TEACHERS' PRACTICES IN IMPLEMENTING THE COMMUNICATIVE LANGUAGE TEACHING APPROACH TO TEACHING ENGLISH IN SAUDI ARABIAN PUBLIC SCHOOLS

Mona Hamad Almutiri, Hassan Saleem Alqurashi

Abstract


This study aims to analyze the practices of secondary school English teachers in implementing the Communicative Language Teaching (CLT) approach in public schools in Saudi Arabia. The study used a descriptive-analytical approach and relied on two main instruments: a questionnaire and an observation checklist. These were constructed according to items and criteria directly derived from the CEFR competencies and their conceptions of communicative language use. The results showed an excellent level of teachers' application of CLT approach concepts, indicating that there are no statistically significant differences between teachers’ practices in applying the CLT approach to teaching English in public schools attributable to the experience variable. The results also revealed several difficulties related to its implementation, such as insufficient time allocated to interactive activities, inadequate specialized training, and limited teachers' comprehensive knowledge of the practical application of communicative tasks.

 

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Keywords


Communicative Language Teaching (CLT), Saudi public schools, EFL teachers

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References


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DOI: http://dx.doi.org/10.46827/ejes.v13i2.6536

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