Student’s Understandings and Practices Regarding Communicative Language Teaching (CLT) in Malaysian Secondary Schools

Abstract

Nowadays in most of the educational systems all over the world many curriculum designers as well as administrators in the ministry of education of different countries recommended a very well-known approach of language teaching and learning namely Communicative Language Teaching (CLT) in the English classes. In such a circumstance that CLT has been widely adopted by textbook designers and material writers all over the world, especially in ESL countries, different researches which have been conducted in the ESL/EFL countries shows that still in many cases teachers and students have different challenges and problems in order to apply CLT in their schools. In this study researchers attempted to investigate how CLT understood and implemented in Malaysian secondary schools from the students' point of view. In order to get a clear picture of students' understanding, perceptions and the way that they incorporate CLT in the secondary schools a semi-structured interview was conducted among 30 ESL Malaysian students in Malaysian secondary schools. Results of the study showed different contextual and cultural problems regarding implementation of CLT from the students' viewpoint. There were some mismatches between what is going on in Malaysian secondary schools English classes and what has been assigned to do by the curriculum of the ministry of education of this country. At the end of the study some pedagogical implications have been proposed by the researchers which can help decision makers in the language teaching and learning of this country.

The Effects of Watching Authentic English Videos with and without Subtitles on Listening and Reading Skills of EFL Learners

“…The four language skills -listening, reading (receptive skills), speaking, and writing (productive skills) are deemed to be the focus of L2 (second language, foreign language) classes, and both teachers and learners ought to attach major importance to all of them. Traditional methods of foreign language teaching primarily concentrated on reading and writing, paying scant attention to the skills of listening and speaking (Raissi, Nor, Aziz, Zainal & Saleh, 2013). According to CLT (Communicative Language Teaching), however, the four skills are integrated, and a particular emphasis is placed on listening and speaking (Rees-Miller, 2017).…”

The Use of Discourse Markers among Form Four SLL Students in Essay Writing

“…Based on Kurikulum Bersepadu Sekolah Menengah or KBSM in Malaysia, communicative language teaching or CLT has been included in Malaysian secondary schools to enhance English profiency in classroom communications (Raissi et al, 2013). According to Raissi et al (2013), CLT motivates students to communicate with each other in classroom context in a second language.…”

“…According to Raissi et al (2013), CLT motivates students to communicate with each other in classroom context in a second language. These theorists added that CLT focuses on students' real life needs and developing their communication.…”

The effects of English versus Persian subtitled movies on Iranian pre-intermediate EFL learners speaking proficiency, willingness to communicate and motivation

“…Speaking skill is also considered as a productive skill in second/foreign language classes and teachers and learners should pay special attention to it (Fachrurrazy, 2012). In foreign language teaching, traditional methods focused on reading and writing skills and generally paid little attention to listening and speaking skills (Raissi, Nor, Aziz, Zainal, & Saleh, 2013).…”