Attitudes of EFL learners towards communicative language teaching

Abstract

The main purpose of this study is to investigate the attitudes of EFL students towards CLT in an Afghan EFL setting. Communicative Language Teaching (CLT), as a responsive teaching approach to the needs of learners, has been extensively recognized as a favorable approach for English as a Foreign Language (EFL) teachers and learners around the world. It also attempts to determine the effects of CLT activities on their motivation and CLT challenges based on their demographic profile. The data were collected from 201 English major undergraduate students from the Faculty of Language and Literature at Takhar University purposefully through a questionnaire that consists of 30 items. For answering the research questions, descriptive statistics, sample T-test, and a one-way ANOVA test were employed. The findings revealed that Afghan EFL students have positive attitudes towards CLT approach. The study also showed that the attitude of the students towards CLT is positive in terms of their gender. Moreover, there is no statistically significant difference among the group factors (age, first language, and English learning experience) of the participants.

Exploring the Simultaneous Impact of Parental Support, School Environment, Teacher Morale, and Student Learning Motivation on Student Academic Performance

“…Extensive educational research has consistently highlighted the significant influence of parental support on academic performance (Hanushek, 2016;Shahzad et al 2020;Wea et al, 2020;Werang et al, 2017Werang et al, . 2019Werang & Leba, 2022;Yieng et al, 2019;Akramy, Daqiq, & Orfan, 2024) underscore the pivotal role of parental support in shaping students' attitudes towards learning and their overall achievements in academics. This support goes beyond mere assistance with homework or school-related tasks; it encompasses a broader spectrum of support, including encouragement, guidance, and active engagement in a child's educational journey.…”