Communicative Language Teaching in the Yemeni EFL Classroom: Embraced or Merely Lip-serviced?

Bataineh, Rula Fahmi; Bataineh, Ruba Fahmi; Thabet, Samiha Saif

doi:10.4304/jltr.2.4.859-866

Cited by 12 publications

(9 citation statements)

References 26 publications

(34 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…A focus of continuous debate with regard to CLT implementation at the classroom level has been the topic of teacher competence. In many cases, the critics of CLT contend that many teachers in EFL contexts are not equipped to teach English communicatively and therefore have limited ability to implement CLT practices (Bataineh, Bataineh, & Thabet, ; Littlewood, ). Despite the criticism directed toward the competence of CLT teachers, I believe that this constraint can be solved and should not impede the continuous implementation of CLT in Indonesia.…”

Section: Clt Implementation In Indonesia: Challenges and Solutionsmentioning

confidence: 99%

The Need for Maintaining CLT in Indonesia

Ariatna

2016

TESOL Journal

View full text Add to dashboard Cite

Recent decades have shown growing interest among outer circle language researchers and practitioners in the discussion of communicative language teaching (CLT), as both a leading teaching model and a frequently disputed dimension of language pedagogy. Repeatedly, the debate returns to the question of how to best implement CLT as a Western product in English as a foreign language (EFL) countries where contextual constraints such as low competence of teachers, student resistance, class size, and structure‐oriented books have become common issues in the local language classrooms. Drawing upon the major works on CLT implementation in EFL countries and Indonesia, this article provides a number of explanations for CLT as an advantageous approach for Indonesia's English language education and specifically argues that the challenges of CLT implementation in Indonesia can be solved and therefore should not lead teachers to abandon CLT in their EFL classrooms. Addressing the definition of CLT as a point of departure, the article reviews the literature on CLT implementation and presents an overview of CLT in Indonesia before finally suggesting possible solutions to some major CLT challenges in Indonesia's English language teaching.

show abstract

Section: Clt Implementation In Indonesia: Challenges and Solutionsmentioning

confidence: 99%

The Need for Maintaining CLT in Indonesia

Ariatna

2016

TESOL Journal

View full text Add to dashboard Cite

show abstract

“…For example, regarding the adoption of CLT in Gulf countries, Bahumaid (2012) stated that, since the early 1980s, a communicative syllabus has been offered in the public education systems, which had a positive effect on both teachers and learners. Similarly, Bataineh, et al (2011) state that the traditional syllabus was replaced by a CLT-based textbook in Yemeni educational institutions in 1993. In Jordan, the Ministry of Education adopted CLT as a new policy for EFL teaching in both the public and private sectors in the mid-1980s.…”

Section: Adoption Of Clt In Efl Contextsmentioning

confidence: 99%

“…As explored above, although the majority of Arabic Educational Ministries have taken steps to incorporate CLT principles into the EFL curricula, one can argue that this process of adoption is challenging in EFL contexts (Anderson 1993, Asassfeh et al 2012, Bahumaid 2012, Bataineh, Bataineh and Thabet 2011, Ellis 1996, Li 1998, Schweisfurth 2011, Wang 2014. Consequently, it causes a gap between the theoretical underpinning of the CLT principles and its implementation.…”

Section: Gaps and Challenges In Clt Adoptionmentioning

confidence: 99%

Factors affecting the implementation of communicative language teaching in Libyan secondary schools

Hussein¹

View full text Add to dashboard Cite

Is that OK, guys? Sts: Yes, it's clear. Adam: 'But could not pass her driving test. She failed her test 38 times in eight years'. Sts: They translate. Adam: OK, your participation is fine, but without relying on students who want to understand (in Arabic) When Adam finishes reading the whole text, he goes back to the first page of the lesson. Adam: OK, we have to go back to lessons 1 and 2. Adam: Before you read, work in pairs. Discuss the following… Adam: …the three best sportsmen in Libya? Adam: Ali, can you name three sportsmen in Libya? Ali: Mohmmed Saad, Ahmed Azwai and Tntosh 2-'While you read' Adam: Read only the introduction to the text on page 43. With your partner discuss what you think happened to the people (and the animal) in the pictures. Adam: With your partner, have a quick discussion and tell me what happened? For example, the worst driver in the world. What happened to her? Sts. The start to talk to each other. Adam: OK, give me a brief summary. Adam: starts to talk with the students (The teacher tries to encourage the students to speak about what happened to the woman.) Adam: The woman is from …? Sts: Britain. Adam: She had 212 driving lessons. Sts: She failed her test 38 times, Adam: 38 or 39 times? Sts: 39 times. Adam: Then what happened? Sts: She passed her test. Adam: In the same way, we can summarise the different paragraphs. Adam: Divides the class into four groups. Adam: Now, each group has to summarise the other paragraphs.

show abstract

“…Efforts to change teaching and learning styles through the communicative language teaching method remain ineffective because English language classrooms continue to promote teacher‐centredness, passive learners, heavy reliance on translations, and drillings (Al‐Shamiry, ; Bataineh, Bataineh, & Thabet, ; Bataineh, Thabet, & Bataineh, ). Most classrooms have reverted to the structural syllabus introduced in the late 1970s.…”

Section: Teaching and Learning Of English In Yemenmentioning

confidence: 99%

“…As highlighted by previous research on the state of English language teaching in Yemen (Al‐Mehwari, ; Al‐Refa'ai, ; Al‐Shamiry, ; Bataineh et al., , ), there is a dire need for change in the teaching methodology in teaching English at both secondary and tertiary levels. In the same vein, there is a need to use relevant and effective teaching materials to enhance students' learning of English to make learning more relevant to students' life in the local environment.…”

Section: Teaching and Learning Of English In Yemenmentioning

confidence: 99%

Investigating the Reading Practices of EFL Yemeni Students Using the Learning by Design Framework

2014

View full text Add to dashboard Cite

This article investigates the reading practices of 45 EFL Yemeni students using the learning by design framework. The framework organizes the teaching and learning of literacy into four processes: experiencing, conceptualising, analysing, and applying. Quantitative and qualitative methods were used to collect data on a sample of students studying English as a foreign language at a university in Yemen. The researchers collected quantitative data through a questionnaire and gathered qualitative data using semistructured interviews guided by the research objectives. The findings reveal that the use of reading practices by this group of students was underdeveloped in all four processes. Findings also reveal that vocabulary difficulties, complex sentence structures, and inability to use reading strategies are some of the serious challenges faced by Yemeni students when reading in English. These findings suggest that the reading practices and reading abilities of Yemeni students are still limited, even at the tertiary level, in terms of meeting the multiliterate requirements for reading effectively in a multimodal world.

show abstract

Communicative Language Teaching in the Yemeni EFL Classroom: Embraced or Merely Lip-serviced?

Cited by 12 publications

References 26 publications

The Need for Maintaining CLT in Indonesia

The Need for Maintaining CLT in Indonesia

Factors affecting the implementation of communicative language teaching in Libyan secondary schools

Investigating the Reading Practices of EFL Yemeni Students Using the Learning by Design Framework

Contact Info

Product

Resources

About