TEACHERS' PRACTICES IN IMPLEMENTING THE COMMUNICATIVE LANGUAGE TEACHING APPROACH TO TEACHING ENGLISH IN SAUDI ARABIAN PUBLIC SCHOOLS

Forfattere

  • Mona Hamad Almutiri Department of Curriculum and Instruction, College of Education, University of Jeddah, Jeddah, Saudi Arabia
  • Hassan Saleem Alqurashi Department of Curriculum and Instruction, College of Education, University of Jeddah, Jeddah, Saudi Arabia

DOI:

https://doi.org/10.46827/ejes.v13i2.6536

Nøgleord:

Communicative Language Teaching (CLT), Saudi public schools, EFL teachers

Resumé

This study aims to analyze the practices of secondary school English teachers in implementing the Communicative Language Teaching (CLT) approach in public schools in Saudi Arabia. The study used a descriptive-analytical approach and relied on two main instruments: a questionnaire and an observation checklist. These were constructed according to items and criteria directly derived from the CEFR competencies and their conceptions of communicative language use. The results showed an excellent level of teachers' application of CLT approach concepts, indicating that there are no statistically significant differences between teachers’ practices in applying the CLT approach to teaching English in public schools attributable to the experience variable. The results also revealed several difficulties related to its implementation, such as insufficient time allocated to interactive activities, inadequate specialized training, and limited teachers' comprehensive knowledge of the practical application of communicative tasks.

 

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Forfatterbiografier

  • Mona Hamad Almutiri, Department of Curriculum and Instruction, College of Education, University of Jeddah, Jeddah, Saudi Arabia

    Mona Hamad Almutiri is an M.A. student at the Department of Curriculum and Instruction, College of Education, University of Jeddah, Saudi Arabia. Her research interests include second language acquisition, vocabulary and teaching methodologies.

  • Hassan Saleem Alqurashi, Department of Curriculum and Instruction, College of Education, University of Jeddah, Jeddah, Saudi Arabia

    Hassan Saleem Alqurashi is an Associate Professor of TESOL at the Department of Curriculum and Instruction, College of Education, University of Jeddah, Saudi Arabia. He completed his PhD from the University of Reading, UK. His research interests include second language acquisition, error analysis and pragmatics. He published several articles in international journals.

    ORCID: https://orcid.org/0000-0002-5190-3088

Referencer

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Publiceret

2026-02-16

Nummer

Årg. 13 Nr. 2 (2026)

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