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

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.

EFL Teachers’ Perception of Communicative Language Teaching Practices in Improving Students’ Intercultural Competences

English language teaching in Ethiopia increasingly emphasizes communicative competence, yet classroom implementation often remains teacher-centred and provides limited opportunities for intercultural learning. This study examines how Ethiopian EFL teachers perceive Communicative Language Teaching (CLT), how their perceptions appear in classroom practice, and how CLT supports students’ intercultural competence. A qualitative multiple-case study involves 12 secondary-school English teachers selected purposively from Ethiopian schools. Data are collected through semi-structured interviews, classroom observations, field notes, and demographic forms. The data are analysed thematically through familiarization, coding, categorization, within-case analysis, cross-case comparison, and theme development. The findings show that most teachers view CLT positively and associate it with participation, speaking practice, pair work, group discussion, role-play, and confidence building. However, their classroom practices only partly reflect these beliefs because many activities remain teacher-controlled, textbook-dependent, and focused on accuracy. Teachers also recognize the relationship between language and culture, although several interpret intercultural learning mainly as knowledge of customs and cultural facts. CLT contributes moderately to students’ intercultural competence when tasks include authentic interaction, cultural comparison, perspective-taking, negotiation of meaning, and reflective discussion. Its effectiveness depends on teacher mediation, task design, scaffolding, authentic materials, feedback, assessment alignment, professional development, class size, instructional time, learner proficiency, and institutional support. The study concludes that positive perceptions alone do not ensure effective intercultural CLT. Context-sensitive training, reflective communicative tasks, suitable materials, and assessment of intercultural outcomes are necessary to strengthen classroom implementation. These findings connect teacher cognition, classroom interaction, and intercultural learning within the realities of Ethiopian secondary education.

Exploring teacher ’s roles in communicative language teaching: A qualitative study in an informal English basic course

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.

Developing English Communication Competence through Oral Presentations: A Qualitative Study of Secondary School Students in Morocco

Developing English communication competence has emerged as a fundamental priority in foreign language acquisition, notably at the secondary education level, where students are required to communicate successfully at school and in real-life environments. However, despite ongoing teaching/learning strategies, secondary school learners continue to face challenges in communicating fluently in English and expressing their ideas confidently. Insufficient opportunities for authentic classroom communication may be one cause of these difficulties. The present research explores the significance of classroom oral presentations as a pedagogical approach for building English communication abilities among secondary students. The study aims to understand how systematic oral presentations effectively enhance learners’ ability in communication, critical thinking, pronunciation, vocabulary, and grammatical use. This contribution is grounded in Richards (2006) Communicative Language Teaching (CLT), which prioritizes meaningful and effective communication as the fundamental target of language acquisition, viewing language learning as a process of interaction and engagement. The study employs a qualitative approach, drawing on classroom observations, semi-structured interviews with second-year baccalaureate learners, and evaluation of classroom oral presentations in a Moroccan public secondary school. The findings of this research demonstrated that the participants face multiple challenges hindering the development of their communication skills. It also showed that oral presentation-based education effectively encourages students’ English communication abilities by enhancing their self-confidence, correct pronunciation, critical thinking, and interaction. It showed that students feel motivated and free to use their English effectively during their class oral presentations. This research concludes that implementing regular oral presentation activities into English classes provides authentic opportunities for learners to strengthen their overall English communication skills. The study contributes to existing literature by providing evidence on the significance of implementing regular oral presentations in encouraging students’ English communication skills. It further provides practical instructions for incorporating systematic oral presentations into high school education to generate a more effective educational environment.    

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.