Libyan Academy

School of Languages
Department of English
Theories of Language Teaching Methodology

The Implementation of Communicative Language Teaching Approach

in Selected Secondary School: Nepalese Teachers' Perspective
Journal of Ultimate Research and Trends in Education
ISSN: 2685-4252 (Online) and ISSN: 2685-0540 (Print)
Vol. 3, No. 3, November 2021, pp: 187 – 197
DOI: https://doi.org/10.31849/utamax.v3i3.8242

Course instructor: Albashir Ahmed

Presented by: Mohamed Hmouma
 Content

1
Research Background
2
Methodology
3
Findings, discussion and Conclusion
4
Reflection
5
Refences

1
 1. Research Background
Abstract

- CLT
- Qualitative descriptive inquiry
- Closed-ended questionnaire
- Interview protocol
- Four selected teachers

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 1. Research Background
Purpose of the Study

The study attempts to:

- Explore the perceptions of the secondary-level English
teachers towards CLT.
- Explore teachers’ activities to implement CLT in their
classes.
- Explore the challenges they encountered in daily practice.

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 1. Research Background
Importance of the Study

- Useful for teachers – they could get insights into the problem and
devise strategies to overcome those challenges while implementing
CLT principles.
- Useful for researchers and policy makers who are interested in
English language teaching methods.
- Useful for people who are responsible for the evaluation of the
newly introduced secondary-level English curriculum in Nepal.

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 1. Research Background
Research Questions

- 1) How do the Secondary-level English teachers perceive

the Communicative language teaching method?
- 2) What kinds of communicative language teaching
activities do they apply in the class?
- 3) What are the challenges they face while materializing the
Communicative language teaching method?

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 Communicative Language Teaching
Video

2
 2. Methodology
Instruments and Data Collection

- Descriptive qualitative inquiry

- Closed-ended questionnaire
10 statements - Lickert scale – via email
- Semi-structured interview
2 questions

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 2. Methodology
Data Analysis
- Miles et al framework (2014)

Data Collection Data Display

Conclusion
Data
Drawing/
Condensation
Verification

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 3. Findings, Discussion & Conclusion
Findings
Q1 – Positive perceptions towards implementing CLT
Q2 – Group discussions, role plays, individual & group presentations,
picture description and games.
- Being taught by GTM influenced their present teaching of CLT,
- Silent culture of Nepalese encouraged students to remain silent.
- Lack of: facilities, teacher education, students’ willingness
- Exams focused on writing rather than speaking which discouraged
students to get involved in communicative activities.
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 3. Findings, Discussion & Conclusion
Discussion & Conclusion
- It is in line with all the studies in the literature review.
- It bears some similarity with Hussien’s (2018) study from Libya –
there’s a mismatch between the teachers’ practices and the
theoretical principles of CLT curriculum.
Three conclusions can be drawn:
- Positive perceptions of teachers towards CLT.
- Teachers used several CLT activities.
- Teachers faced several challenges while implementing CLT.
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 4. Reflection

- Well-written
- Both quantitative and qualitative
- Only 4 teachers for the questionnaire and 3 for the interview
- Could have used classroom observation
- No recommendations

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 5. References
- Da Costa, J. S. (2020, November 25). Communicative language teaching. YouTube. Retrieved October 29, 2022, from
https://www.youtube.com/watch?v=jIBc2GC2_B0

- Qualitative Data Analysis: Data Condensation (aka reduction). Emma's blog. (2013, July 12). Retrieved October 26, 2022,
from https://emmaburnettx.wordpress.com/2013/07/12/qualitative-data-analysis-data-condensation-aka-
reduction/

- Tiwari, T. D. (2021). The implementation of communicative language teaching approach in selected secondary school:
Nepalese Teachers' Perspective. Utamax : Journal of Ultimate Research and Trends in Education, 3(3), 187–197.
DOI: https://doi.org/10.31849/utamax.v3i3.8242

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Questions, Comments?