Communicative language teaching: The missing link between theory and practice

Daba, Derara; Teshome, Zeleke; Bekele, Ebisa

doi:10.5861/ijrse.2022.337

Cited by 1 publication

(2 citation statements)

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“…A preprint has previously been published by Daba et al (2022). There is a difference between the previously published paper and the present (this) one.…”

Section: Ethical Approvalmentioning

confidence: 75%

“…Implementing EFL curricula especially in Ethiopian context where English language is used only in the classroom setting is not an easy task; rather it is a demanding process. It is affected by a number of factors (Daba et al, 2022). For example, most EFL teachers who taught English language as a foreign language were unable to implement communicative language teaching mainly because of their imprecise knowledge about the goals and principles of it.…”

Section: Ethiopia Has Introduced Communicative Language Teaching-base...mentioning

confidence: 99%

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The Status, Challenges and Prospects of Communicative Language Teaching in East Wallaga Zone, Ethiopia

Daba

Teshome

Bekele

2023

Preprint

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Although communicative language teaching-based curriculum was introduced almost three decades ago in Ethiopian context, there is still a gap between what is intended and what is achieved. Therefore, the general objective of this study was to investigate the status, challenges and prospects of communicative language teaching in some selected secondary schools of East Wallaga Zone, Ethiopia. To attain the objective, three basic research questions were framed, and survey research design with mixed approach was employed. The EFL teachers were included in the study through comprehensive sampling from nine secondary schools. Data was collected from the teachers through questionnaire, classroom observation and interview. Convergent mixed-method was used to collect data at parallel times. The data collected through the questionnaire was analyzed through descriptive and inferential statistics using SPSS version 20. Whereas, the data collected through classroom observation was transcribed and narrated by paying attention to what teachers did in the classrooms. Similarly, the data obtained through interview was transcribed, coded and categorized based on the similar themes that were repeatedly said during the interview. The analysis was made in the way it provided a triangulated answer for each research question. Accordingly, the result of the study showed that communicative language teaching was rarely implemented in the study area. Teaching and learning activities were seen as writing notes, and explaining the notes by making students silent. The challenges that hindered the implementation of communicative language teaching were related to teachers, students, wash back of university entrance examination and the schools. Thus, it is recommended that EFL teachers should be given theoretical and practical awareness-raising trainings in relation to communicative language teaching so as to engage learners in communication.

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“…A preprint has previously been published by Daba et al (2022). There is a difference between the previously published paper and the present (this) one.…”

Section: Ethical Approvalmentioning

confidence: 75%

Section: Ethiopia Has Introduced Communicative Language Teaching-base...mentioning

confidence: 99%