Perceptions of EFL Teachers/Instructors on the Use of Communicative Language Teaching (CLT) in Cambodian Higher Education Institutions
Abstract
In contemporary language pedagogy, an array of effective methodologies and approaches exists for the English language classroom. While instructional styles have evolved across generations, traditional frameworks such as the Direct Method (DM) and the GrammarTranslation Method (GTM) remain widely utilized; yet, their student learning outcomes frequently fall short of learner expectations. To address the need for faster, more authentic communication within proper contextual boundaries, Communicative Language Teaching (CLT) emerged as a prominent classroom approach. Rather than acting as a total replacement for previous methodologies, CLT serves as a contemporary framework that is heavily studied within the field of English Language Teaching (ELT). While substantial global literature exists regarding English as a Foreign Language (EFL) teachers' perceptions of CLT, very few studies specifically investigate its practical implementation within Cambodian Higher Education Institutions (HEIs). Consequently, this study is designed to critically investigate EFL instructors' understanding of English pedagogy, focusing specifically on the challenges and constraints they encounter when implementing CLT in Cambodian HEIs.