Communicative Language Teaching (CLT)
Communicative Language Teaching (CLT) is an approach to foreign and second language education that prioritizes the development of communicative competence, as highlighted by Richards et al (1992) The primary objective of this method is to enhance learners' ability to communicate effectively in the target language.
Communicative Competence
To use a language effectively, learners must cultivate communicative competence, which is the ability to appropriately employ the language in various social contexts Savigon (1972) defines communicative competence as the capacity to engage in genuine communication, requiring linguistic skills to adapt to the complete range of informational cues, including both verbal and non-verbal elements, from one or more conversation partners.
Besides, it is the view of Canale and Swain (1980) that communicative competence includes grammatical competence, sociolinguistic competence, discourse competence, and strategic competence
- Grammatical competence involves knowledge of vocabulary and rules of word formation, pronunciation or spelling and sentence formation which provide the learners with knowledge of how to express utterances accurately
- Sociolinguistic competence relates to the ability to use the language properly in social contexts depending on contextual factors such as topic, status of participants, and purpose of the interaction
- Discourse competence concerns the ability of how to combine grammatical forms and meanings to achieve a unified spoken or written text
- Strategic competence refers to the mastery of communication strategies which enhance the effectiveness of communication or compensate for breakdowns in communication due to limiting factors in actual communication
In addition, the concept of communicative competence on Batchman‟s study
The concept of competence in 1990 encompasses two key components: organizational competence and pragmatic competence Organizational competence includes grammatical and discourse competence, while pragmatic competence involves illocutionary and sociolinguistic competence.
Communicative competence is a crucial indicator of a learner's language proficiency To foster an optimal environment for developing communication skills, teachers must actively employ a communicative approach in their lesson planning This involves creating tailored lessons that cater to the diverse levels and needs of their students.
Teacher‟s theoretical knowledge
According to Shannon (2007), theoretical knowledge, also known as declarative or propositional knowledge, is knowledge than can be codified or articulated
Teacher‟s practices
According to Oxford Dictionary, the practice is the actual application or use of an idea, belief, or method, as opposed to theories relating to it
BVC: Bach Viet College CLT: Communicative Language Teaching EFL: English as Foreign Language
ELT: English Language Teaching ESL: English as Second Language FFL: Faculty of Foreign Languages
Table 1 (Characteristics of CLT as perceived by teachers) 18
Table 2 (The participants‟ recognition of communicative activities) 19
Table 3 (The participants‟ rating of laying stress on which activities during teaching process) 20
Table 4 (The participants‟ frequency level in engaging students in communicative activities) 21
Table 5 (The participants‟ difficulties & challenges of CLT in implementing CLT related to teachers) 23
Table 6 (the participants‟ difficulties & challenges of CLT in implementing CLT related to students) 24
Table 7 (The participants‟ difficulties & challenges of CLT in implementing CLT related to educational system) 25
Rationale
In today's globalized world, English stands out as the most widely used language for communication, economic exchange, and cultural interaction This significance has led to a heightened focus on English education in Vietnam, particularly after the country joined the World Trade Organization (WTO) as its 150th member, resulting in a surge of foreign investment that demands a workforce proficient in English Despite this increasing demand, many Vietnamese graduates struggle with English communication skills, often having solid grammar knowledge and vocabulary but lacking fluency Language educators are shifting their focus from traditional methods centered on grammar and memorization to the Communicative Language Teaching (CLT) approach, which emphasizes practical communication in real-life contexts This method fosters an engaging classroom environment where learners actively use English, reflecting the growing importance of effective communication skills in urban areas like Ho Chi Minh City amidst Vietnam's ongoing international integration.
Communicative Language Teaching (CLT) has been introduced in English as a Foreign Language (EFL) settings to enhance students' abilities to use English in real-life contexts, as noted by Littlewood (2007) This approach encourages learners to gradually employ the language for specific communicative purposes, emphasizing the importance of developing communicative competence for successful foreign language acquisition However, CLT presents new challenges for educators, placing a significant burden on teachers Nunan (1987) highlights that despite extensive literature on CLT theory and practice, there is a lack of studies on actual communicative language practices, indicating that EFL teachers struggle to effectively translate theory into practice.
In Vietnam, research on the implementation of Communicative Language Teaching (CLT) has focused on two main aspects: teachers' attitudes and perceptions towards CLT, and their ability to navigate the conflicts between Western values inherent in CLT and traditional Vietnamese values Studies indicate that teachers' perceptions significantly impact their decision to adopt CLT While the theory suggests that teachers should effectively embrace various roles within the CLT framework, it appears that many do not fully grasp the potential of these roles Understanding teachers' beliefs and practices in the classroom is crucial, as these beliefs directly influence their teaching methods.
At Bach Viet College in Ho Chi Minh City, the Faculty of Foreign Languages promotes the use of Communicative Language Teaching (CLT) among its educators; however, the practical application of this method remains limited This study examines the theoretical knowledge and perceptions of CLT among teachers, revealing a disconnect between their understanding and actual implementation of the approach The findings aim to provide valuable insights for stakeholders interested in enhancing English teaching and learning.
Aims and Objectives of the study
The primary aim of this study is to identify the discrepancies between teachers' theoretical understanding of Communicative Language Teaching (CLT) and their actual practices in French as a Foreign Language (FFL) at BVC Additionally, the research outlines specific objectives to further explore these gaps.
1 To find out the teachers‟ theoretical knowledge of CLT
2 To investigate whether there is a connection between the teachers‟ theoretical knowledge of CLT and their practices or not
3 To find out some reasons for the gaps between the teachers‟ theoretical knowledge of CLT and their practices.
Research Questions
This study will try to answer the following questions:
1 What is the teachers‟ theoretical knowledge of CLT?
2 Do the teachers‟ understandings towards CLT reflect their actual classroom practices?
3 What are the difficulties that teachers face in adopting CLT at BVC?
Scope of the study
This study investigates the alignment between teachers' theoretical knowledge of Communicative Language Teaching (CLT) and their classroom practices Focusing on ten English teachers in the FFL program at BVC, the research utilizes questionnaires and interviews to gather data.
Methods
This study focused on ten teachers of French as a Foreign Language (FFL) at BVC, conducted during the second semester of 2014 in Basic 4 classes, which resemble general English classes in universities and are taught using Communicative Language Teaching (CLT) methods The researcher employed descriptive and interpretative analysis on qualitative data collected through questionnaires and interviews The questionnaire served as the primary tool for gathering data to address the research questions, while the interviews provided specific qualitative insights.
Design of the study
The thesis is presented in three parts
Part A states the rationale for the study, the aims of the study, and the definitions of related terms and provides the design of the thesis
Part B of the thesis comprises three chapters: Chapter 1 provides a comprehensive Literature Review on Communicative Language Teaching (CLT), covering its definition, objectives, communicative techniques, and the roles of teachers and students, as well as the challenges faced in EFL contexts Chapter 2 details the research methodology, outlining the research questions, participant demographics, instruments used, and data collection procedures Finally, Chapter 3 analyzes the data, highlighting the discrepancies between teachers' theoretical understanding of CLT and their practical application, along with the difficulties encountered in implementing CLT in the classroom.
Part C concludes the study by offering recommendations for effective teaching methods to enhance English learning and instruction It also addresses the limitations encountered during the research and proposes areas for future investigation.
LITERATURE REVIEW
Characteristics of CLT
Since its inception in the late 1960s, Communicative Language Teaching (CLT) has gained global prominence as a leading language teaching methodology Richard (1992) highlights that CLT aims to cultivate language competence, focusing on procedures that enhance the four essential language skills, fostering independence in communication Similarly, Lightbown and Spada (2000) assert that CLT's primary objective is to attain communicative proficiency by mirroring the contextual and purposeful elements of authentic communication.
With the regard of characteristics of CLT, Nunan (1991, p.279) lists five basic characteristics of CLT, as follows:
An emphasis on learning to communicate through interaction in the target language
The introduction of authentic texts into the learning situation
The provision of opportunities for learners to focus, not only on the language but also on the learning process itself
An enhancement of the learner‟s own personal experiences as important contributing elements to classroom learning
An attempt to link classroom language learning with language activation outside the classroom
Communicative Language Teaching (CLT) emphasizes the importance of learners' needs and desires, fostering interaction both inside and outside the classroom This approach proves to be more effective than traditional methods focused solely on grammar or mechanical practice A key transformation in language teaching is the shift towards a student-centered model, where lessons are crafted to engage all students in interactive activities The primary objective of classroom activities should be to promote authentic and meaningful communication.
Principles of CLT
The primary objective of Communicative Language Teaching (CLT) is to equip learners with essential language skills, including listening, speaking, reading, and writing, to enhance their communicative competence By focusing on practical communication, CLT aims to help learners effectively understand and utilize the target language in real-life situations.
Basing on this purpose, Freeman (1986, p.128) stated the principles of CLT, as follows:
Learners must have ability to figure out the speakers‟ or writers‟ intention and writers in communicative process
The target language is a vehicle for classroom communication, nor just the object of study
One function can have many forms and therefore a variety of language forms are presented together Emphasis is on the process of communication, rather than mastery of forms
Students should be given the opportunity to express their ideas and opinions
A student error is ignored Errors are tolerated and seen as a natural outcome of language development
Fluency may have to take on more importance than accuracy
One of the teacher‟s major responsibilities is to promote situations to encourage communication Students work at discourse level
In communicating, we have a choice about what to say and how to say it
Whenever possible, 'authentic language‟ - language as it is used in a real context should be introduced.
Communicative technique in the classroom
Communicative Language Teaching (CLT) employs three key techniques: information gap activities, task-based learning, and role play These methods aim to engage students in authentic communication, enhancing their language skills through practical interaction.
An information gap exercise, as defined by Pramesti (2010), involves learners lacking essential information required to complete a task, prompting them to communicate with one another to obtain the missing details This interactive activity fosters collaboration and enhances communication skills among participants.
Tasks are a widely recognized technique in language learning, defined by Willis (1996) as activities where learners utilize the target language for a specific communicative purpose to achieve a particular outcome In the classroom, students engage in tasks that require them to work individually, with partners, or in groups, fostering collaboration and idea-sharing to successfully complete the assigned activities.
Role play is a crucial technique in Communicative Language Teaching (CLT) classrooms, as it enables students to practice communication across various social contexts and roles This interactive method not only fosters creativity but also encourages students to empathize by stepping into another person's shoes, enhancing their overall learning experience.
Roles of teachers and students in CLT
The success of teaching largely depends on the methods teachers use to deliver lessons and manage their classrooms In traditional education, foreign language learning is seen as a simple transfer of knowledge from teacher to student However, with the introduction of Communicative Language Teaching (CLT), English teaching and learning is now viewed as a process of discovery Breen and Candlin (1980, p.99) highlight several key roles for teachers in a CLT classroom.
The teacher plays a crucial role in enhancing communication among classroom participants and facilitating their interaction with activities and texts Additionally, the teacher serves as an independent participant within the learning-teaching group, contributing valuable insights Furthermore, the teacher acts as a researcher and learner, bringing essential knowledge, observed experiences of learning, and organizational skills to the educational environment.
According to Littlewood (1981), during communicative activities, teachers should act as "overseers," circulating the classroom to offer guidance and address student concerns He emphasized the importance of engaging students in group or pair interactions without constant teacher supervision However, he noted that students may struggle with learner-centered activities if they lack familiarity with the procedures Therefore, he recommended that teachers provide clear instructions prior to tasks to facilitate effective participation.
Transitioning from a traditional model to a learner-centered approach requires both teachers and students to adopt new roles Breen and Candlin (1980) emphasize that students in Communicative Language Teaching (CLT) act as negotiators of their learning, engaging with the content and collaborating within group activities This cooperative learning model fosters interdependence, where students contribute as much as they gain, leading to higher achievement compared to competitive or individualistic approaches (Johnson & Johnson, 1985) Hu (2002) identifies students as negotiators for meaning, communicators, and contributors of knowledge, while Mangubhi et al (2004) highlight their active involvement in expressing, interpreting, and negotiating meaning Richard and Rodgers (1986) further affirm that students engage in these processes to enhance understanding within classroom activities.
The learner-centered model emphasizes shared responsibility in the educational process, where both teachers and students play active roles in learning and teaching Successful coordination between educators and learners is essential and can only be attained through thorough preparation and clear task definition from the outset of the class.
Challenges of implementing CLT in EFL contexts
Communicative Language Teaching (CLT), initially developed as a Western English Language Teaching methodology in the 1970s, has since gained popularity in both English as a Second Language (ESL) and English as a Foreign Language (EFL) contexts worldwide However, the learning and teaching dynamics in ESL and EFL environments differ significantly Numerous studies indicate that teachers in EFL contexts face considerable challenges in effectively implementing CLT to achieve their language teaching objectives The application of CLT in EFL settings encounters various obstacles that hinder its successful integration.
Many students face significant challenges in actively participating in communicative activities, primarily due to a fear of losing face in public This reluctance to practice hampers their English learning, particularly within the framework of Communicative Language Teaching (CLT) While some students possess a strong grasp of grammar and vocabulary, they struggle to communicate effectively with foreigners, as they rarely apply their knowledge in real-life situations Harmer (1988) notes that shyness often prevents students from expressing themselves, especially when sharing personal information or opinions, a sentiment echoed by Smith's (2001) findings in Korean classrooms Additionally, a lack of motivation further impedes students' efforts in their studies Bock (2000) highlights that many Vietnamese students focus on passing exams that do not assess their communicative competence, as their primary goal is to secure employment, often in roles that do not demand fluent English skills Consequently, this leads to minimal investment of time and effort in learning the language.
A study by Chau and Chung (1987) found that Hong Kong educators utilized Communicative Language Teaching (CLT) sparingly due to the extensive preparation it required Similarly, Karavas-Doukas (1996) examined teachers' attitudes towards CLT in Greece, revealing that despite the English curriculum being based on CLT principles, educators preferred traditional, teacher-centered instruction These findings indicate a lack of understanding or recognition of the practical applications of CLT among teachers.
A study conducted in 1998 revealed that Korean teachers faced significant challenges in implementing Communicative Language Teaching (CLT) due to deficiencies in spoken English and a lack of strategic and sociolinguistic competence Teachers reported insufficient training and limited opportunities for retraining in CLT, alongside persistent misconceptions about its principles Thompson (1996) identified four common misconceptions: that CLT ignores grammar, focuses solely on speaking, equates to pair and group work, and demands excessive time and energy from teachers Similarly, Ellis's 1994 study in Vietnam highlighted the issue of teachers relying heavily on traditional teaching methods, exacerbated by cultural reluctance to question written texts and an examination system that emphasizes grammar-translation.
1.5.3 Challenges related to educational system
Implementing Communicative Language Teaching (CLT) in English as a Foreign Language (EFL) contexts faces significant challenges, particularly due to large class sizes Research by Nauman (2001) indicated that English classes in Asia can have up to 130 students, while Bock noted that Vietnamese classrooms average 65 students Ky (2002) emphasized that such large classes hinder effective CLT implementation, a sentiment echoed by Li (1998), who reported that South Korean English teachers struggled with CLT due to overwhelming student numbers Li stated that teachers found it nearly impossible to apply CLT principles, as close monitoring and oral communication are crucial Additionally, a disconnect between teaching methods and examination systems poses another challenge Jazadi (2000) highlighted that Indonesia's testing approach, which relies on comprehensive multiple-choice questions, undermines the importance of language use in the classroom, leading both teachers and students to prioritize exam preparation over communicative practice.
METHODOLOGY
Participants and setting of the study
This study examines ten Vietnamese English teachers at BVC, all with over one year of teaching experience Among the participants, eight are female, and the age range is predominantly between 25 to 40 years In terms of academic qualifications, five hold a Bachelor of Arts (BA), while the remaining five possess a Master of Arts (M.A.) The teaching experience among the participants varies significantly, with three teachers having 1-3 years, five teachers with 4-6 years, and two teachers boasting 10-14 years of experience For clarity, the teachers will be referred to as T1 through T10 throughout the study.
In the second semester of 2014 at BVC, a study involving 10 teachers focused on General English classes held on Mondays and Wednesdays Students enhanced their vocabulary and listening skills on Mondays, while grammar and reading skills were emphasized on Wednesdays The classrooms featured rows of fixed chairs and desks, equipped with large whiteboards and projectors, with teachers delivering instruction from the front for the entire class duration.
Data collection
The questionnaires were crafted to effectively gather answers to the research questions, serving as the primary data collection tool for both qualitative analysis and managing a large respondent pool within a limited timeframe To address our research objectives, we developed a questionnaire by adapting items from various studies on Communicative Language Teaching (CLT) (Chowdhury, 2010) The inclusion of open-ended questions facilitated teachers in articulating their perspectives, allowing for comprehensive responses that reflect their knowledge and emotions This approach enables researchers to gain deeper insights into respondents' true feelings, ultimately aiding in the resolution of the research questions.
The researcher aims to validate questionnaire data while ensuring interviewees feel comfortable sharing their genuine thoughts and feelings By employing a series of open-ended questions, the researcher gathers specific qualitative information and insights related to Communicative Language Teaching (CLT) Each interview, lasting approximately ten minutes, is documented through note-taking Additionally, five participants (T1, T2, T3, T4, T5) will be invited to review the questions prior to their interviews.
After creating the questionnaires, the next step was to pilot them to assess their usability and identify any confusing elements that required adjustments On June 6th, three teachers participated in completing the questionnaires and engaging in an interview, which took approximately one hour to complete.
Following the pilot study, feedback from three subjects revealed several issues with the researcher’s questionnaire Participants found many questions confusing, leading to misunderstandings of the intended meaning Additionally, the writing style was perceived as overly informal, reflecting spoken language rather than a formal tone Furthermore, the questions appeared to lack a coherent connection, impacting the overall clarity of the survey.
Thanks to the pilot, some changes in the questionnaire were made as follows:
- Five questions were edited and added more clues for the participants to get the point of those questions
- Two other questions were also added to find out participant‟s understanding of CLT more clearly
The questionnaires distributed to participants achieved a 100% response rate, completed within one week from July 1 to July 8, 2014 Each questionnaire included the thesis topic to provide respondents with relevant background knowledge Designed specifically to gather information for the original research questions, the surveys were solely for academic purposes and participation was entirely voluntary, allowing participants the option to decline or elaborate as they wished Following the analysis of the questionnaire responses, the researcher conducted ten-minute interviews with selected participants, taking careful notes throughout the discussions.
Data analysis is the process of interpreting and extracting meaning from collected information, as defined by Burns (2000) and echoed by Marshall and Rossman (1999), who emphasize its role in providing structure and order Following data collection, researchers engage in the critical step of organizing the data, with written questionnaires being the primary tool used to gather insights from teachers.
The article discusses a questionnaire consisting of 18 questions, divided into two parts: Part I gathers participants' personal information, while Part II focuses on their theoretical knowledge of Communicative Language Teaching (CLT) and the challenges faced in its implementation Part II includes three close-ended questions followed by open-ended ones Data from interviews with five teachers were recorded through note-taking, resulting in limited data for analysis The participants' responses were condensed to preserve their original meanings.
To ensure accuracy and reliability, participants reviewed and approved the notes According to Burns (1997), data analysis from interviews involves three procedures: categorizing, coding, and content analysis The researcher categorized meanings based on research questions, identified themes, and explored their interrelations Data was analyzed to address these questions, with main findings from fixed alternative questions presented in tables, while open-ended responses were detailed The research utilized data from participant questionnaires and interviews, allowing the researcher to compare emerging themes with those found in the literature review.
FINDINGS AND DISCUSSION
Findings
This chapter analyzes the data collected during the research project, utilizing questionnaires and semi-structured interviews The findings are organized into three sections, each corresponding to the research questions.
3.1.1 Research question 1: What is the teachers’ theoretical knowledge of CLT?
Participants held a favorable view of the Communicative Language Teaching (CLT) approach, recognizing it as a practical method for language instruction that offers numerous opportunities for learners in foreign language learning environments.
The study indicated that most participants possessed a solid understanding of Communicative Language Teaching (CLT) Specifically, questions 8 and 9 of the questionnaire focused on participants' opinions and theoretical knowledge of CLT, aiming to uncover teachers' insights into its fundamental principles and associated activities.
3.1.1.1 Theoretical knowledge of CLT and its characteristic
Question 8 involved 10 items, some of which are descriptive characteristics of CLT, and the others are common misconceptions about CLT that have been presented in the literature review Responses to this question show the participants‟ understandings of what is involved in CLT
From Table 1 below, it can be seen that most frequently selected items by the survey participants as characteristics of CLT are:
- CLT is student/learner-centered approach (100%)
- CLT emphasizes fluency over accuracy (80%)
- CLT emphasizes communication in a second language (L2) (70%)
- CLT relies heavily on speaking and listening skills (60%)
Besides, the items selected most frequently as "Not true", i.e., as not characteristics of CLT are:
- CLT involves no grammar teaching (70%)
- CLT involves teaching speaking only (80%)
Communicative Language Teaching (CLT) primarily emphasizes collaborative learning, with 80% of activities focused on group or pair work Furthermore, a survey revealed that 60% of participants believe that CLT necessitates teachers to possess a high proficiency in English, while 40% disagreed Similarly, 60% of respondents affirmed that a deeper understanding of the target language's culture is essential for effective CLT, highlighting the importance of both language proficiency and cultural knowledge in this teaching approach.
According to the interview data, all four participants defined Communicative Language Teaching (CLT) as a learner-centered approach Participant T4 emphasized that CLT focuses on enhancing students' communicative abilities, while still recognizing the significance of writing, reading, and grammar in language learning.
Table 1 (Characteristics of CLT as perceived by teachers)
What is involved in CLT in your opinion? True Not true
CLT is student/learner-centered approach 10 0 0 10
CLT emphasizes fluency over accuracy 8 2 0 10
CLT emphasizes communication in second language
CLT relies heavily on speaking and listening skills 6 4 0 10 CLT requires teachers to have a high proficiency in
CLT involves only group work or pair work 2 8 0 10
CLT requires higher knowledge of the target language culture 6 4 0 10
CLT involves no grammar teaching 3 7 0 10
CLT involves teaching speaking only 2 8 0 10
CLT requires a lot of time to prepare class activities 6 4 0 10
3.1.1.2 Theoretical knowledge of activities in CLT
Question 9 aimed to assess teachers' understanding of communicative activities by presenting a list of ten items, including both common features of Communicative Language Teaching (CLT) and traditional grammar-teaching activities Participants were instructed to identify which activities they considered communicative As indicated in Table 2, most participants accurately selected communicative activities, such as group discussions, picture description with a partner, simulations/role-plays, and games, while the other activities were categorized as non-communicative.
Table 2 (The participants’ recognition of communicative activities)
Call on students to orally respond to any issue/question 0
3.1.2 Research question 2: Do the teachers’ understandings towards CLT reflect their actual classroom practices?
The analysis of questions 14 to 17 focused on the teaching practices of participants regarding their involvement in students' communicative activities A significant majority (90%) reported that they interfere during these activities, while only 10% indicated they do not In addressing question 15, which pertains to error correction, nine participants expressed the importance of immediate correction, particularly for spelling mistakes, to prevent misunderstandings in communication T1 emphasized that timely corrections are crucial for clarity, whereas T2 highlighted the need for students to recognize and learn from their errors Conversely, one participant preferred not to correct errors immediately, fearing it might hinder students' fluency and confidence This discussion aligns with the literature suggesting that some errors may be overlooked to foster a more supportive learning environment.
The disparity between participants' theoretical understanding and their actual classroom practices is highlighted by their responses to question 16, which asked them to prioritize teaching activities Eight activities were listed, and participants rated them on a scale from 1 to 8, with 8 being the highest The results, shown in Table 3, reveal that seven participants rated "explaining grammar rules" as the most important activity, while six participants gave "translation into L1" the same top rating Additionally, half of the participants rated "explaining course books" as a 7 This data indicates a strong inclination towards traditional teaching methods among most participants.
Table 3 (The participants’ rating of laying stress on which activities during teaching process)
Question 17 asked the participants to check how often they engage students in communicative activities Table 4 below shows the most frequency of this As can be seen, the findings let out that nearly all the participants (70%) sometimes engage their students in communicative activities 20% of them are at the usual level 10% of the remaining participants rarely engage students in communicative activities That is a huge gap between the participants‟ understandings of CLT and their actual classroom practice Although in the interviews, when asked about their thoughts about using CLT in their classes, most of the participants shared the same opinion that CLT was an effective approach T1 and T2 agreed that CLT can improve students‟ speaking skill and help them interact with each other
Table 4 (The participants’ frequency level in engaging students in communicative activities)
The next section mainly lays out the difficulties and challenges that the participants encountered in their attempts to use CLT in English classrooms
3.1.3 Research question 3: What are the difficulties that teachers face in adopting CLT at BVC?
The purpose of question 10 was to identify the challenges participants face in implementing Communicative Language Teaching (CLT) at BVC, with difficulties sourced from a comprehensive literature review These challenges were categorized into three groups: teachers, students, and the educational system Participants rated each difficulty on a scale from 1 to 3, where 1 indicated a "Major challenge," 2 signified a "Challenge," and 3 represented "Not a challenge at all." The findings from this question highlighted the perceived obstacles in applying CLT within the BVC context.
The first category is relating to teachers Table 5 shows the participants‟ opinion about difficulties and challenges in implementing CLT relating to teachers
All participants identified "limited opportunities for teachers to receive CLT training" as a significant challenge Most had only attended a one-day training course at BVC, revealing a trend of minimal exposure to CLT training T1 acknowledged that workshops were instrumental in enhancing his knowledge and teaching skills, while T3 emphasized the scarcity of CLT training opportunities She noted that effectively implementing CLT in the classroom requires substantial experience, and she found workshops beneficial for learning how to design and apply CLT strategies.
A significant 80% of respondents highlighted a lack of knowledge about English culture as a primary challenge, while 70% cited insufficient understanding of the appropriate use of language in context as another major obstacle.
A significant challenge identified by 40% of participants and acknowledged by 60% is the limited time available to develop materials for communicative classes Interview respondents indicated that this constraint hampers the adoption of Communicative Language Teaching (CLT) in their classrooms All four interviewees expressed a lack of sufficient time to prepare appropriate materials, with one teacher noting that the preparation process was overly time-consuming Additionally, another teacher highlighted that her heavy teaching schedule made it difficult to create the necessary materials effectively.
While two participants identified misconceptions about Communicative Language Teaching (CLT) as a challenge, the majority of eight participants disagreed, stating that these misconceptions did not pose any difficulty.
“teachers‟ proficiency in spoken English is not sufficient” was not considered as a challenge at all by nearly all participants
Table 5 (The participants’ difficulties & challenges of CLT in implementing
CLT related to teachers) Difficulties & Challenges of CLT in implementing CLT
Challenge Not a challenge at all
Teachers lack the knowledge about the appropriate use of language in context 7 3 0 10
Teachers lack the knowledge about the target language (English) culture 8 2 0 10
There are few opportunities for teachers to get CLT training 10 0 0 10
Teachers have little time to develop materials for communicative classes 4 6 0 10
Discussion
The study reveals that while participants possess a correct understanding of Communicative Language Teaching (CLT) and acknowledge its benefits, there is a disconnect between their theoretical knowledge and practical application Teachers experience significant obstacles when implementing CLT, leading to inconsistencies in their practices Participants identified challenges similar to those found in other English as a Foreign Language (EFL) contexts, highlighting the gaps between their understanding and actual teaching methods.
3.2.1 The gaps between teachers’ theoretical knowledge of CLT and their practices
Despite acknowledging that grammar explanation is not a communicative activity, many teachers continue to prioritize it in their classrooms, reflecting a reliance on traditional, teacher-centered methods While 70% recognize that Communicative Language Teaching (CLT) emphasizes communication in a second language, 60% still value translation into the first language in practice This reliance on conventional techniques, such as grammar rule explanations and immediate error correction, indicates a disconnect between their understanding of CLT and its application CLT promotes fluency over accuracy, suggesting that some grammatical errors can be tolerated as long as communication is effective Klippel (1991) warns against frequent corrections, as they can hinder student confidence and willingness to speak Ultimately, teachers are encouraged to create a supportive environment that fosters communication without excessive interference, yet many still prioritize grammar and vocabulary acquisition over developing communicative competence.
3.2.2 Difficulties and challenges of implementing CLT in classrooms
The analysis of the data reveals some obstacles of implementing CLT in their classes which can be categorized into three issues concerned with teachers, students, and educational systems
3.2.2.1 Difficulties and challenges related to teachers
The findings reveal a concerning lack of opportunities for teachers to receive Communicative Language Teaching (CLT) training, with many having minimal exposure to communicative classes during their university education and insufficient professional development at their workplaces Consequently, when tasked with implementing CLT in their classrooms, these educators rely solely on theoretical knowledge without practical experience The study highlights a preference among teachers for traditional grammar instruction over communicative activities, echoing previous research that identifies inadequate CLT training as a significant barrier to effective implementation in English as a Foreign Language (EFL) contexts Notably, while some teachers reported learning about CLT during their university studies or at conferences, many expressed uncertainty about its practical application This lack of training has been identified as a critical challenge in both Korea and Bangladesh, underscoring the urgent need for enhanced CLT training to improve English teaching skills in EFL settings.
Many English teachers struggle with understanding the appropriate use of language in context and the nuances of the target culture Creating an environment that allows students to engage with authentic materials relevant to their experiences is challenging Without a solid cultural background in the target language, teachers find it difficult to maintain a communicative classroom atmosphere, which necessitates a strong theoretical knowledge of contextual language use Additionally, the overwhelming workload faced by most teachers leaves them with insufficient time to develop materials for communicative classes, leading to a reliance on course books as their primary teaching resource.
3.2.2.2 Difficulties and challenges related to students
Many teachers observe that students often exhibit passivity and fear of speaking in public, primarily due to the traditional, teacher-centered educational methods that dominate the classroom This reluctance to participate stems from a fear of making mistakes A study by Thompson (2009) highlights the need for reform in teaching approaches in Vietnam to address these challenges.
Vietnamese students often exhibit passive learning behaviors, primarily involving listening to lectures and memorizing information for exams, as noted by Stephen et al (2006) Their lack of motivation to use English in the classroom, coupled with low proficiency levels, hinders teachers' efforts to implement Communicative Language Teaching (CLT) Studies by Li (1998) and Liao (2003) corroborate these challenges, highlighting students' limited vocabulary and reluctance to engage in communicative activities Additionally, the traditional learning style, where students passively listen to instructors, contributes to their shyness and embarrassment when asked to speak, further restricting the effectiveness of CLT in the classroom.
3.2.2.3 Difficulties and challenges related to educational system
Grammar-based exams negatively impact the implementation of Communicative Language Teaching (CLT), as the inconsistency between teaching methods and assessment poses significant challenges At BVC, students must achieve a TOEIC score of 250-300 for graduation, leading them to prioritize grammar, vocabulary, and test-taking skills over communicative competence, which fosters a negative attitude towards CLT This situation complicates teachers' ability to assess students' true language proficiency Liu's (2005) study highlights that while CLT is gaining traction in Taiwan, its implementation remains difficult due to the exam-oriented education system, which forces EFL teachers to focus on grammatical structures Additionally, large class sizes further hinder the effective application of CLT, as Nunan (1989) suggests that ideal class sizes should range from 15-20 students, and Nolasco and Arthur (1998) identify several challenges associated with large classes.
Effectively managing classroom dynamics involves coping with noise levels, encouraging students to communicate in English, and skillfully introducing and organizing activities Additionally, maximizing limited resources is essential, alongside closely monitoring individual student progress to ensure a productive learning environment.
Monitoring large classrooms poses a significant challenge for teachers, as highlighted by Kumar (1992), who noted that larger class sizes hinder interaction and student engagement In Vietnam's language teaching environment, classrooms typically consist of more than 40 students, exacerbating this issue.
The lack of adequate support from administration is a significant challenge faced by teachers, as highlighted in studies by Li (1998) and Karim (2004) Li noted that Korean teachers described this lack of support as both frustrating and discouraging, while Karim found that nearly half of his study participants identified it as a major difficulty.
Pedagogical implications
Teachers' understanding of Communicative Language Teaching (CLT) often does not align with their actual practices At BVC, all English teachers reported encountering significant challenges in adopting and implementing CLT in their classrooms This research has identified several key considerations to address these obstacles.
Training and workshops are essential for teachers to acquire the necessary skills in English Language Teaching (ELT) through Communicative Language Teaching (CLT) These programs should provide teachers with both theoretical knowledge and practical applications of CLT, as emphasized by Fang (1996), who highlighted the importance of understanding classroom complexities Practical workshops enable teachers to effectively implement CLT strategies in their classrooms, offering clear explanations and real-life examples The teacher's role evolves throughout the lesson, starting as a facilitator by preparing materials and tasks, then engaging with students during communicative activities, and finally addressing any issues that arise Additionally, these training sessions equip teachers with authentic materials and pedagogical methods to manage common classroom challenges, such as handling large classes and encouraging student participation in English.
The study highlights the necessity for students, teachers, and school administrators in Vietnam, particularly at BVC, to reevaluate their educational values when implementing Communicative Language Teaching (CLT) Emphasizing communicative competence is crucial, as traditional teaching methods focused on test-taking skills lead to student passivity and resistance in engaging with communicative activities Without a shift in teaching styles, student learning will remain stagnant Motivation plays a vital role in the success of teaching; thus, educators should incorporate communicative activities that promote real-life interactions, enabling students to seek information, share personal experiences, and explore cultural insights This approach will enhance student involvement, boost motivation, and foster a genuine interest in learning.
The examination system and Communicative Language Teaching (CLT) are often at odds, making it challenging to enhance college students' communicative competence without reforming assessments alongside teaching methods Traditional grammar-based exams fail to effectively measure communication skills, necessitating a redesign of test formats that prioritize listening and speaking over reading and writing to align with students' needs and societal demands Effective assessment should encompass all four language skills: listening, reading, speaking, and writing, following Brown's (2005) five characteristics of communicative language tests, which include meaningful communication, authentic situations, unpredictable language input, creative language output, and integrated language skills Such tests should simulate real-life communication scenarios, requiring students to demonstrate their ability to blend these skills For assessing speaking abilities, teachers can implement role-play activities where students engage in designated scenarios, showcasing their communicative competence through interactive exercises.
As a student seeking accommodation, you’ve learned about an appealing room for rent from a friend To gather more details about the property, contact the owner directly After obtaining the necessary information, schedule a visit to see the room in person.
You have a room that you want to rent to a student A student calls and asks about the room Tell her/him about the information of the room
The number of students significantly impacts the implementation of Communicative Language Teaching (CLT) in classrooms, highlighting the need for smaller class sizes to enhance the effectiveness of teaching Reducing class size allows teachers to better organize and manage communicative activities Furthermore, classroom furniture should be arranged to facilitate student movement, as the current fixed rows of desks at BVC restrict mobility during these activities Despite economic and technical challenges, educational reform in Vietnam, particularly at BVC, remains a crucial goal for teachers and educators.
Conclusions of the study
After six months of observation and study, the writer gained a comprehensive understanding of the teaching situation at BVC, enhancing her knowledge and writing skills through various resources This experience allowed her to explore diverse teaching methods and develop her own insights, particularly regarding Communicative Language Teaching (CLT) Initially, she mistakenly perceived CLT as solely focused on speaking and listening; however, her research revealed its broader significance in English teaching, which continuously evolves to meet communication needs While many teachers apply CLT, a lack of experience and outdated theoretical knowledge often leads to its inadequate implementation Despite having a solid theoretical background from their university training, teachers struggle to translate this knowledge into practice due to insufficient exposure to CLT during their education The researcher identified a gap between teachers' theoretical understanding and their actual classroom practices, attributing this disconnect to factors such as limited practical experience, student capabilities, and systemic educational challenges at BVC.
Limitations of the study
This thesis aims to identify the gaps between teachers' theoretical knowledge and their practical application of Communicative Language Teaching (CLT) at BVC After six months of data collection and analysis, the researcher concluded that various subjective and objective factors from teachers, students, and the educational system create obstacles that hinder the effective implementation of CLT However, the study has limitations due to the short timeframe for research and the timing of the survey, which occurred at the end of the school year, resulting in insufficient opportunities to interview all teachers or conduct thorough observations Consequently, the findings may not accurately represent the actual classroom practices of many teachers, leading to incomplete and potentially flawed results Despite these limitations, the researcher hopes that they do not significantly impact the overall conclusions of the thesis.
Suggestions for further study
This qualitative research lays the groundwork for future studies on Communicative Language Teaching (CLT) and related topics To better understand the discrepancies between teachers' theoretical understanding of CLT and their actual classroom practices, subsequent research should incorporate observational tools alongside questionnaire responses.
Bachman, Lyle (1990) Fundamental considerations in language testing
Breen, M P., Candlin, C N (1980) The essentials of a communicative curriculum in language teaching Applied Linguistics, 1(2), pp 89-110
Bock, G (2000) Difficulties in implementing Communicative theory in Vietnam, Teacher‟s Edition, (2), pp.24-26
Burns, R B (2000) Introduction to research methods London: Sage
Canale M., Swain M (1980) Theoretical bases of communicative approaches to second language teaching and testing Applied Linguistics, 1(1), pp.1-47
Chau, L., Chung, C 1987 Diploma in education graduates‟ attitude toward communicative language teaching Chinese University Educational Journal, 15, pp.45-51
Ellis, G (1994) The appropriateness of the communicative approach in Vietnam: An interview study in intercultural communication ERIC E-Journal La Trobe University, Victoria, Australia
Fang, Z (1996) A review of research on teacher beliefs and practices,
Harmer, J (1988) The Practice of English Language Teaching New Jersey: Pearson Longman
Hu, G (2002) Potential cultural resistance to pedagogical imports: The case of communicative language teaching in China Language, Culture and Curriculum, 15(2), pp 93-105
Jazadi, I (2000), Constrains and Resources for applying Communicative approaches in Indonesia, EA Journal, 18(1), p.35
Karavas-Doukas, E (1996) Using attitude scales to investigate teachers‟ attitudes to the communicative approach, ELT Journal, 50(3), pp.187-198
Karim, K M R (2004) Teachers' perceptions, attitudes, and expectations about communicative language teaching (CLT) in post-secondary education in Bangladesh Unpublished master thesis University of Victoria
Klipple F (1999), Keep Talking Communication Fluency Activities for Language Teaching, New Jersey: Prentice Hall
Kumar, K (1992) Does class size make a difference? - Exploring classroom interaction in large and small classes RELC Journal Vol 23 (1), pp 29-47
Larsen-Freeman, D (1986) Techniques and Principles in Language Teaching Oxford: Oxford University Press
Lewis, M., McCook, F (2002) Cultures of teaching: voices from Vietnam ELT
Journal, Volume 56(2), Oxford University Press
Li, D (1998) It‟s always more difficult than you plan and imagine: Teachers‟ perceived difficulties in introducing the communicative approach in South Korea
Liao, X.Q (2000) Communicative language teaching innovation in China: Difficulties and solutions RELC e –Journal
Lightbown, P., Nina, S (2000) How Languages Are Learned Oxford: Oxford University Press
Littlewood, W T (1981) Communicative language teaching: An introduction Cambridge: Cambridge University Press
Littlewood, W (2007) Communicative and task-based language teaching in East Asian classrooms Language Teaching, 40, pp.243-249
Liu, G.Z (2005) The trend and challenge for teaching EFL at Taiwanese Universities RELC Journal, 36(2), pp.212-221
The study by Mangubhi et al (2005) explores the similarities and differences in the perceptions of communicative language teaching between teachers and researchers It examines whether the application of an educational model enhances understanding of these conceptions The findings suggest that aligning educators' and researchers' views can improve the effectiveness of language teaching methodologies This research contributes valuable insights into the ongoing discourse on communicative language teaching practices.
Marshall, C., & Rossman, G B (1999) Designing qualitative research (3 rd ed.) Thousand Oaks, CA: Sage Publications
Nauman G (2001), Managing Large Classes, Teacher‟s Edition Nolaso, R & Arthur, L (1988) Large classes London: Macmillan Publishers Nunan, D (1987) Communicative language teaching: making it work ELT Journal, 41(2), pp.136-145
Nunan, D (1989) Designing Tasks for the Communicative Classroom
Nunan, D (1991) Language Teaching Methodology New Jersey: Prentice
Pramesti V (2010), Improving Students‟ Speaking Competence Through Information Gap (AN Action Research), Muhammadiyah Surakarta University
Pham, H H (2007), Communicative language teaching: unity within diversity
Phuoc Ky, Le (2002) Problems, Solutions, and Advantages of Large Classes
Raths, J., McAninch, A (2003) Teacher Beliefs and Classroom Performance: The Impact of Teacher Education Greenwich: Information Age
Richards, J C., Rogers, T (1986) Approaches and methods in language teaching: A Description and Analysis,Cambridge: Cambridge University Press Richard, J C., Platt, J., Platt, H (1992) Dictionary of language teaching and applied linguistics Essex, England: Longman
Savignon, S (1997) Communicative competence: theory and classroom practice: texts and contexts in second language learning New York: McGraw-Hill
In her 2007 study, Shannon explores the essential factors influencing how school principals acquire knowledge and develop professionally She emphasizes the significance of theoretical knowledge, practical experience, and reflective practices in enhancing the growth of school leaders By examining these elements, the research highlights the critical role of ongoing learning and self-reflection in effective school administration This comprehensive approach underscores the importance of integrating theory and practice for the professional development of educational leaders.
Simpson, J., Weiner, E (1997) Oxford Dictionaries Oxford: Oxford
Smith, M (2001) Role of Cultural Identity in Classroom Participation
Stephen, W., et al (2006) Observations on undergraduate education in computer science, electrical engineering, and physics at select universities in Vietnam Washington : Vietnam Education Foundation
Thompson, G (1996) Some misconceptions about communicative language teaching English Language Teaching Journal, 50(1)
Thompson, J (2009) Changing chalk and talk: The reform of teaching methods in Vietnamese higher education The George Washington University
Willis, J (1996) A Framework for Task-based Learning Longman
This study aims to explore teachers' theoretical knowledge of Communicative Language Teaching (CLT) through a structured questionnaire The questionnaire consists of two sections: the first gathers personal information, while the second focuses on teachers' understanding of CLT and the challenges they face in its implementation Completing the questionnaire will take approximately 20-30 minutes, and participants' responses are crucial for the research's success All personal information will remain confidential, ensuring anonymity, and will solely be used for academic purposes Accurate feedback from teachers is essential for the effective design and development of the thesis.
Your response will help make a difference!
2 What is your age? a 21 – 29 b 30 – 39 c 40 – 49 d 50 or more
3 What is your gender? a Female b Male
4 What is the highest academic degree you earned? a Bachelor of Arts (BA), b Master of Arts (MA), c Doctorate Degree (PhD),
5 How long have you been engaged in English teaching?
6 How long have you been teaching English in BVC?
7 Have you ever taken part in any training courses in ELT, esp CLT?
● If Yes, when……… Where……… How long……… Comment on the program………
Part II Questions pertaining to theoretical knowledge of CLT as well as the perceived difficulties in implementing CLT as a methodology
8 In your opinion, what is CLT? Please check what is involved in CLT methodology
Statements True Not true Don’t know
1 CLT is student/learner-centered approach
2 CLT emphasizes fluency over accuracy
3 CLT emphasizes communication in second language (L2)
4 CLT relies heavily on speaking and listening skills
5.CLT requires teachers to have a high proficiency in English
6 CLT involves only group work or pair work
7 CLT requires higher knowledge of the target language culture
8 CLT involves no grammar teaching
9 CLT involves teaching speaking only
10 CLT requires a lot of time to prepare class activities
9 Please check which of the following activities you think as communicative activities
10 Here are some of obstacles of implementing CLT in EFL contexts Do you think they might be difficulties for you in applying CLT in BVC? How might you evaluate the challenges below?
Difficulties & Challenges of CLT in implementing CLT
1 Teachers‟ proficiency in spoken English is not sufficient
2 Teachers lack the knowledge about the appropriate use of language in context
3 Teachers lack the knowledge about the target language (English) culture
4 There are few opportunities for teachers to get CLT training
5 Teachers have little time to develop materials for communicative classes
6 Teachers have misconceptions about CLT
1 Students have low-level English proficiency
2 Students have a passive style of learning
3 Students resist participating in communicative class activities
4 Students lack motivation for developing communicative competence
1 There is a lack of enough support from administration
2.Teachers lack authentic materials such as newspapers, magazines, movies etc
3 Traditional view on teachers‟ and learners‟ role is not compatible with CLT
4 Classes are too large for the effective use of CLT
5 Grammar-based exams have negative impact on the use of CLT
Answer the following questions in your views Please give as many details as possible
11 What are potential problems and difficulties that you might encounter in adopting CLT in BVC?
12 In your opinion, how important are the communicative activities in learning English as a whole?
13 What is your viewpoint about students‟ participation in CLT classroom activities in BVC?
14 Do you often interfere when your students are practicing any communicative activities? If yes, why?
15 Do you often correct students immediately when they make errors? Please give a clear explanation
16 During your teaching process in class, what do you lay more stress on? Please indicate by giving a scale from 1 to 8 (8: highest)
Speaking Reading Writing Games Explaining course books Translation into L1
17 How often do you engage students in communicative activities? Please check one
Always□ Usually □ Sometimes □ Rarely □ Never □
18 How many students are there usually in your class?
1 What do you think about CLT? Define it in your words
2 How do you feel about using CLT in your classes?
3 What can CLT contribute to English teaching in BVC in particular and in Vietnam in general?
4 In your view, which skills is CLT applied most to? Explain your answer
5 Which activities do you prefer to use in your classes? Why?
6 Please list any other potential problems and difficulties you might encounter in adopting CLT in teaching
7 Do you think those difficulties can be overcome? If No, how and to what extent?
8 Do you have any suggestions about the implementation and practice of CLT method in BVC? Please comment.