Challenges Regarding Implementation of Communicative Language Teaching At Higher Secondary Level In Pakistan: ELT Teachers’ Perspectives

Abstract

This qualitative phenomenological study aims to explore English language teachers’ perceptions about uses of Communicative Language Teaching (CLT) and its implementation challenges at higher secondary level. The data was collected through semi-structured interviews from 5 ELT teachers from Sindh, Pakistan. Thematic analysis was used for data analysis. According to the findings, teachers perceived CLT as a student-centered interactive approach to develop speaking fluency and communicative competence. Teachers’ perceived CLT implementation challenges were lack of teachers’ professional training and difficulty in time management; students’ low English language proficiency and lack of motivation; exam-oriented education, over-crowded classes, inappropriate seating arrangement in classes, improper timetable, lack of materials and resources, classroom confined language practices; and lack of adequate tools to assess and evaluate students’ communicative competence. These findings can provide useful insights regarding CLT’s prospects to ELT teachers, academic administrators, and educational leaders, and also a way forward to effective CLT implementation at higher secondary level.