Systematic Review of Communicative Language Teaching (CLT) in Language Education: A Balanced Perspective

Abstract

This article presents a comprehensive review of communicative language teaching (CLT) in language education, considering both the positive impact of the approach and the criticisms raised by scholars. CLT has garnered significant attention in language education due to its emphasis on promoting effective communication and meaningful language use. This systematic review presents an impartial and well-rounded analysis of the pros and cons of CLT, citing previous studies in the literature review. It highlights the positive results of past research, demonstrating how CLT can enhance students’ communicative competence, language proficiency, cultural awareness, learner autonomy, critical thinking, and problem-solving skills. However, other studies have criticized CLT, raising concerns about its lack of explicit grammar and vocabulary instruction, insufficient preparation for formal writing, standardized exams, insufficient attention to individual learner differences, and emphasis on fluency over accuracy. By presenting both perspectives, this article aims to provide educators with a balanced understanding of CLT’s potential strengths and limitations, guiding them in designing effective language teaching practices.

How Formal and Nonformal Education Shapes a Student: A Case of Minke from Pramoedya A. Toer’s Buru Tetralogy

“…In this context, nonformal education is conceptualized as a learning modality occurring extraneous to conventional educational environments, characterized by voluntariness, transient duration, and minimal prerequisites. Such a pedagogical avenue facilitates the acquisition of pragmatic competencies and knowledge, fostering holistic learner development (Bassachs et al, 2020;Hasibuan et al, 2023;Kim, 2020;Lee et al, 2023;Qasserras, 2023). Furthermore, incorporating nonformal education within formal early childhood educational settings can engender culturally attuned pedagogical practices, given the innate integration of informal learning within quotidian experiences (Maleq et al, 2022).…”

Using Print Media to Facilitate Luganda Language Teaching and Learning for Authentic Learning

“…According to Qasserras (2023), the aim of Communicative Language Teaching (CLT) is to motivate learners to develop their communicative competence by using the language in meaningful, authentic, and real-life situations. Since the emphasis is on fluency rather than accuracy, it has grown in popularity in many contexts.…”

“…Hence the teacher's role in the CLT process is to provide the required resources, tasks, and strategies, but not to act as the source of knowledge. Furthermore, the focus is on more learnercentred, democratic approaches (Qasserras, 2023) and the use and development of material that will contribute to teaching and learning the language in authentic contexts (Coskun, 2011). This view is further supported by Hsu (2015) who opines that for teaching and learning to be meaningful and relevant, the print material that teachers use must be authentic and based on the students' lives so that they are able to identify with it.…”

Unlocking Potential: Navigating CLT for Adolescent English Learners in Egyptian Public Schools

“…The Input Hypothesis underscores the significance of comprehensible input in language acquisition, aligning with CLT's focus on meaningful communication (Alwazir & Shukri, 2016;Krashen, 1979). The Output Hypothesis emphasizes the role of language production in developing proficiency, assessing the effectiveness of CLT methods in promoting language use and proficiency (Qasserras, 2023;Swain, 1985). These theories collectively provide a robust framework for understanding the dynamics of language acquisition in the context of Egyptian public schools.…”