Mohamed Alkilani - Academia.edu (original) (raw)
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This study was primarily stimulated by previous research on Communicative Language Teaching (CLT)... more This study was primarily stimulated by previous research on Communicative
Language Teaching (CLT) in EFL contexts, which has shown that even though EFL
teachers claimed to teach communicatively, CLT was rarely used in their classrooms.
The purpose of this study was to investigate the perceptions held by EFL teachers in
public and private schools in Saudi Arabia towards CLT and the degree of CLT
implementation in their classrooms. The sample consisted of 36 EFL teachers in three
school stages (elementary, intermediate and secondary) from six public schools and
one private school (KFUPM Schools) in the Eastern Region, Saudi Arabia: 18 EFL
public school teachers and 18 EFL private School teachers. The research instruments
comprised two questionnaires: the first addressed EFL teachers' perceptions of CLT,
and the second explored their subsequent implementations of CLT in the Saudi
Context. The two questionnaires had been tested for their validity and reliability. Data
collected were analyzed statistically through frequencies, means, percentages and
standard deviations.
The research revealed that there were differences between EFL public and private
school teachers in terms of their perceptions and implementations of CLT, favoring
EFL private school teachers as more CLT perceivers and implementers. It was found
out that EFL public school teachers perceive and implement CLT marginally, whereas
EFL private school teachers perceive and implement CLT moderately. However, none
of the two types of teachers had clear perceptions and frequent implementations of
CLT. The results of this study also pointed out a degree of correspondence between
teachers' perceptions and their implementations of CLT. Nonetheless, some
discrepancies between EFL teachers' perceptions and implementations were
discovered. In general, public school EFL teacher's range of CLT perception was
between moderate to none, while their CLT implementations ranged between minimal
to none. Their private school counterparts had CLT perceptions ranging between
clear to moderate, whereas they implemented CLT moderately to minimally. There
was a general inclination towards a lesser scope of implementation than that of CLT
perception. Implications towards adopting more CLT-oriented methodology and
recommendations for syllabus design and teacher training were drawn on
This study was primarily stimulated by previous research on Communicative Language Teaching (CLT)... more This study was primarily stimulated by previous research on Communicative
Language Teaching (CLT) in EFL contexts, which has shown that even though EFL
teachers claimed to teach communicatively, CLT was rarely used in their classrooms.
The purpose of this study was to investigate the perceptions held by EFL teachers in
public and private schools in Saudi Arabia towards CLT and the degree of CLT
implementation in their classrooms. The sample consisted of 36 EFL teachers in three
school stages (elementary, intermediate and secondary) from six public schools and
one private school (KFUPM Schools) in the Eastern Region, Saudi Arabia: 18 EFL
public school teachers and 18 EFL private School teachers. The research instruments
comprised two questionnaires: the first addressed EFL teachers' perceptions of CLT,
and the second explored their subsequent implementations of CLT in the Saudi
Context. The two questionnaires had been tested for their validity and reliability. Data
collected were analyzed statistically through frequencies, means, percentages and
standard deviations.
The research revealed that there were differences between EFL public and private
school teachers in terms of their perceptions and implementations of CLT, favoring
EFL private school teachers as more CLT perceivers and implementers. It was found
out that EFL public school teachers perceive and implement CLT marginally, whereas
EFL private school teachers perceive and implement CLT moderately. However, none
of the two types of teachers had clear perceptions and frequent implementations of
CLT. The results of this study also pointed out a degree of correspondence between
teachers' perceptions and their implementations of CLT. Nonetheless, some
discrepancies between EFL teachers' perceptions and implementations were
discovered. In general, public school EFL teacher's range of CLT perception was
between moderate to none, while their CLT implementations ranged between minimal
to none. Their private school counterparts had CLT perceptions ranging between
clear to moderate, whereas they implemented CLT moderately to minimally. There
was a general inclination towards a lesser scope of implementation than that of CLT
perception. Implications towards adopting more CLT-oriented methodology and
recommendations for syllabus design and teacher training were drawn on