Skip to content
Log in

Similar papers

Open access Jul 2026

Integrating communicative language teaching into elementary English curriculum: A framework for multidimensional competency development

This study examines the implementation of Communicative Language Teaching (CLT) in elementary school contexts to enhance students’ communicative competence. The study addresses the gap between theoretical assumptions of CLT and its practical application in classrooms, particularly within the Indonesian educational setting. The objective of this research is to analyze how CLT strategies are applied and to evaluate their impact on students’ speaking skills and classroom interaction. A qualitative research design was employed, involving classroom observations, interviews with teachers, and document analysis. The findings indicate that the use of communicative activities such as role play, group discussions, and interactive tasks significantly improves students’ confidence and ability to communicate in English. However, several challenges were identified, including limited teacher proficiency, lack of instructional resources, and constraints related to traditional teaching practices. The study concludes that CLT is an effective approach for promoting active learning and communicative competence in elementary education. Its successful implementation requires adequate teacher training and contextual adaptation. These findings contribute to the development of more effective language teaching practices in primary education. Keywords: communicative competence; communicative language teaching; elementary education; speaking skills

Eryza Tiara Dzulqa, Effy Mulyasari · 0 citations
Open access 2026

Omani English Teachers’ Perspectives on Implementing Communicative Language Teaching in Post-Basic Schools: A Case Study

Communicative Language Teaching (CLT) has been widely promoted as an approach emphasizing communicative competence and purposeful language use. Despite its prominence in English language education, a persistent gap exists between teachers' awareness and classroom implementation of CLT principles, particularly in non-native contexts such as Oman. While previous studies have quantified teacher awareness, limited qualitative research has explored how teachers interpret and adapt CLT within their specific classroom contexts. This qualitative case study investigated how six Omani English teachers in government post-basic schools (Grades 11–12) conceptualised and interpreted CLT within their classroom contexts. Semi-structured interviews were conducted and analysed using the Codes–Categories–Themes (CO–CAT) framework to identify patterns in teachers' perspectives. Teachers associated effective implementation of CLT with supportive classroom environments that foster confidence and communication. Teachers also viewed CLT as context-dependent, influenced by learner proficiency, lesson focus, instructional time, and classroom conditions, resulting in selective and adaptive implementation practices. Teachers conceptualised CLT not simply as a collection of communicative techniques, but as a set of interconnected conditions that support classroom communication, including learner participation, authentic language use, emotional support, and contextual adaptation. The study contributes to understanding the theory–practice gap as a process of professional judgement rather than a failure of implementation. The findings may inform teacher professional development, curriculum implementation, and communicative language teaching practices in Oman and similar EFL contexts.

Amal Salim Alhanashi, Paolus Sulaiman · 0 citations
Open access Aug 2026

Exploring The Role of Teachers in the Implementing English Language Teaching Strategies at SMPN 2 Telaga

This study aims to explore the roles of teachers in implementing English language teaching strategies at SMPN 2 Telaga. Employing a qualitative case study design, data were collected through classroom observations, semi-structured interviews, and document analysis of lesson plans. The findings reveal two contrasting pedagogical orientations. One teacher adopts a teacher-centered approach that emphasizes structured instruction and linguistic accuracy but limits student interaction. In contrast, the other teacher applies a student-centered and communicative approach that actively promotes student engagement, participation, and confidence in using English. The study further indicates that the student-centered approach is more effective in fostering meaningful learning, although challenges remain in addressing differences in students’ confidence and participation levels. These findings highlight that effective English language teaching requires the integration of pedagogical, communicative, and affective aspects. Teachers are therefore encouraged to balance structured instruction with interactive learning, provide both corrective and supportive feedback, and create a motivating classroom environment to enhance student engagement and learning outcomes.

Vira Zamrudah Ikram Salsabila, Novriyanto Napu, Sri Widyarti Ali · 0 citations
Open access Jul 2026

Improving the Methodology for Developing Linguistic and Communicative Competence of Future English Language Teachers through the CLIL Approach

The present study investigates the effectiveness of the Content and Language Integrated Learning (CLIL) approach in improving the methodology for developing linguistic and communicative competence among future English language teachers. Responding to the growing demand for language educators who possess not only advanced linguistic proficiency but also the ability to communicate effectively across academic and professional contexts, the study explores the pedagogical potential of CLIL in teacher education. A mixed-methods quasi-experimental research design was employed involving 72 undergraduate students enrolled in English language teacher education programmes. Quantitative data were collected through pre- and post-tests and structured questionnaires, while qualitative evidence was obtained from classroom observations, semistructured interviews, and students’ reflective journals. The findings revealed that CLIL-based instruction produced statistically significant improvements in linguistic accuracy, vocabulary development, communicative fluency, interactional confidence, critical thinking, and interdisciplinary communication skills compared with conventional language instruction. The analysis further identified collaborative learning, authentic communicative tasks, reflective practice, project-based activities, and the integration of digital educational technologies as the principal factors facilitating competence development. The study argues that CLIL promotes meaningful language use by integrating subject content with language learning, thereby enhancing both academic achievement and professional readiness. It concludes that the CLIL approach represents an effective pedagogical framework for modern English language teacher education and offers valuable implications for curriculum design, teacher training, and educational innovation in multilingual learning environments.

Charosxon Raximova · 0 citations
Open access Jul 2026

Evaluating Teachers’ Interactional Competence in English Classroom through SETT Framework

Teacher talk played a crucial role in English language learning, serving as the primary medium to manage classroom interactions, deliver content, and create learning opportunities. This study aimed to evaluate teacher talk in the English classroom at SMP N 1 Tayu using the Self-Evaluation of Teacher Talk (SETT) framework. The research focused on four modes of interaction: managerial mode, materials mode, skills systems mode, and classroom context mode. This study employed a qualitative approach involving three English teachers from grades 7, 8, and 9. Data were collected through classroom observations, teacher reflection sheets, semi-structured questionnaires, SETT tables, and semi-structured interviews. The data were analyzed using the SETT framework to identify teacher talk characteristics and interaction patterns. The results indicated that teacher talk varied across participants. Teacher 1 was dominated by the managerial mode (67%), followed by materials mode (19%), skills and systems mode (9%), and classroom context mode (5%). Teacher 2 was dominated by the materials mode (62%), followed by managerial mode (18%), classroom context mode (12%), and skills and systems mode (8%). Meanwhile, Teacher 3 showed a dominance of the materials mode (45%), followed by managerial mode (27%), classroom context mode (21%), and skills and systems mode (7%). The findings revealed that teacher talk was closely related to the application of Classroom Interactional Competence (CIC), the strategic use of translanguaging, and paralinguistic features to support student understanding across different interactional modes. Keywords: teacher talk, Classroom Interactional Competence (CIC), Self-Evaluation of Teacher Talk (SETT), Classroom Discourse Analysis..

Endrat Wasiatiningsih, Sri Wuli Fitriati · 0 citations
Open access Aug 2026

Exploring Teachers’ Pedagogical Practices for Enhancing English Speaking Skills in Upper Primary Classrooms in Paidha Town Council, Zombo District, Uganda

This study explored teachers’ pedagogical practices for enhancing English speaking skills among selected upper primary learners in Paidha Town Council, Zombo District. The study was motivated by a lack of research on how teachers actually use speaking methods in poor rural schools. The study was guided by Social Cognitive Theory and the Communicative Language Teaching approach. A qualitative research design was used to obtain an in-depth understanding of classroom practices and teachers’ instructional experiences. Data were collected from two selected primary schools through semi-structured interviews, classroom observations, and document analysis. The participants included eight upper primary English language teachers and two headteachers. Of these, three teachers were chosen for fourteen lesson observations to allow for a closer and more detailed examination of daily classroom interactions. The findings show that, while teachers knew about communicative practices such as group discussions, role-plays, storytelling, dialogues, and question-and-answer activities, they struggled to use them effectively in actual lessons. The main pattern in the findings revealed that teachers knew the theory but failed to use it in practice. Instead of conducting authentic speaking tasks, lessons became simple, repetitive routines in which group work was often poorly structured, role-plays were mainly conducted through textbook reading, storytelling activities were frequently reduced to copying notes, and choral responses dominated many lessons. The study also found a gap between planned learner-centred activities and actual classroom delivery. These findings suggest that teachers require more practical support in planning, managing, and assessing speaking-focused activities. By showing these classroom challenges in rural schools, this study adds to existing knowledge by indicating that knowledge of teaching methods alone is insufficient to help pupils speak well if teachers lack practical support for their specific school environments. The study concludes that improving pupils’ English-speaking skills requires the consistent use of participatory classroom practices, constructive feedback, and targeted professional development for teachers.

Irene Afoyorwoth, Sekitto Ayoub, Josephine Bweyale · 0 citations