Bridging the gap : Secondary School EFL Teachers' Conceptualizations of CLT and Contextual Constraints on Implementation
Keywords:
teachers' perception, Communicative language teaching, (CLT)Abstract
This qualitative study looked into the different ways that secondary school English as a Foreign Language (EFL) teachers think about the ideas behind and how to use Communicative Language Teaching (CLT) in the classroom. Although Communicative Language Teaching (CLT) is widely recognized as the most effective method for enhancing communicative competence, a considerable disparity frequently exists between its theoretical endorsement and practical implementation in the classroom. The research employed a qualitative design featuring semi-structured interviews with ten purposefully selected EFL teachers to elucidate their conceptual understanding, attitudes, and the particular challenges they face. Teachers overwhelmingly identified communicative competence as the primary objective, emphasized the critical role of interaction in language acquisition, and advocated for a learner-centered classroom environment. The results demonstrated a strong and consistent conceptual alignment with the core tenets of CLT. Nevertheless, the instructors identified numerous contextual obstacles that deterred their complete implementation, despite this philosophical backing. The most significant challenges reported included students' excessive reliance on their native language (L1), student resistance and low motivation resulting from conventional learning expectations, an irreconcilable conflict between communicative methods and grammar-focused, high-stakes examinations, logistical difficulties related to large class sizes, and a pervasive lack of targeted professional development opportunities. In conclusion, this study suggests that the systemic and structural limitations of the educational environment, rather than the beliefs of the instructors, are the principal obstacles to the implementation of CLT. To achieve successful, long-lasting reform, policymakers and institutions must deal with the main problems of exam-driven curricula, class sizes, and the need for practical, context-specific teacher training. The teachers' favorable perceptions indicate a willingness to adopt communicative practices.
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