Jul 2026· International Journal of Current Research and Academic Review· Vol 14, pp. 25-25· 0 citations
Abstract
Teaching English as a Foreign Language (EFL) in Benin has faced persistent challenges despite the adoption of the Competency-Based Approach (CBA). Teachers often dominate classroom discourse, leaving students passive and demotivated, which hinders the development of communicative competence. This study investigates the comparative effectiveness of the CBA and the Silent Way Method (SWM) in fostering learner autonomy and oral communication. A mixed-methods, triangulated design was employed, involving 20 teachers and 130 learners from two public secondary schools, using questionnaires, semi-structured interviews, and classroom observations. Findings revealed that while teachers value the CBA in principle, its implementation remains ineffective, largely due to insufficient training, large class sizes, and resistance to pedagogical change. Students reported low motivation, limited responsibility in their own learning, and rare opportunities to speak English in class. However, both teachers and learners recognized the potential of the Silent Way to reduce Teacher Talking Time, increase Students' Talking Time, and enhance communicative skills. The study argues for the integration of SWM techniques into CBA classrooms as a practical bridge between the reform's theoretical intentions and its classroom realities, and outlines implications for teacher training, classroom practice, and educational policy in Benin.
This study investigates the implementation of Mindful, Meaningful, and Joyful Learning (MMJL) principles within the Merdeka Curriculum framework in English language teaching at SDN 01 Pijot Utara. The research subjects consisted of a sixth-grade English teacher who served as both the designer of the Teaching Module and the classroom practitioner, along with sixth-grade students as secondary participants. Adopting a qualitative descriptive case study design grounded in Policy Enactment theory, data were collected through document analysis of the Teaching Module and systematic classroom observations. The findings reveal that while the MMJL principles are thoroughly embedded in the macro-structural design of the Teaching Module and successfully enacted during foundational and receptive instructional phases, a significant divergence occurs during productive phases. Activities demanding student autonomy, such as independent writing, reflection, and collaborative summarization, were only partially enacted, largely due to a lack of anticipatory scaffolding in the written plan and the persistence of teacher-centered norms intended to manage classroom silence. The study concludes that although MMJL principles effectively support classroom management and emotional well-being, their potential to drive higher-order intellectual engagement remains constrained by the gap between policy intentions and classroom realities. Practically, this research contributes to curriculum development and teacher training by recommending that Teaching Modules evolve into dynamic pedagogical instruments, supplemented by anticipatory scaffolds and differentiated strategies, to bridge the distance between curriculum vision and practice.
Muhamad Romzi Romzi, M. Junaidi, Ahmad Yusri et al.· Journal of Authentic Researc...· 0 citations
While there is a growing body of literature on communicative language teaching, many students who enter the higher education in Kuwait seem to have poor command of the English language, necessitating teaching and learning methods that facilitate meaningful language use for communication. Task-Based Language Teaching (TBLT) has often been widely recognized as effective in fostering tasks of communicative competence and interaction for learning, but little is understood about the perceptions of Kuwaiti higher education teachers towards its application. This mixed-methods study investigated Kuwaiti EFL teachers’ perceptions of TBLT and the barriers they encountered during its implementation. Results suggested that most teachers found TBLT to be beneficial for supporting communicative competence, collaboration and interaction in class; however, some of these positive perceptions were offset by concerns about its practicability in the context of examinations and institutional constraints. The main barriers reported by teachers were mismatch between assessment practices and TBLT principles, rigid curriculum, large class sizes, and student resistance to learner-centered approaches. This paper reveals how Kuwaiti teachers struggle with applying TBLT in an institutional context of conflicting pedagogical ideals.
Sara Al-Ajmi· British Journal of Teacher E...· 0 citations
English language teaching in Ethiopia increasingly emphasizes communicative competence, yet classroom implementation often remains teacher-centred and provides limited opportunities for intercultural learning. This study examines how Ethiopian EFL teachers perceive Communicative Language Teaching (CLT), how their perceptions appear in classroom practice, and how CLT supports students’ intercultural competence. A qualitative multiple-case study involves 12 secondary-school English teachers selected purposively from Ethiopian schools. Data are collected through semi-structured interviews, classroom observations, field notes, and demographic forms. The data are analysed thematically through familiarization, coding, categorization, within-case analysis, cross-case comparison, and theme development. The findings show that most teachers view CLT positively and associate it with participation, speaking practice, pair work, group discussion, role-play, and confidence building. However, their classroom practices only partly reflect these beliefs because many activities remain teacher-controlled, textbook-dependent, and focused on accuracy. Teachers also recognize the relationship between language and culture, although several interpret intercultural learning mainly as knowledge of customs and cultural facts. CLT contributes moderately to students’ intercultural competence when tasks include authentic interaction, cultural comparison, perspective-taking, negotiation of meaning, and reflective discussion. Its effectiveness depends on teacher mediation, task design, scaffolding, authentic materials, feedback, assessment alignment, professional development, class size, instructional time, learner proficiency, and institutional support. The study concludes that positive perceptions alone do not ensure effective intercultural CLT. Context-sensitive training, reflective communicative tasks, suitable materials, and assessment of intercultural outcomes are necessary to strengthen classroom implementation. These findings connect teacher cognition, classroom interaction, and intercultural learning within the realities of Ethiopian secondary education.
Teresso Tafa, Esmeralda Bhotana, Agus Wandi et al.· Journal of Language Studies...· 0 citations
This study examines the implementation of Communicative Language Teaching (CLT) in elementary school contexts to enhance students’ communicative competence. The study addresses the gap between theoretical assumptions of CLT and its practical application in classrooms, particularly within the Indonesian educational setting. The objective of this research is to analyze how CLT strategies are applied and to evaluate their impact on students’ speaking skills and classroom interaction. A qualitative research design was employed, involving classroom observations, interviews with teachers, and document analysis. The findings indicate that the use of communicative activities such as role play, group discussions, and interactive tasks significantly improves students’ confidence and ability to communicate in English. However, several challenges were identified, including limited teacher proficiency, lack of instructional resources, and constraints related to traditional teaching practices. The study concludes that CLT is an effective approach for promoting active learning and communicative competence in elementary education. Its successful implementation requires adequate teacher training and contextual adaptation. These findings contribute to the development of more effective language teaching practices in primary education.
Keywords: communicative competence; communicative language teaching; elementary education; speaking skills
This study investigates classroom silence among students in Use of English courses in universities
in Sokoto State, Nigeria. Grounded in a multi-dimensional framework integrating sociocultural
theory, interactional competence, classroom discourse theory, and culturally responsive
pedagogy, the study reconceptualizes silence as a contextually embedded and meaningful
phenomenon rather than a deficit. An explanatory sequential mixed-methods design was adopted.
Quantitative data were collected from 372 students using an adapted Foreign Language
Classroom Anxiety Scale (FLCAS), while qualitative data were obtained through interviews with
20 students and 10 lecturers, alongside classroom observations. Findings revealed that classroom
silence is primarily influenced by language anxiety, fear of making grammatical errors, and fear
of negative peer evaluation. Students also perceived classroom environments as insufficiently
supportive, particularly in terms of limited wait-time and lack of opportunities for peer interaction.
Lecturers largely acknowledged anxiety as a contributing factor but continued to rely on teacher
Introduction
centered interaction patterns. Cultural norms of respect and deference further reinforced students’
reluctance to speak. No significant differences were found between male and female students’
perceptions of classroom silence. The study concludes that classroom silence is a multidimensional
construct shaped by psychological, sociocultural, and pedagogical factors
Aishatu Ladi Usman· International Journal of Eng...· 0 citations
This study investigates the perceptions, experiences, and instructional practices of both students and teachers regarding the integration of AI chatbots into English language teaching within a vocational high school context. Employing a qualitative case study approach, the research was conducted at Methodist 2 Vocational High School Palembang. Data were gathered through semi-structured interviews, questionnaires, and classroom observations involving 100 students and four English teachers. The data were subsequently analyzed using thematic analysis, with methodological triangulation employed to enhance the credibility and trustworthiness of the findings. The results indicate that AI chatbots serve as valuable pedagogical tools by promoting learner autonomy, increasing classroom engagement, and providing instant, individualized feedback, particularly in the development of reading and writing skills. Nevertheless, their implementation remains predominantly task-driven, with limited integration into broader pedagogical strategies. The study also identifies several challenges, including students’ excessive dependence on AI-generated responses, insufficient development of critical thinking skills, disparities in digital literacy, and concerns regarding academic integrity. The findings further emphasize the pivotal role of teachers in facilitating the ethical, purposeful, and pedagogically sound use of AI technologies. Overall, the study concludes that although AI chatbots present considerable potential for enhancing English language learning in vocational education, their effective adoption depends on systematic pedagogical integration, clear instructional guidance, and the promotion of responsible AI use.
Vhrisky Pratama, Tahrun Tahrun, Hanni Yukaman· Esteem Journal of English Ed...· 0 citations
We use cookies to run the site and, with your consent, for analytics and to show ads.
See our Cookie Policy.
