other duties. However, 66% of the teachers reported that the learning outcomes were met by modifying specific assessment criteria. Simultaneous group dynamics seemed difficult to achieve in the online format in comparison to face-to-face interactions in the traditional classroom. The acquisition of language skills, mainly speaking, was a challenge. Generally, the respondents see the benefits of a blended/hybrid mode of instruction. Implications for teaching practices and stakeholders are as follows: develop guidelines defining criteria for different formats of delivery in language education, develop workshops for teachers, negotiate conditions needed to carry out efficient and sustainable language teaching with university executive boards, offer training for sustainable online and hybrid teaching and maintain, and develop international collaboration between LCs in HE (e.g. virtual exchange, staff exchange, virtual international classrooms).

scholarly journals Introduction of Communicative Language Teaching in Tourism in Cuba

1991 ◽  
Vol 8 (2) ◽  
pp. 57 ◽  
Author(s):  
Antonio Irizar Valdes ◽  
Ada Chiappy Jhones
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Tourism Industry ◽  
Careful Examination ◽  
The Past ◽  
Communicative Approach ◽  
Structural Methods ◽  
Language Content

In the early 80's, ideas of the communicative approach filtered through to Cuba, but in no way are these ideas widely used in language teaching in the country today. The importance of the tourism industry to Cuba over the past few years has resulted in a careful examination of language teaching for workers in the industry. As a result of this analysis, an experimental programme based on the ideas of the communicative approach was implemented at the Centre for Studies in Tourism in Havana in September 1987. A description of this programme will be presented. Special emphasis will be given to the difficulties encountered by teachers in a foreign language setting who had been previously used to teaching prescribed, teacher-centred, structural methods. One of the other experimental features of this programme was the incorporation of a Canadian focus into the teaching of English in tourism, in an attempt to move away from the consideration of the U.S. and Great Britain as the only sources of English language content and social context. Attempts to extend this type of programme to all sectors of tourism will also be described.

The impact of introducing foreign language requirements on the Spanish higher education system: The case of Córdoba University

2015 ◽  
Vol 5 (1) ◽  
Author(s):  
Antonio R. Raigón Rodríguez
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Learning ◽  
Language Proficiency ◽  
Bologna Process ◽  
Higher Education System ◽  
Foreign Language Requirement ◽  
Language Requirement ◽  
Spanish Higher Education ◽  
The Impact

AbstractThe requirement that students achieve accredited foreign language proficiency at B1 level in order to graduate from university or enrol for some postgraduate courses has prompted changes in language teaching in higher education in Spain. Given the clearly ineffective tuition received at earlier stages of their education, Spanish university students are finding it difficult to meet this new requirement. Society does not see language learning as a priority, and the aforementioned lack of effective teaching places Spaniards in a weak position with regard to language learning. Motivated by the Bologna Process, which seeks to foster the acquisition of multiple skills by students, the B1 requirement comes at the end of students’ education, regardless of what they were actually taught at primary and secondary level. This article examines the perceptions of a group of students enrolled in the master’s degree in secondary teacher training and analyses data on accreditation in general in order to draw relevant conclusions. The article focuses particularly on the options chosen by students at the University of Córdoba in order to meet the new foreign language requirement, and more specifically on the role played by the university’s language centre. Data was collected through a survey based on a validated

scholarly journals The Impact of English Language Proficiency on Writing Critical Literary Assessments

2021 ◽  
Vol 7 (3) ◽  
pp. 127-134
Author(s):  
Mohammad Sedigh Javanmiri ◽  
Sahima Abdulsalam Bdaiwi
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
English Language ◽  
Vital Role ◽  
Low Grade ◽  
English Departments ◽  
Learning Aids ◽  
Language And Literature ◽  
Critical Skills ◽  
The Impact

This research paper seeks to investigate the importance and impact of proficiency in English language, especially in contexts where English is a foreign language, in creating well-versed literary analyses produced by university students. This study theorizes that students who have not profoundly established proper proficiency in English and indispensable critical skills are most prone to demonstrate low-grade analytical quality in their literary critical evaluations. The mainstream in the field of language teaching utilizes literature only as one of the potential learning aids that offer demanding decoding challenges to the students. The overall quality, however, of language proficiency across the students’ literary critical writings is less investigated, especially in contexts where English is a foreign language and specifically among the students who study at the Department of English at University of Human Development (UHD). The present study argues that different elements that shape language proficiency coalesce, in collaboration with developed literary and critical skills, in adequately written critical assessments of literary works. Moreover, Educational workers’, at English departments, foremost priority, based on their mission ─teaching either literature or language─ is, accordingly to hone students’ critical and language skills. Notwithstanding, the very title of the BA program in English language and literature predominantly considers the vital role of language proficiency.

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