Communicative Language Teaching Methodologies in Omani EFL Context

Abstract

Ever since Communicative Language Teaching (CLT hereafter) was first proposed in 1970 in the UK, there has been widespread implementation of the CLT methodology as it has evolved over the years incorporating the local needs and conditions of the particular contexts, especially in Asia. This paper seeks to revisit the significance of CLT methodology being used in English-as-a-lingua-franca (ELF hereafter) settings in an English-medium-instruction (EMI hereafter) university in the Sultanate of Oman. The emphasis on communication, as it were, in language learning classrooms has led to the augmentation of communicative competence among learners in EFL contexts across EMI universities in Oman. This paper goes on to elaborate how the focus of CLT has been on language functions with a significant emphasis on communicative interaction in the classroom, meaningful practice of language functions with learners, and active involvement of facilitators which, in turn, brings about a renewed emphasis on the notions of positive reinforcement, consideration of mistakes as natural, and use of target language in the classroom which has emboldened the learners with more confidence in using English as a lingua franca in EMI universities in Oman.

Investigating Communicative Language Teaching Barriers for English Students in Higher Education

“…Their firsthand experiences, which might span across methodologies like Communicative Language Teaching (CLT), traditional grammar-centric instruction, or a hybrid of these strategies, can shed light on what truly resonates with students. As educational institutions endeavor to mold and modify their teaching techniques, ensuring alignment with students' predilections and learning styles, they can substantially benefit from such nuanced feedback from educators, and a sentiment echoed in the research by Al-Khamisi and Sinha (2022).…”