scholarly journals The Perception and Practice of EFL Teachers in Teaching Vocabulary Using Communicative Language Teaching (CLT)

2020 ◽  
Keyword(s):  
Language Teaching ◽  
Communicative Language Teaching ◽  
Efl Teachers

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 An Exploration into Teachers’ Perceptions towards the challenges of Teaching Reading Skills using Communicative Language Teaching Approach: Focus on Wolaita Sodo Preparatory School

2019 ◽  
Vol 1 (1) ◽  
pp. 1-8
Author(s):  
Tesfaye Buche Bosha ◽  
Desalegn Youpo Ukute
Keyword(s):  
Reading Skills ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Teaching Approach ◽  
Observation Data ◽  
Teaching Reading ◽  
Preparatory School ◽  
Teachers Perceptions ◽  
Efl Teachers ◽  
Wolaita Sodo

The main purpose of this study is to explore teachers’ perceptions towards the challenges of teaching reading skill using communicative language teaching approach: focus on Wolaita Sodo Preparatory School. Descriptive research design was employed. The data were collected through semi-structured interview and classroom observations. Six grade eleven EFL (English as a Foreign Language) teachers of the Wolaita Sodo Preparatory school were selected as of the study using convenience sampling method. The Interview data were tape recorded and transcribed into textual form and the classroom observation data were noted to analyze. The findings of this study disclosed that EFL teachers have a positive perception in towards teaching/reading skills using communicative language teaching approach but students were negatively perceived in learning/reading using Communicative Language Teaching (CLT). Hence, based on the findings, recommendations were made. In concurrence to this, the researcher recommends that the concerned bodies should give due attention to overcome selected problems which hampers teaching/reading skills using communicative language teaching approach particularly mobilizing EFL teachers through continuous capacity building activity is paramount.

scholarly journals The Using of Communicative Language Teaching (CLT) Approach: A Case Study of Jordanian Female EFL Learners at University of Jordan

2021 ◽  
Vol 4 (6) ◽  
pp. 141-147
Author(s):  
Kosay Alshwater
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Teaching ◽  
Data Interpretation ◽  
Communicative Language Teaching ◽  
Female Students ◽  
Efl Learners ◽  
Institutional Issues ◽  
Efl Teachers

This paper aims to explore the experiences of Jordanian English as a foreign language (EFL) student concerning communicative language teaching. Classroom surveys were used to gather data from three separate sources. The quantitative method was applied to collect and evaluate data through classroom surveys, which were statistically assessed using suitable methods. Female students (N = 115) who participated in the research. In terms of the significant conclusions, data interpretation revealed gaps in the subjects' experiences of EFL Learning. Furthermore, the results showed that EFL teachers in Jordan face various difficulties when introducing communicative language learning in their classrooms. Three points of concern were regularly identified: student challenges, institutional issues, and problems with the administrative structure. Overall, the findings showed that despite the problems, Jordanian EFL learners regard the CLT method favourably.

scholarly journals ELT in Algeria: The Hegemony of the Teach-to-the-Test Approach

2018 ◽  
Vol 8 (2) ◽  
pp. 63
Author(s):  
Smail Benmoussat ◽  
Nabil Djawad Benmoussat
Keyword(s):  
Standardized Tests ◽  
Language Learners ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
High Stakes ◽  
Grammatical Analysis ◽  
Efl Teachers ◽  
Direct Outcome ◽  
High Stakes Exams ◽  
Communicative Abilities

The late 1970s witnessed the emergence of a widespread movement that expressed its reaction against the approaches and methods which focused too much on the teaching of discrete items. That was clearly stated by applied linguists, teachers and educators who virtually all contended that traditional methods which used translation and systematic grammatical analysis left the language learners little time to practice the spoken language and to enhance their communicative abilities. As a direct outcome of such reaction, a concern developed to make foreign language teaching, not least English “communicative”. Communicative Language Teaching, henceforth CLT, has attracted a worldwide interest. Regrettably, seldom is testing processed “communicatively”; most Algerian EFL teachers prefer to cling tenaciously to the teach-to-the-test approach “principles”. This preference is closely related to the notion of “achievement” which means nothing more than giving the opportunity to the learner to score well on standardized tests and high-stakes exams. This dimension indicates the extent to which the teach-to-the-test approach acts as the “sword of Damocles” hanging over ELT in Algeria converting EFL keep-pace learners into set-the-pace swots.

scholarly journals Effective Foreign Language Teaching: a Matter of Iranian Students’ and Teachers’ Beliefs

2011 ◽  
Vol 4 (2) ◽  
pp. 46 ◽  
Author(s):  
Mahyar Ganjabi
Keyword(s):  
Language Learning ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Target Language ◽  
Grammar Teaching ◽  
Teachers Beliefs ◽  
Efl Teachers ◽  
Efl Students ◽  
Computer Based ◽  
Iranian Students

This paper reports on a study that investigated the beliefs about language learning of 120 Iranian EFL students and 16 EFL teachers. The primary aim of the study was to reveal whether there was any difference between the beliefs of Iranian students and teachers regarding different aspects of language learning such as grammar teaching, error correction, culture, target language use, computer-based technology, communicative language teaching strategies and assessment. Data were collected using a 24-item questionnaire. It was concluded that there were some differences between the Iranian students’ and teachers’ beliefs regarding what procedures were most effective in bringing about language learning. Discussion of the findings and implications for further research are also articulated.

scholarly journals Communicative Language Teaching in Public Universities in Afghanistan: Perceptions and Challenges

2021 ◽  
Vol 11 (11) ◽  
pp. 1434-1444
Author(s):  
Ghazi Mohammad Takal ◽  
Noor Mala Ibrahim ◽  
Mujtaba Jamal
Keyword(s):  
Foreign Language ◽  
Public Universities ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Efl Teachers ◽  
Teachers And Students ◽  
Method Approach ◽  
Survey Questionnaires

While Communicative Language Teaching (CLT) has been advocated in Afghanistan, little is known about the perception of Afghan EFL (English as a Foreign Language) teachers on CLT. This study aims to investigate the perceptions and challenges of CLT in Afghan public universities from the perspectives of EFL teachers. The study employed a mixed-method approach comprising survey questionnaires and a qualitative interview. A sample of sixty-two Afghan EFL teachers was selected to participate in a survey questionnaire, while five were interviewed. Findings from the questionnaires and interview showed that Afghan EFL teachers have positive perceptions regarding CLT. The results also showed that the education system is one of the significant challenges for CLT implementation in Afghan public universities. The current study is valuable for policymakers, teachers, and students for improvement of EFL classes in Afghanistan.

scholarly journals A Review Paper on ELT Articles Conducted on EFL Teachers’ Perceptions, Practices and Challenges towards Communicative Language Teaching

2021 ◽  
Author(s):  
Netsanet Haymanot Belete
Keyword(s):  
English Language ◽  
Review Paper ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
English Language Teaching ◽  
Sampling Techniques ◽  
Teachers Perceptions ◽  
Efl Teachers ◽  
Research Findings ◽  
Research Questions

This review paper aimed at reviewing English language teaching articles on EFL teachers’ perceptions, practices and challenges towards communicative language teaching. In this review, two ELT articles, which have been conducted on teachers’ perceptions, practices and challenges towards communicative language teaching in EFL classes, were reviewed in detail. While reviewing the articles, the researcher adapted Rideley’s (2008) checklist to evaluate elements of article. Thus, articles were reviewed by focusing on the title, abstract, introduction, research questions, objectives, research design, participants, sample and sampling techniques, data collecting instruments, methods of data analyses, findings and references based on the checklist provided above. The review revealed that the articles had clear objectives, researchable questions, appropriate methods and inevitable conclusions. They tried to answer the questions which were raised in each article, and the objectives went along with the overall research findings. The review, on the other hand, revealed that the participants in the articles were not representative so as to conclude and generalize the overall population by taking only few participants which were selected even by using non probability sampling.

scholarly journals In-service EFL Teacher Development for Technology Integration in Communicative Language Teaching

2017 ◽  
Vol 5 (2) ◽  
Author(s):  
Thooptong Kwangsawad
Keyword(s):  
Technology Integration ◽  
Teacher Development ◽  
Test Scores ◽  
Teaching And Learning ◽  
Basic Education ◽  
Language Teaching ◽  
Development Program ◽  
Communicative Language Teaching ◽  
Ministry Of Education ◽  
Efl Teachers

In response to the challenges of ASEAN Economic Community 2015, Ministry of Education announced the latest policies to reform teaching and learning English at the basic education level adapting communicative language teaching (CLT) flexibly and appropriately to the Thai context, and using information computer technology (ICT) media as a tool to enhance teaching skills and knowledge of teachers. This article deals with the implementation and evaluation a professional development program for technology integration in CLT for 32 in-service EFL teachers from primary and secondary school levels with the foci on 1) evaluation of the in-service EFL teachers’ knowledge and skills in CLT and technology integration in CLT and, 2) the in-service EFL teachers’ experiences with participating in the program. The results show that the post- test scores of the in-service teachers’ knowledge in CLT and technology integration in CLT were significantly higher than the pre-test scores. However, their skills in CLT and technology integration in CLT were at the low level.  Almost all participants reported having positive experiences with the program. 

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