Analysis of the Factors Affecting the Implementation of Communicative Language Teaching Approach in Pakistani Private and Public Institutions

Rehan  Muhammad; Choudhry Shahid; Taimoor A.A.   Gurmani

doi:10.47067/jlcc.v5i1.164

Authors

Rehan Muhammad Lecturer, Department of English & Deputy Registrar, Emerson University Multan.
Choudhry Shahid Associate Professor, Faculty of Humanities and Social Sciences, University of Sialkot.
Taimoor A.A. Gurmani Assistant Professor, Department of English, Institute of Southern Punjab, Multan

DOI:

https://doi.org/10.47067/jlcc.v5i1.164

Keywords:

CLT, Teaching English in Pakistan, Higher Education, Students Engagement, Autonomy

Abstract

The primary purpose of this research was to investigate the factors affecting communicative approach implementation at the tertiary level as a methodology to teach and learn English as a second language. Communicative language teaching is the most widely used pedagogical approach for teaching foreign languages in developed countries (CLT). Pakistan's educational system may be divided into two main categories: English and Urdu medium. In this study, both literature and situational analysis were employed. Research papers published from 2015 to 2022 were part of the study for critical analysis. Teachers in Pakistan should consider societal aspects and cultural elements and adapt the CLT accordingly. Teachers of English in Pakistani public and private institutions are asked to adapt CLT methodologies to local conditions in light of a paradigm for teaching English using conventional methods. Students may find it easier to participate in the teaching process and accept responsibility for their studies if they are taught using this approach, which also has the potential to improve how English is currently taught in public and private institutions.

References

Abbasi, I. A., Shahid, C., & Shah, S. H. R. (2022). An Investigation of the Factors Contributing to Inadequate Listening Comprehension in Non-Elite Private Secondary Schools, Punjab, Pakistan. Pakistan Languages and Humanities Review, 6(2), 633-646.

Abdullah, F. (2018). Social actors in an Intercultural Communication classroom: A discursive lens of intercultural education. Indonesian JELT, 13(1), 31-51.

Abrar,M.,Mukminin,A.,Habibi,A.,Asyrafi,F.,Makmur,M.,&Marzulina,L.(2018).“If our English isn’t a language, what is it?” Indonesian EFL Student Teachers’ Challenges Speaking English. The Qualitative Report, 23(1), 129-145.

Aftab, A., Qureshi, S., & William, I. (2014). Investigating the washback effect of the Pakistani Intermediate English Examination. International Journal of English and Literature, 5(7), 149-154.

Akcan,S.(2016).aNovicenon-nativeEnglishteachers'reflectionsontheirteachereducation programmes and their first years of teaching. Profile Issues in Teachers Professional Development, 18(1), 55-70.

Akmal, F., Shahid, C., & Abbasi, I., A., (2022). Globalization in the Educational Culture of Punjab Public Secondary Schools. Global Sociological Review, 7(1), 203-209

Akmal, F., Shahid, C., & Ahmed, M., (2022). Knowledge-related Attained Learning Outcomes Gaps Detection and Resolution of BS Graduates. Global Educational Studies Review, VII (II), 533-544.

Albahri, M. A., Yang, P., & Moustakim, M. (2018). Saudi Arabian tertiary teachers’ and learners’ attitude towards the “Communicative Language Teaching (CLT)”.International Journal of Information and Education Technology, 8(4),317- 321.

Bhatti, N., & Memon, S. (2016). Investigating the Perceptions of Pakistani English Language Learners on Language Learning Anxiety in EFL Classroom. Advances in Language and Literary Studies, 7(5), 23-34.

Bland, J. (Ed.). (2015). Teaching English to young learners: critical issues in language teaching with 3-12 year olds. Bloomsbury Publishing.

Chen, Y. L. E., & Kraklow, D. (2015). Taiwanese college students’ motivation and engagement for English learning in the context of internationalization at home: A comparison of students in EMI and Non-EMI programs. Journal of studies in International Education, 19(1), 46-64.

Choudhry Shahid , Ishfaque Ahmed Abbasi , Muhammad Taimoor Gurmani (2022): English as a Second Language Teachers and Students Beliefs about Learner Autonomy at Tertiary Level in Pakistan Pakistan Journal of Humanities and Social Sciences Volume 10, Number 1, 2022, Pages 149–161 Journal Homepage: https://journals.internationalrasd.org/index.php/pjhss.

Darling-Hammond, L., & Cook-Harvey, C. M. (2018). Educating the Whole Child: Improving School Climate to Support Student Success. Learning Policy Institute.

Doman, E., & Webb, M. (2017). The flipped experience for Chinese university students studying English as a foreign language. TESOL Journal, 8(1), 102-141.

Fenton-Smith, B., Humphreys, P., & Walkinshaw, I. (2017). English medium instruction in higher education in Asia-Pacific. Springer International Publishing.

Goddard, R. D., Skrla, L., &Salloum, S. J. (2017). The role of collective efficacy in closing student achievement gaps: A mixed methods study of school leadership for excellence and equity. Journal of education for students placed at risk (JESPAR), 22(4), 220-236.

Gurmani, M. T. A., LATIFF, A. A., Shahid, C., Abbasi, I. A., & Bhutto, A. A. (2022). Whatsapp And An Academic Wordlist (Awl) Have A Synergistic Impact On L2 Vocabulary Learners. Webology (ISSN: 1735-188X), 19(2), 5785-5805.

Gurmani, M. T., Latiff, A, A., Abbasi, I. A., & Jatoi, Z, A., Shahid, C. (2023). Examining Vocabulary Usage Ratios of CEFR Vocabulary and AWL vocabulary in Comparison to CEFR Proficiency Levels among Pakistani EFL Writers and Offering Instructional Recommendations for Vocabulary Items. Central European Management Journal, 31(1), 266-274

Gurmani, M. T., Salmani, F. C., Shahid, C., Abbasi, I. A., & Ali, A. (2022). The effect of the British National Corpus' Frequency Lists What’s App Group Discussion on L2 Learners' Receptive Vocabulary Size. Central European Management Journal, 30(4), 1004-1014.

Gurmani, M. T. A., Yusoff, Z. S., & Shahid, C. (2021). AN EVALUATION OF VOCABULARY OF ENGLISH TEXTBOOKS OF PAKISTAN AND SAUDI ARABIA THROUGH CEFR. PalArch's Journal of Archaeology of Egypt/Egyptology, 18(10), 3375-3387.

Hamid, M. O., Jahan, I., & Islam, M. M. (2013). Medium of instruction policies and language practices, ideologies and institutional divides: Voices of teachers and students in a private university in Bangladesh. Current Issues in Language Planning, 14(1), 144-163.

Helm, F. (2015). The practices and challenges of tele-collaboration in higher education in Europe. Language Learning & Technology, 19(2), 197-217.

Humphries, S., & Burns, A. (2015). ‘In reality it’s almost impossible’: CLT-oriented curriculum change. ELT journal, 69(3), 239-248.

Iqbal, S., & Bhatti, Z. A. (2017). What drives m-learning? An empirical investigation of university student perceptions in Pakistan. Higher Education Research & Development, 36(4), 730-746.

JEONG, K. O. (2018). DEVELOPING EFL LEARNERS'COMMUNICATIVE COMPETENCE THROUGH MULTIMEDIA-ASSISTED LANGUAGE LEARNING. Journal of Theoretical & Applied Information Technology, 96(5).

Kavanoz, S., Yüksel, H. G., & Özcan, E. (2015). Pre-service teachers' self-efficacy perceptions on Web Pedagogical Content Knowledge. Computers & Education, 85, 94-101.

McKay, S. L. (2012). Teaching materials for English as an international language. Principles and practices of teaching English as an international language, 3(9), 70-83.

Muhammad, Z. (2016). Pakistani Government Secondary Schools Students' Attitudes towards Communicative Language Teaching and Grammar Translation in Quetta, Balochistan. English Language Teaching, 9(3), 258-270.

NGOC,K.M.,&Iwashita,N.O.R.I.K.O.(2012).Acomparisonoflearners'andteachers' attitudes toward communicative language teaching at two universities in Vietnam. University of Sydney Papers in TESOL,7.

Orlova, N. (2018). ENGLISH LANGUAGE TEACHING AT THE TERTIARY EDUCATION LEVEL: SYLLABUS TYPES AND DESIG. Cherkasy University Bulletin: Pedagogical Sciences, (1).

Panhwar, A. H., Baloch, S., & Khan, S. (2017). Making communicative language teaching work in Pakistan. International Journal of English Linguistics, 7(3), 226-234.

Rashid, S. (2018). The effect of training in Mobile Assisted Language Learning on attitude, beliefs and practices of tertiary students in Pakistan.

Savignon, S. J. (2018). Communicative competence. The TESOL encyclopedia of English language teaching, 1-7.

Shahid Choudhry, Ong Eng Tek, Wong Kung Teck and Asma Perveen (2020): Academic Motivation and Self-Efficacy of Teachers and Students in Higher Secondary Level in Pakistan: International Journal of Academic Research in Business and Sciences http://hrmars.com/index.php/papers/detail/IJARBSS/6739

Shahid, C., Abbasi, I. A., & Asif, S., (2022). Factors Affecting Secondary Level Students' Goal Achievement Performance and Self-Worth in L2 Learning in Pakistan: Global Language Review, VII(I), 310-324

Shahid, C., Abbasi, I. A., & Bhutto, S. (2022). Improving Communicative Competence through CLT Approach in Second Language Learning at the Undergraduate Level. Pakistan Journal of Humanities and Social Sciences, 10(4), 1472-1486.

Shahid, C., Abbasi, I. A., & Gurmani, M. T. (2022). English as a Second Language Teachers and Students Beliefs about Learner Autonomy at Tertiary Level in Pakistan. Pakistan Journal of Humanities and Social Sciences, 10(1), 149-161.

Shahid, C., Ali, A., Akmal, F., & Arif, M. (2022). Assessment Of Knowledge Of Instructional Planning And Strategies Of Prospective Teachers. PalArch's Journal of Archaeology of Egypt/Egyptology, 19(4), 439-448.

Shahid, C., Asif, S., Muhammad., R., (2022). Pedagogies and Challenges in English Language Learning in Undergraduate Programs in Pakistan: A Review. Global Language Review,7(2), 479-488.

Shahid, C., Muhammed, G. A., Abbasi, I. A., Gurmani, M. T., & ur Rahman, S. (2022). Attitudes of Undergraduates and Teachers Towards Evolving Autonomous Learning L2 In Higher Education. Journal of Positive School Psychology, 6(11), 527-544. Ahmed, M.,

Solak, E., & Bayar,A.(2015).CurrentChallengesinEnglishLanguageLearninginTurkish EFL Context. Online Submission, 2(1),106-115.

Yusoff, Z. S., Gurmani, M. T. A., Sanif, S., & Noor, S. N. F. M. (2022). The Effect of Mobile-Assisted CEFR English Vocabulary Profile Word Lists on L2 Students’ Vocabulary Knowledge. Asian Journal of University Education, 18(2), 526-543.

Zeeshan, M. (2013). Pakistani government secondary school teachers' and students' attitudes towards communicative language teaching and grammar translation in Quetta, Balochistan(Doctoral dissertation, California State University, Los Angeles).