Communicative language teaching in efl university context
| dc.contributor.author | Amna Zubair | |
| dc.date.accessioned | 2025-11-24T05:57:36Z | |
| dc.date.available | 2025-11-24T05:57:36Z | |
| dc.date.issued | 2021 | |
| dc.description.abstract | Modern science and technology gradually make the planet a 'cultural community,' which often communicates with people from various parts of the world. In the worldwide use of English, globalization is also mirrored. English plays a key role in many areas: education, science, technology, politics and business. As a consequence, a large number of Asian Nations have shifted from a traditional form of teaching English to the language of communicative education (CLT). The first objective of the thesis is an investigation into UMT EFL teachers' comprehensions and behaviors while taking up CLT in their classroom instruction, so that their teaching practice is better able to appreciate the suitability and efficacy of CLT tasks. The second objective of this study is to examine and understand the factors that support and prevent the adoption of CLT by UMT teachers in their classrooms. The qualitative methodology for this project is the best way to explore UMT EFL teacher's perceptions, attitudes and the causes that communicate and obstruct teaching at UMT level that follow CLT for classroom practice. Five teachers have been chosen for in-depth interviews from one department of a UMT school. The interviews were organized, and one teacher was interviewed in UMT in April 2021, due to Covid'19's precautionary steps interviewed four remaining teachers through Zoom App. Due to the emphasis on teamwork, the implementation of CLT in an EFL classroom was suggested by most students. In comparison to a grammatical teaching scheme, teachers prefer CLT. Since they not only encourage passive students with low English skills to develop communication but also to increase their classroom interactions. It is important to inspire, promote and enhance the communication competences of students rather than relying on conventional grammar- oriented teaching approaches that seek to learn test-taking skills. In conclusion, CLT implementation should recognize not only the efforts of the teacher but also the voice of the teacher and incorporate them into instructional policies and practices. | |
| dc.identifier.uri | https://escholar.umt.edu.pk/handle/123456789/12356 | |
| dc.language.iso | en | |
| dc.publisher | UMT.Lahore | |
| dc.title | Communicative language teaching in efl university context | |
| dc.type | Thesis |