SSRN Id3418288
SSRN Id3418288
SSRN Id3418288
p-ISSN: 2348-795X
Available at https://edupediapublications.org/journals Volume 05 Issue 16
June 2018
Rodgers, 2001; Littlewood, 2007). Hymes language teaching approach. In the meantime,
described communicative competence as the CLT quickly reached to other non-native English
feature of competence which empowers learners nations in the world as well. However, a number
to express and deduce communications and to of studies report that the application of CLT in
exchange implications interpersonally inside specific contexts, especially EFL context, was
particular settings. Larsen-Freeman (2000) adds challenging (Alzaidi, 2011; Li, 1998; Chang &
that in verbal speech, communicative competence Goswami, 2011; Hiep, 2007; Incecay & Incecay,
implicates recognising “when to say and how to 2009; Ellis, 1994; Karavas-Doukas, 1996).
say what to whom” (p. 121). Hymes coined the
notion of communicative competence -the usage 1.1. Background of the Study
of language in a social settings- when he
counteracted Chomsky’s linguistic competence For the last 15 years, English language has
and performance model. According to Chomsky, become very important in academic and non-
the structural theories of language were not academic platforms and has had a substantial role
elucidated satisfactorily enough. However, in assisting Afghans to find a means of income
Chomsky’s focus was more on linguistic (Qasemi, 2015). Due to the three and a half
competence of the students, in which the students decades of war in Afghanistan, the economic,
were required to produce correct grammatical political, and educational infrastructures have
sentences. The problem was that students were been seriously harmed. In particular, the
not able to use the grammatical structures they educational system of Afghanistan endured many
had acquired in real life communication outside problems and challenges. The country is among
the class. Thus, it was established that to those states with the lowest literacy rates
communicate only having linguistic competence (UNESCO, 2012). English is learned as a foreign
was not enough (Richards & Rodgers, 2001), language in the country, and it is considered a
vital subject in schools and universities (MoE,
Before the emergence of CLT, teaching 2010). However, there isn’t much information
methodologies, such as Grammar-Translation concerning the teaching and learning of English
and Audio-Lingual approaches were widely used, in Afghanistan. English language is introduced in
but they were mostly concerned with repetition the fourth grade of school, and the prevalent
and memorisation of forms (Kumar, Philip, and teaching method used in Afghan colleges and
Kalaiselvi, 2013). However, as time passed it was universities is Grammar-Translation Method
realised that repetition and memorisation of (Darmal, 2009; Noori, 2017; Somaiya, 2017).
forms were not enough, and the focus was shifted Often, Afghan EFL teachers focus on accuracy
to advance the aptitude to use language for and structure, in which language learning is seen
practical ends. Henceforth, the traditional as a set of rules that students have to learn.
methodologies gave way to CLT. Meanwhile, students do not have the opportunity
Ever since CLT was introduced in the of communicating in the target language outside
1960s, it is has developed in its scope and still is the class. Hence, after students graduate from
the most widely used and dominant teaching school, many of them cannot engage even in a
approach throughout the world (Larsen-Freeman, simple conversation in English (Somaiya, 2017).
2000). Sauvignon (2002) asserts that English In the meantime, students also take English as a
language teachers in many countries have been subject at the university level –with the purpose
swayed to embrace CLT since this approach is in to assist the, become competent English language
total harmony with today’s learners’ educational speakers in their particular fields of study- is well,
needs and caters in the best manner to their but after four semesters, most of the students are
communicative needs. CLT was initially not able to express themselves fluently in the
introduced as an ESL approach; hence, in a short English language, no matter if it is in academic or
while, many western countries adopted this new non-academic, real-life situations (Somaiya,
2017). According to Rababah (2003), the critical There are many studies carried out to
problem of the students, in this regard, is that they explore the perceptions of EFL teachers of CLT,
are not able to practice the grammatical structures and the challenges they face in the application of
they have learned in the classroom into actual this method (e.g., Chang, 2011; Almohanna,
communicative situations outside their classes. 2010; and Alzaidi, 2011; Mustafa, 2009; Li,
Rababah further adds that the inability of students 1998; Burnaby and Sun, 1989). However, there is
to achieve communicative goals using English a lack of empirical research investigating the
language is mostly due to the teaching methods situation in Afghanistan. Consequently, the
on top of the learning environment. In other present study aims to explore afghan EFL
words, students learn the rules of grammar and lecturers’ perceptions of CLT and the perceived
structures of the English language, but they challenges in implementing CLT. To be precise,
cannot apply the rules to a practical conversation. in this study the following research questions are
being explored:
Although, the Afghan Ministry of Higher
Education (MoHE), promotes student-centered
1.3. Research Questions
learning and the use of CLT in the classroom, but
1 What are the perceptions of EFL teachers
according to and Somaiya (2017), still, EFL
toward using CLT classroom activities?
teachers at the higher educational institutes
2 What are the challenges EFL teachers’
employ the traditional language teaching
face in the implementing CLT?
methods. In the classrooms, teachers are the
3 Is there any significant relationship
authoritative figures, and the class relies only on
between the perceived challenges in a
learning from the textbook. The classes are exam-
CLT classroom and EFL teachers’
oriented as in the exams, merely reading and
perceptions of using CLT classroom
writing skills are tested while speaking and
activities?
listening skills are overlooked (Noori, 2017).
4 Is there is any significant relationship
between EFL teachers’ demographic
1.2. Statement of the Problem
profiles and their perceptions of using
Though the Afghan Ministry of Higher CLT classroom activities?
Education (MoHE) recommends the
implementation of CLT, many teachers still do 2. LITERATURE REVIEW
not implement CLT at all, or if they do, it is to a
The Communicative Language Teaching
minimal extent (Somaiya, 2017). This lack of
approach (CLT) is grounded on the theory of
implementing CLT, as the available literature
language as communication (Larsen-Freeman,
suggests, might be due to particular challenges
2000). According to McGroarty (1984),
that EFL teachers encounter in their classes. Li
researchers have defined CLT in diverse ways,
(1998) categorises those challenges as follows:
and there is no commonly agreed upon model of
(1) ‘students related challenges’ such as CLT. Thus, CLT is often defined in terms of its
low proficiency of students in general principles and characteristics (Ellis,
English; 2003); (Nunan, 1991). These principles and
(2) ‘teachers related challenges’ such as characteristics make CLT distinctive in terms of
lack of sufficient CLT training the materials, assessment, activities, and the roles
opportunities; of the teachers and students from other traditional
(3) ‘system-related challenges’ for teaching methodologies.
instance, large classes; and
(4) ‘CLT related challenges’ such as, 2.1. CLT Principles
lack of appropriate instruments to Perhaps the most noticeable
assess communicative competence characteristics of CLT is that nearly all that
(Li, 1998). happens in a CLT classroom is solely for
Allwright (1984) asserts that in a CLT classroom, another region has its complications and
one cannot just presume that a learner is simply a challenges (Holliday 1994; and Sullivan 1996).
learner and a teacher is simply a teacher because Therefore, he same could be said about CLT,
as a matter of fact, both learner and teacher are which initially was developed in the Western
the managers of the learning process. According context, in accordance with the needs and culture
to Breen and Candlin (1980), a teacher has two of the western society.
principal roles in a CLT classroom: first, the
In South Korea, Li (1998) studied the
teacher facilitates the practice of communication
perceptions of teachers and students toward the
amongst students in the class. Second, the teacher
implementation of CLT. The findings of study
functions as a self-regulating participant in class.
endorsed that the teachers in South Korea faced
Similarly, Larsen-Freeman (2000) labels the key
several similar challenges in the implementation
role of the students in a CLT classroom as
of CLT in their classes. Li (1998) explicitly
‘communicators’. She adds that as
looked into the perceived difficulties in adopting
communicators, students are involved in the
CLT among eighteen South Korean secondary
process of negotiating meaning, where they
English school EFL teachers. The EFL teachers
attempt to send and receive messages
were studying at a Canadian university at the
successfully.
time. The study used a written questionnaire to
collect data and also conducted semi-structured
2.5. Activates in a CLT Classroom
interviews with 10 of the participants. The results
The roles of students and teachers aslo of the study showed that the teachers are
implies that in a CLT classroom appropriate reporting that they encountered certain
activities need to be designied which would result challenges in applying CLT in their classes. The
in meaningful communication. As activities in a challenges reported by the Korean teachers fell
CLT classroom concentrate on communication, into four categories: those caused by 1) the
they have several distinctive characteristics; for teacher, 2) by the students, 3) by the educational
example, meaningful communication, system, and 4) by CLT itself' (Li, 1998).
information gap, choice, and feedback that make
them communicative. Various types of activities 1) Problems related to the teachers, for
could be found in a CLT classroom amongst example, poor proficiency in spoken
which role plays, information-gap activates, and English, insufficient coaching in CLT,
jigsaw activities, information-transfer activities, misinterpretation of CLT and its
communication games, discussion, debates, and principles, and the lack of time in
prepared talks, and oral presentations are the most creating original teaching materials.
common activities. 2) Problems related to the students, such as
poor proficiency level in English, not
Since the purpose of the current study is enough incentive toward
to explore afghan EFL lecturers’ perceptions of communication, and insufficient
CLT and the perceived challenges in participation in class.
implementing CLT; therefore, it is essential to 3) Problems are related to the system of
provide an account of how do EFL teachers education in the countries, such the
around the world perceive CLT and what emphasis of the exams on grammar, large
challenges they are facing while implementing class sizes, and little assistance for the
this method. teachers.
4) Problems related CLT itself, such as the
2.6. CLT Challenges in EFL Context unsuitability of CLT in EFL settings and
the absence of appropriate instruments
The application of a teaching method for assessment purposes.
which is developed in region and applying it in
Li (1998) asserts that there is a clash applied by EFL teachers in intermediate state
between the underlying principle of CLT and schools for girls. The result of the investigation
what is suited for the EFL contexts. Thus, first reveals that the EFL teacher had positive attitudes
this mismatch ought to be addressed, and only toward CLT and also had knowledge of the
then EFL teachers in countries like South Korea underlying principle of CLT. However, as the
could apply CLT effectively. researcher reports that after observation, he found
out the in classroom practice, the teachers did not
Karim (2004) conducted a study in
use CLT. Instead, they merely used materials
Bangladesh with the purpose to investigate EFL
combined with traditional teaching methods.
teachers' perceptions, toward communicative
Some of the reasons why CLT was not applied
activities, CLT method, and their outlooks
according to the study were the curriculum load
concerning CLT. The results of the study indicate
and students’ deficiency in English which
that teachers' perceptions toward communicative
inflicted adverse effects on the application of
activities and CLT approach match with their
CLT.
reported classroom practices. The participants in
the study had positive perceptions toward CLT The brief account of the studies discussed
and revealed that they do use certain above reveal that the challenges EFL teachers
communicative practices in their classroom encountered in their respected institutions were
teachings. The study also found certain almost the same and fell under the four categories
discrepancies between teachers' perceptions and identified by Li (1998): 1) the teachers, 2) the
class practices. Karim adds that the discrepancies students, 3) the educational system, and 4) CLT
were not a result of teachers' misconceptions itself.
about CLT or their lack of knowledge; but it was
potential because of the certain challenges they
3. RESEARCH METHODOLOGY
encounter in their use of CLT such as lack of
resources, large classes, deficiency of backing of
3.1 Research Design
the administration, and traditional exams system.
In Indonesian context, Mustafa (2009) As the current research tries to explore
investigated the applicability of CLT. In this afghan EFL lecturers’ perception of CLT and the
study, Mustafa revealed that the application of perceived challenges in it implementation, a
CLT in Indonesia has not proven beneficial for descriptive quantitative survey research method
the students. He further adds that the use of CLT is considered to be suitable. Creswell (1994)
in the current educational system of the country defines quantitative research as a type of research
is very problematic. This study identified some of that is explaining phenomena by collecting
the critical challenges teacher faced in the numerical data that are analysed using
application of CLT in Indonesia. The reported mathematically based methods. Furthermore, a
challenges were related to the lack of confidence questionnaire is often used in a survey method.
of the teachers to use the target language in class,
large classes, and the shortage of time whcih 3.2. Population & Sampling
prevented the students from social
In this study, the participants of the study
communication. Other challenges were the
are EFL teachers teaching at the English
emphasis of school on written exams, lack of
Department of a public university. The
useful authentic materials, and the lack of
population where the research is intended to be
opportunities for students to use English other
executed is a total of 35 subjects. According to
than the classroom.
Krejcie & Morgan (1970), for a population of 35
Another study in Saudi context was subjects, a sample size of 32 subjects is required.
carried out by Alzaidi's (2011). The study inclines Hence, the researcher provided all 35 lecturers of
to investigate the extent to which CLT was the department with the survey questionnaire.
The rationale why the researcher has chosen the correct wording was used, and that grammatical
particular public university and the participant is errors that can influence the result of the study
due to their accessibility. were addressed.
4. FINDINGS
4.1 Demographic
Table 4.1 below illustrates the demographics of the respondents in this study.
Table 4. 1: Frequency Table: Demographics
Frequency Valid Percent
21-25 2 6.3
26-30 7 21.9
Age 31-35 14 43.8
41-45 and above 9 28.1
Total 32 100.0
MALE 16 50.0
Gender FEMALE 16 50.0
Total 32 100.0
BA 6 18.8
Educational MA
26 81.3
Qualification
Total 32 100.0
4.2 RQ1: What are respondents’ perception of using CLT classroom activities?
In this section of the questionnaire the asked to choose a value point on a scale of 1-4 in
respondents were asked to indicate ‘Which of the which (1=Never Use and 4=Always Use). The
following listed classroom activities you results are presented in Table 4.1 below in terms
currently use as part of your English language of mean scores and standard deviation.
teaching?’ The purpose of the question was to
Table 4.1 below indicates respondents’
explore respondents’ actual use of CLT
perceptions toward their use of CLT (favourable
classroom activities. In this section, both
items) and non-CLT (unfavourable items)
communicative and non-communicative
classroom activities.
activities were listed, and the respondents were
Table 4. 2: Respondents’ Perceptions of Using Classroom Activities
Mean Std.
Deviation
1. *Grammar explanation 2.91 .69
2. Group discussion 3.84 .60
3. Pair work 3.88 .61
4. *Translation 2.94 .88
5. *Dictionary vocabulary exercises 2.84 .88
6. Simulations / role play 2.88 .83
7. Reading and reporting from websites 2.03 .89
8. *Reading Aloud 2.53 .92
9. *Pronunciation drills 2.34 .87
10. Games 2.63 .79
11. Listening to audio tape and answering questions 2.47 1.08
12. Call on students to orally respond to any issue/topic 3.25 .718
13. *Reading and reciting dialogue 2.19 .78
Overall on a Scale of 1-4 for Favourable Items 3.00 .39
The overall mean score of favourable Research question two aims to examine
items is M=3.00 (SD=.39) indicating respondents ‘What are the challenges Afghan EFL teachers
moderately high use of CLT activities. On the face in the application of CLT?’ The items listed
other hand, for unfavourable items (non- in this section are categorised into four sub-
communicative activities), the overall mean score categories, explicitly: 1) challenges related to
is M=2. (SD=.47) which indicates that the teachers; 2) challenges related to students; 3)
respondents also have a moderate use of non- challenges related to the educational system; and
communicative activities as well. Finally, the 4) challenges related to CLT method itself. The
overall all mean score for all items (favourable & teachers were asked to select from a four-point
unfavourable) is M=2.98. The overall mean score Likert scale: (1=Not a challenge at all) (2=Minor
designates that the respondents in the study challenge) (3=Challenge) (4=Major challenge).
revealed that they utilise a number of major CLT
activities in their teachings, but they also use 4.3.1. Teacher-Related Challenges
traditional non-CLT activities as well. Table 4.2 indicates respondents
perceived challenges in adopting CLT in terms
of teacher-related challenges.
4.3. Research Question 2: What are
respondents’ perceptions of the challenges in
CLT classrooms?
Table 4. 3: Respondents’ Perceptions of CLT Challenges Related to Teachers
Mean Std. Deviation
a. Teachers’ proficiency in spoken English is not sufficient. 2.53 1.24
b. Teachers lack the knowledge about the appropriate use of 2.59 1.19
language in context
c. Teachers lack the knowledge about the target language 2.72 .81
(English) culture
d. There are few opportunities for teachers to get CLT training 2.50 1.05
e. Teachers have little time to develop materials for 2.41 1.01
communicative classes
f. Teachers have misconceptions about CLT 2.84 1.02
Overall Perceptions on a scale of 1-4 2.59 .65
Table 4.4 illustrates respondents’ perceptions of CLT challenges related to the educational system.
Table 4. 5: Respondents’ Perceptions of CLT Challenges Related to the Educational System
Mean Std. Deviation
k. There is a lack of enough support from administration 2.00 1.01
l. Teachers lack authentic materials such as newspapers, 2.53 1.06
magazines, movies, etc.
m. Traditional view on teachers’ and learners’ role is not 2.75 .67
compatible with CLT
n. Classes are too large for the effective use of CLT 3.44 .56
o. Grammar-based examinations have a negative impact on 3.28 .84
the use of CLT
Overall Perceptions on a scale of 1-4
2.80 .61
Table 4.5 illustrates respondents’ perceptions of challenges related to the CLT method itself.
4.4. Research Question 3: Is there any significant relationship between CLT perceived
challenges and EFL teachers’ use of CLT activities
Research question 3 aims to determine if there is any significant relationship between the
challenges in a CLT classroom (teacher related, students related, system related, and CLT related) and
respondents’ perceptions of the use of CLT classroom activities. Pearson product-moment multiple
correlation analysis was performed. Table 4.6 displays the results of Pearson product-moment correlation
analysis.
Table 4. 7: Correlation among teachers use of CLT activities and CLT Challenges
Use of Teachers Students System CLT Meth
CLT Related Related Related Related
Activities Difficulties Difficulties Challenges Challenges
Use of CLT Pearson 1 -.038 .000 .140 -.247
Activities Correlation
Sig. (2-tailed) .838 1.000 .446 .172
N 32 32 32 32 32
4.5. Research Question 4: Is there any significant relationship between teachers’ demographic
profiles and perceptions of CLT activities
Table 4.7 below displays the descriptive statistics and the independent sample t-test results looking
at the difference between male and female respondents use of CLT activities. The results of the t-test
disclose that there is no significant mean score difference between male and female respondents use of CLT
classroom activities (t (30) = 1.23 & p-value=.230).
Table 4. 7: Independent Samples t-test: Relationship between gender and the use of CLT activities
Std. Sig. (2-
Gender N Mean Deviation t df tailed)
Overall Perception: The use of MALE 16 2.79 .20 1.226 30 .230
CLT Class Activities
FEMALE 16 2.70 .22
To look into the relationship among teachers perceptions of using CLT activities, age, educational
level, teaching experience, teaching load, and class size, the One-Way ANOVA results displayed in table
4.12 below reveal no significant relationship among teachers’ use of CLT activates, age (f (3, 28) = 1.357
& p= .276), educational level (f (1, 30) = 2.678 and p= .112), teaching experience (f (2, 29) = 1.841 and p=
.177), teaching load (f (2, 29) = 1.743 and p= 1.93), and class size (f (6, 25) = 1.232 and p= .324) at the
p<.05 level.
Table 4. 8: One-Way ANOVA for Relationship between Demographic Profile and Respondents Use of
CLT Activities
Sum of Mean
Squares df Square F Sig.
Between Groups .178 3 .059 1.357 .276
Age Within Groups 1.222 28 .044
Total 1.399 31
Between Groups .483 1 .483 2.678 .112
Within Groups 5.412 30 .180
Highest Qualification
Total 5.895 31
Between Groups .158 2 .079 1.841 .177
Teaching Experience Within Groups 1.242 29 .043
Total 1.399 31
Between Groups .150 2 .075 1.743 .193
Teaching Load Within Groups 1.249 29 .043
Total 1.399 31
language were the main challenges toward the relationship with Afghan EFL teachers’
application of CLT. This finding is in line with perceptions of the use of CLT activities.
the results of several studies such as Ansarey However, certain age categories, and class size
(2012); Al-Mohanna, (2010), Mustafa (2009), were found significantly correlated to
Liao (2000), Li (1998), Burnaby and Sun (1989). respondents’ perceptions of using CLT
All these researches came to the conclusion that classroom activates.
Grammar-based examinations, large classes, and
low proficiency of students in EFL classes were 5. CONCLUSION
amongst the key challenges toward the effective The majority of the studies carried out to
and practical implementation of CLT method in look into the perception of teachers toward CLT
EFL contexts. reveal certain challenges toward it effective
implementation, and state that due to the diversity
4.3. RQ3 Revisited: Is there any
of ESL and EFL contexts, CLT method is not a
significant relationship between the
very suitable for EFL context. However, the
challenges in a CLT classroom and teachers
results of the current study indicate otherwise.
use of CLT classroom activities?
The findings of the study suggest that the Afghan
The results obtained for research question five EFL lecturers in this study had positive
reveal no significant relationship between the perceptions of CLT as they indicated that they
potential challenges in a CLT classroom and utilised the method into practice.
teachers’ perceptions of CLT classroom Despite the positive perceptions, the
activities, except for: teachers in the study perceived certain challenges
regarding CLT that obstructed its effective use.
A positive significant relationship was The challenges identified by the teachers in this
found between CLT students’ related study were not so diverse from the parallel studies
challenges and teachers’ perceptions of conducted in other EFL contexts. The challenges
using CLT activities. were investigated in five main categories:
(teacher related challenges, students related
challenges, system related challenges, and
4.4. RQ4 Revisited: Is there is any
administration related challenges, and CLT
significant relationship between EFL
related challenges). The challenges observed in
teachers’ demographic profiles and their
the current study ranged from the phenomenon of
perceptions of the use of CLT classroom
large classes, teaching load, grammar-based
activities?
exams, lack of administrative support, students’
Studies conducted to explore the low proficiency in the English language, and lack
perceptions of teachers toward CLT report that of motivation of students to involve in
demographic profiles of the participants affect communicative students.
their perceptions to a certain extent. Wong Surprisingly, unlike other studies, the
(1998) found teaching experience an influential questionnaire results indicate that the
factor affecting teachers’ perceptions of CLT. demographic factors of gender, teaching
Her findings reveal that the more teachers were experience, and teaching load did not
experienced (12 years of experience or more) significantly affect the Afghan EFL teachers’
that more positive they were toward CLT, and perceptions of CTL.
inclined to apply the method in their classes.
Finally, it could be said that regardless of
However, the data analysis presented in Chapter
the challenges Afghan EFL teachers face toward
Four revealed that most of the demographic
the application of CLT, there appears to be an
factors (teaching experience, gender, and highest
encouraging atmosphere in regards to the fruitful
level of qualification) didn’t have a significant
application of CLT. This is because the research: A practical guide for undergraduate
respondents in this study revealed that they and postgraduate students. Palgrave Macmillan.
practice some major CLT activates in their [5]. Brown, H. D. (2001). Teaching by
classes. principles: An Interactive approach to language
pedagogy. New York: Addison Wesley
6. Suggestions for Further Research
Longman, Inc.
The following suggestions for further [6]. Burnaby, B., & Sun, Y. (1989). Chinese
research are proposed which might help look into teachers’ views of western language teaching:
the subject of this study more thoroughly. context informs paradigm. TESOL Quarterly,
23(2), 219-238.
6.1. This study only investigated the [7]. Darmal, D. (2009). Assessment Practice
perceptions of teachers toward CLT. and Perception of Social Science Instructors in
However, a study that will also examine Afghanistan.
the perceptions of the students will better [8]. Deckert, G. (2004). The communicative
explain the condition of CLT in the approach: addressing frequent failure. English
Afghan context. teaching Forum, 42(1), 12-17.
6.2. For correlational studies, further research [9]. Ellis, R. (2003). Task-based language
in other public and private universities learning and teaching. New York: Oxford
would be useful. University Press.
6.3. The study only relied on a quantitative [10]. Hiep, P. H. (2007). Communicative
method in which data collection was language teaching: Unity within diversity. ELT
collected via a survey questionnaire. Journal, 61(3), 193-201.
Hence, using other instruments such as [11]. Holliday, A. (1994). The house of
interviews and especially class TESEP and the communicative approach: The
observations would drive even better special needs of state English language
results as it would help the researchers to education.
understand better how much of teachers’ [12]. Hu, G. (2002). Potential cultural
theoretical knowledge of CLT is resistance to pedagogical imports: The case of
reflected in their actual classroom communicative language teaching in China.
practice. Language, Culture, and Curriculum, 15(2), 93-
105.
7. REFERENCES [13]. Huck, S. W., Cormier, W. H., & Bounds,
[1]. Afghanistan Ministry of Education. W. G. (1974). Reading statistics and
(1390 [2011]). Afghanistan Education research (pp. 74-102). New York: Harper &
Curriculum. Kabul: Ministry of Education. Row.
[2]. Al-Mohanna, A. (2010). English [14]. Incecay, G., & Incecay, V. (2009).
language teaching in Saudi Arabian context: Turkish university students’ perceptions of
How communicatively oriented is it. Journal of communicative and non-communicative
King Saud University-Languages and activities in EFL classroom. Procedia Social
Translation, 22, 69-88. and Behavioral Sciences, 1, 618-622.
[3]. Allwright, R. (1948). The importance of [15]. Karavas-Doukas, E. (1 996). Using
interaction in classroom language learning. attitude scales to investigate teachers' attitudes
Applied Linguistics, 5, 156-171. to the communicative approach. ELT Journal,
[4]. Breen, M. P., & Candlin, C. N. (1980). 50(3), 187-196.
The essentials of a communicative curriculum in [16]. Karim, K. M. R. (2004). Teachers'
language teaching. Applied linguistics, 1(2), 89- perceptions, attitudes and expectations about
112.Collis, J., & Hussey, R. (2013). Business Communicative Language Teaching (CLT) in
post-secondary education in Bangladesh.
[17]. Krejcie, R. V., & Morgan, D. W. (1970). International Journal for Innovative Research in
Determining sample size for research activities. Multidisciplinary Field. 3(9), 111-116.
Educational and psychological measurement, [26]. Noori, A., Shafie, N. H., Mashwani, H.
30(3), 607-610. U., & Tareen, H. (2017). Afghan EFL Lecturers’
[18]. Larsen-Freeman, D. (Ed.). (2000). Assessment Practices in the
Techniques and principles in language teaching Classroom. Imperial Journal of
(2nd ed.). Oxford: Oxford University Press. Interdisciplinary Research, 3(10), 130-143.
[19]. Li, D. (1998). "It's always more difficult [27]. Nunan, D. (1991). Communicative tasks
than you plan and imagine": Teachers' perceived and the language curriculum. TESOL
difficulties in introducing the communicative Quarterly, 25(2), 279-295.
approach in South Korea. TESOL Quarterly, 32 [28]. Qasemi, A. S. (2015). An Investigation
(4), 677-703. of English Language Needs of Engineering
[20]. Littlewood, W. (2007). Communicative Undergraduates at Jawzjan University. In
and task-based language teaching in East Asian Proceedings.
classrooms. Language Teaching, 40, 243-249. [29]. Rababah, G. (2003). Communication and
[21]. Liu, G. (2005). The trend and challenge linguistic problems facing Arab learners of
for teaching EFL at Taiwanese universities. English. Indian journal of applied linguistics,
Regional Language Centre Journal, 36(2), 211- 29(1), 127-142.
221. [30]. Richards, J. C., & Rodgers, T. (2001).
[22]. McGroarty, M., (1984). Some meanings Approaches and methods in language teaching
of communicative competence for second (2nd ed.). New York: Cambridge University
language students. TESOL Quarterly 18(2), Press.
257–272. [31]. Richards, J. C. (2006). Communicative
[23]. Ministry of Education of the Islamic language teaching today. New York:
Republic of Afghanistan. (2010). Annual Cambridge University Press.
Progress Report. [32]. Somaiya. (2017). The Implementation of
http://moe.gov.af/Content/files/1389_Annual_R Communicative Language Teaching Approach
eport_%20English.pdf in Journalism Faculty of Kabul University.
[24]. Musthafa, B. (2009). Communicative Kabul University: Kabul
language teaching in Indonesia: Issues of [33]. Sullivan, P. (2000). Playfulness as
theoretical assumptions and challenges in the mediation in communicative language teaching
classroom practice. Journal of Southeast Asian in a Vietnamese classroom. Sociocultural theory
Education, 2 (2). ERIC database, (ED462833). and second language learning, 115-131.
Retrieved from [34]. UNESCO (2012). From Access to
http://www.eric.ed.gov/PDFS/ED462833.pdf Equality—Empowering Girls and Women
[25]. Noori, A. (2017). Issues Causing Girls’ through Literacy and Secondary Education.
Dropout from Schools in Afghanistan.