Exploring Communicative Language Teaching Principles Alignment of English Textbook in Saudi Arabia Middle School

Alharbi, Ahmed O.

doi:10.31235/osf.io/umw4g

Cited by 3 publications

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“…Apart from teaching materials, in terms of teaching practice, students' low level of English proficiency could be a deter factor for CLT implementation. The majority of EFL school students in Pakistan (Ahmad & Rao, 2021), Saudi Arabia (Alharbi, 2021;Althagafi, 2023), Turkey (Ozsevik, 2020), Nepal (Tiwari, 2021), and Bangladesh (Nuby et al, 2020) tend to translate written text into native language because they do not understand English. This is also a typical situation in the majority of schools, especially in remote areas of Indonesia (Muhammmad, 2023;Nasution, 2022;Williyan et al, 2023).…”

Section: Discussionmentioning

confidence: 99%

“…These steps will help pre-service teachers to effectively implement CLT in English teaching. However, due to a shortage of time for preparations, teachers frequently refrain from applying CLT in the classroom (Abrejo et al, 2019;Ahmad & Rao, 2021;Alharbi, 2021). This challenges teacher educators to encourage pre-service teachers to make use of the technological media in the classrooms.…”

Section: Discussionmentioning

confidence: 99%

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English Language Teaching through Communicative Method: A Qualitative Study of Pre-service Teachers' Perceptions

Danibao,

Tari

2023

IJORER Int. J. Recent Educ. Res.

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Objective: This study aims to explore pre-service English teachers' perceptions of implementing the Communicative Language Teaching Method (CLT) after being exposed to theoretical and practical pedagogical aspects of CLT through the Teaching English as a Foreign Language Methodology (TEFL 1) course. Method: The present study was a qualitative research as it employed an online survey following the participants' teaching demonstration and reflections as instruments to collect the data. The sample group in the study consisted of 30 EFL male and female pre-service English teachers studying at a private university in a remote area in West Timor-Indonesia. Results: The results indicated that although most participants were highly optimistic about using communicative language teaching methods, they suggested several challenging factors and solutions to promote students' active interaction in CLT classrooms. Novelty: This study attempted to make the TEFL 1 course more relevant for pre-service teachers and promote CLT enactment in English teaching. Ultimately, it is expected that such initiatives encourage pre-service English teachers to implement interactive teaching methods in their future teaching professions.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

English Language Teaching through Communicative Method: A Qualitative Study of Pre-service Teachers' Perceptions

Danibao,

Tari

2023

IJORER Int. J. Recent Educ. Res.

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“…Studies focused either on the attitudes and perceptions of male or female EFL students toward CLT (B. Alharbi, 2022b;M. S. Alharbi, 2018;Almohideb, 2019) and none of these studies have studied both genders or made a comparison between the attitudes and perceptions of male and female EFL students toward CLT.…”

Section: Clt Implementations In the Saudi Contextmentioning

confidence: 99%

Untitled

2024

IJELLR

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Communicative Language Teaching (CLT) is widely and extensively practiced in language teaching, especially in EFL classes. In fact, most educators consider it to be the most effective and practical approach to language teaching. Early studies indicated that the positive or negative attitudes of learners toward CLT can affect their language learning process. As a result, the current study aims to unveil the perceptions and attitudes of Saudi college and graduate students toward the implementation of CLT to enhance their speaking and listening skills. Furthermore, gender role is also considered since Saudi has a segregated system of education. Questionnaire items adopted from Komol et al. (2020) were rated on a Likert scale which ranged from "Strongly Disagree" (1, very low) to "Strongly Agree" (5, very high). Mean Likert scale scores were used to evaluate the responses of participants along with the standard deviation (SD). The study found that Saudi participants displayed a higher perception of CLT activities when compared to their attitude. Moreover, females showed a higher perception and attitude toward CLT activities than males did. The highest mean scores of perception items among females are "Making a short video" because it allows them to get more exposure to English use while males have chosen "Teacher's instruction on class CLT activities" as more significant. Concerning attitudinal items, males believe in using CLT activities to promote their language proficiency. In contrast, females believe in using role-play activities to improve their language proficiency. Finally, females showed less preference for CLT group or class activities than males did.

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“…In the post-method era, teachers can design their own theories and put them into practice in order to achieve the desired goals they set. However, the findings of various research reveal that there is still an influence of methods on language teaching and learning in the postmethod era (Asaad 2019;Ahmed 2018;AlHarbi 2018;Algamal 2017;Al-Hammadi 2017;Al-Sohbani 2013;Brown 2007). Conventional methods that restrict language teachers to follow certain procedures and prescriptions when delivering the lessons in the classroom are still practiced.…”

Section: Introductionmentioning

confidence: 99%

Beyond the Concept of Method: Up-to-date School Language Teachers

Al-Jamal

2023

edu

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Prospective teachers are crammed with a good number of teaching methods while doing their courses in colleges or universities. All these methods theoretically valid. However, once teachers commence their journeys and get a room in practical classrooms, one can observe that no particular method is executed wholly, and in some circumstances these methods are not functioning well in one particular classroom or on a particular learner as every classroom is unique and every learner is unique. Teachers need to develop their own theories to be practised in classrooms as most of the proposed widespread theories and methods of teaching have been developed by professionals in their labs or universities settings, and who might never pay a visit to a classroom, especially at school level. The present paper is in response to the current affairs caused by the pandemic, Covid-19 and urges teachers in their classrooms to adopt a holistic approach to successfully manage what is happening in their classrooms or online teaching. The Covid-19 (January through September 2020) was an evaluative test to many teachers and institutes. Upon the announcement of spread of this particular pandemic, almost all schools and universities in many countries felt like paralysed, shut their classrooms and halls and even suspended the exams. Technology as a medium of teaching should have been employed from the very beginning of Covid-19 period, but teachers and institutes were not well-prepared for such a case and many could not dare to teach using online platforms. Succeeding to deliver smooth and fruitful classes in this period of time will have a positive effect in the post-covid-19 time in which a perfect blend between classroom and online learning-teaching will be practiced with ease and maximise the outcomes among learners.

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Exploring Communicative Language Teaching Principles Alignment of English Textbook in Saudi Arabia Middle School

Cited by 3 publications

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English Language Teaching through Communicative Method: A Qualitative Study of Pre-service Teachers' Perceptions

English Language Teaching through Communicative Method: A Qualitative Study of Pre-service Teachers' Perceptions

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Beyond the Concept of Method: Up-to-date School Language Teachers

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