Afghan EFL Teachers’ Perceptions Toward Challenges They Encounter in Implementing CLT in Their Classes

Downloads

Download the Article:

Authors

  • Ahmad Shah Qasemi Lecturer, English Language and Literature Department, Jawzjan University, Afghanistan
  • Ziauddin Quvanch Lecturer, English Language and Literature Department, Jawzjan University, Afghanistan https://orcid.org/0000-0001-9930-5987
https://doi.org/10.55559/sjahss.v3i1.193

Keywords:

CLT , Challenges , Perceptions , Application , EFL , ESL

Abstract

This study aimed to identify the challenges that Afghan EFL teachers encounter when implementing Communicative Language Teaching (CLT) in their classes. The study utilized a descriptive quantitative research design, employing a survey questionnaire.  A total of 25 EFL teachers from different public universities of Afghanistan participated in this study. The results revealed that in teacher-related challenges, insufficiency in spoken English, lack of training in CLT, shortage of time for developing communicative materials, and lack of knowledge about the culture of the target language are the primary obstacles to the application of CLT. Additionally, challenges in student-related factors such as low English proficiency, passive learning styles, and lack of motivation were identified as critical difficulties hindering the implementation of CLT in their classes.

Downloads

Download data is not yet available.

Author Biography

Ziauddin Quvanch, Lecturer, English Language and Literature Department, Jawzjan University, Afghanistan

Ziauddin Quvanch is a senior lecturer in the English language and literature department of education faculty at Jawzjan University, Afghanistan. He completed his Master’s degree in TESL (Teaching English as a Second Language) at Universiti Teknologi Malaysia (UTM), Malaysia. His research interests are online teaching and learning, Technology Enhanced Language Learning (TELL), Computer Assisted Language Learning (CALL), Mobile Assisted Language Learning (MALL), e-learning, etc. He is also interested in investigating the impacts of anxiety on students’ language skills.

References

Alakrash, H. (2021). Factors affecting the application of communicative language teaching CLT in Syrian schools. TESOL and Technology Studies, 2(1), 1-14. DOI: https://doi.org/10.48185/tts.v2i1.143

Chang, A. N., & Suparmi, S. (2020). The Implementation of Communicative Language Teaching (CLT) and Factors Hindering Teachers from Implementing it in High School. Al-TA'DIB: Journal Kajian Ilmu Kependidikan, 13(1), 46-56. DOI: https://doi.org/10.31332/atdbwv13i1.1598

Creswell, J.W. and Creswell, J.D. (2017). Research Design: Qualitative, Quantitative, And Mixed Methods Approaches (5th ed.). Sage Publications. https://doi.org/10.1017/CBO9781107415324.004 DOI: https://doi.org/10.1017/CBO9781107415324.004

da Silva Cintra, C., & Bittencourt, R. A. (2015, October). Being a PBL teacher in Computer Engineering: An interpretative phenomenological analysis. In 2015 IEEE Frontiers in Education Conference (FIE) (pp. 1-8). IEEE. DOI: https://doi.org/10.1109/FIE.2015.7344234

Dimond-Bayir, S., Russell, K., Blackwell, A., & Flores, C. (2017). Prism level 1 student’s book with online workbook listening and speaking.

Dos Santos, L. M. (2019). English language learning for engineering students: Application of a visual-only video teaching strategy. Global Journal of Engineering Education, 21(1), 37-44.

Ellis, G. (1996). How culturally appropriate is the communicative approach? ELT journal, 50(3), 213-218. DOI: https://doi.org/10.1093/elt/50.3.213

Ho, Y. Y. C. (2020). Sport & Tourism Education Communicative language teaching and English as a foreign language undergraduates’ communicative competence in Tourism English. Journal of Hospitality, Leisure, Sport & Tourism Education, 27(1), 100271. https://doi.org/10.1016/j.jhlste.2020.100271 DOI: https://doi.org/10.1016/j.jhlste.2020.100271

Holliday, A. (1994). The house of TESEP and the communicative approach: The special needs of state English language education. DOI: https://doi.org/10.1093/elt/48.1.3

Islam, M. J., & Bari, I. S. (2012). Implementation of CLT in Bangladesh and Thailand: Problems and challenges. Outlooks: VUB, 2(1), 87-105.

Jafari, S. M., Shokrpour, N., & Guetterman, T. (2015). A mixed methods study of teachers. Perceptions of communicative language teaching in Iranian high schools. Theory and practice in language studies, 5(4), 707. DOI: https://doi.org/10.17507/tpls.0504.06

Kwon, Y. (2017). A Study of Thai Teachers‟ Perceptions Toward the Implementation of Communicative Language Teaching of English. HRD Journal, 8(1), 114-125.

Larsen-Freeman, D. (2000). Techniques and principles in language teaching. oxford University.

Li, D. (1998). "It's always more difficult than you plan and imagine": Teachers' perceived difficulties in introducing the communicative approach in South Korea. TESOL Quarterly, 32 (4), 677-703. DOI: https://doi.org/10.2307/3588000

Li, P. (2004). Chinese EFL teachers' perceptions of implementation of communicative language teaching at tertiary level. McGill University,

Losi, R. V., & Nasution, M. M. (2022). Students' Attitudes Toward Communicative Language Teaching (CLT) in English Speaking Intensive Program. International Journal of English and Applied Linguistics (IJEAL), 2(1), 95-102. DOI: https://doi.org/10.47709/ijeal.v2i1.1428

Musthafa, B. (2009). Communicative language teaching in Indonesia: Issues of theoretical assumptions and challenges in the classroom practice. Journal of Southeast Asian Education, 2 (2). ERIC database, (ED462833). Retrieved from http://www.eric.ed.gov/PDFS/ED462833.pdf

Ozsevik, Z. (2010). The use of communicative language teaching (CLT): Turkish EFL teachers' perceived difficulties in implementing CLT in Turkey.

Rahimi, M., & Naderi, F. (2014). The relationship between EFL teachers’ attitudes towards CLT and perceived difficulties of implementing CLT in language classes. International Journal of Applied Linguistics and English Literature, 3(3), 237-245. DOI: https://doi.org/10.7575/aiac.ijalel.v.3n.3p.237

Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching. Cambridge University Press. DOI: https://doi.org/10.1017/CBO9780511667305

Richards, J. C., & Schmidt, R. W. (2013). Longman dictionary of language teaching and applied linguistics. Routledge. DOI: https://doi.org/10.4324/9781315833835

Sabrina, A. (2020). The implementation of communicative language teaching in English practice. NOTION: Journal of Linguistics, Literature, and Culture, 2(1), 17-27. DOI: https://doi.org/10.12928/notion.v2i1.1750

Sato, K., & Kleinsasser, R. C. (1999). Communicative language teaching (CLT): Practical understanding. The Modern Language Journal, 83(4), 494-517. DOI: https://doi.org/10.1111/0026-7902.00037

Takal, G. M., & Ibrahim, N. M. (2019). Perceptions and challenges of CLT in EFL classes-possible research in Afghan tertiary EFL context. International Journal of Engineering and Advanced Technology, 8(5), 1159-1164. DOI: https://doi.org/10.35940/ijeat.E1162.0585C19

Tekliuk, H. P. (2020). Communicative language teaching. DOI: https://doi.org/10.24919/2308-4863.4/30.212602

Tweedie, M. G., & Johnson, R. C. (2018). Listening instruction for ESP: Exploring nursing education where English is a lingua franca. International Perspectives on Teaching the Four Skills in ELT: Listening, Speaking, Reading, Writing, 65-77. DOI: https://doi.org/10.1007/978-3-319-63444-9_5

Published on: 20-01-2024

Also Available On

Note: Third-party indexing sometime takes time. Please wait one week or two for indexing. Validate this article's Schema Markup on Schema.org

How to Cite

Qasemi, A. S., & Quvanch, Z. (2024). Afghan EFL Teachers’ Perceptions Toward Challenges They Encounter in Implementing CLT in Their Classes. Sprin Journal of Arts, Humanities and Social Sciences, 3(1), 35–40. https://doi.org/10.55559/sjahss.v3i1.193

Issue

Vol. 3 No. 1 (2024): Volume 03 Issue 01, Jan 2024

Section

Research Article

License

Copyright (c) 2024 Ahmad Shah Qasemi, Ziauddin Quvanch

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors contributing to this journal retain the copyright of their articles but agree to publish their articles under the terms of the Creative Commons CC-BY 4.0 License (http://creativecommons.org/licenses/by/4.0/) allowing third parties to copy and redistribute the material in any medium or format, and to remix, transform, and build upon the material, for any purpose, even commercially, under the condition that appropriate credit is given, that a link to the license is provided, and that they indicate if changes were made. They may do so in any reasonable manner, but not in any way that suggests the licensor endorses them or their use.

2583-2387