VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POSTGRADUATE STUDIES ------ VŨ MAI LINH EFL TEACHERS’ PERCEPTIONS TOWARDS COMMUNIC
INTRODUCTION
Rationale for the study
English plays a crucial role in today's globalization, serving as a vital bridge for communication across diverse cultures Its integration into various societal aspects promotes socio-economic and cultural development To navigate this interconnected world, learners must enhance their communicative competence, enabling them to share ideas, express emotions, and collaborate effectively with others.
The Communicative Language Teaching (CLT) approach emerged in England during the 1970s, driven by the necessity for effective English communication and the need for language instruction to address students' communicative requirements (Suemith, 2011) Its rapid adoption across Western countries and subsequent global expansion has garnered significant attention from policymakers and educators alike This interest is well-founded, as numerous studies, including those by Yu (2001), Alghazo (2015), and Alharbi, have shown that CLT effectively enhances students' communication skills in English.
(2015) have demonstrated that CLT has been successful in enhancing students‟ listening skills, speaking fluency, speaking confidence, and conversational skills, thereby leading to gains in learners' communicative competence
Despite the advantages of Communicative Language Teaching (CLT), research indicates that its principles are rarely fully applied in practice, particularly in Vietnam, where traditional, grammar-focused methods dominate instruction Many educators express support for CLT but often revert to prioritizing syntax and vocabulary over communicative competence This misalignment results in educational institutions failing to meet the essential needs for improved communicative skills among EFL learners The gap between the theoretical endorsement of CLT and its practical application presents a significant challenge, as its underutilization in Vietnamese classrooms obstructs the development of these crucial skills To harness the potential of CLT in Vietnam, teachers must be willing to embrace it while also addressing the challenges of its implementation This study aims to investigate the factors influencing teachers' perceptions and practices regarding CLT, offering context-specific recommendations to enhance English language instruction.
The researcher aimed to explore Vietnamese secondary school teachers' perceptions of Communicative Language Teaching (CLT) due to the pressing need for improved communicative competence instruction in Vietnam CLT is identified as a viable method to address this issue Furthermore, teachers are key to implementing teaching approaches in classrooms, yet there is a notable gap in research concerning their perceptions of CLT The focus on secondary schools is crucial, as this stage is significant for students who have studied English for several years but may still struggle with communicative competence Understanding teachers' views on the benefits and challenges of CLT is essential, given their critical role in influencing the effectiveness of language teaching.
A teacher's perception of a teaching approach significantly influences its effectiveness in the classroom Understanding these perceptions can reveal obstacles to the successful implementation of Communicative Language Teaching (CLT), including inadequate resources, insufficient training, and classroom limitations By addressing these challenges, educators can enhance the application of CLT, ultimately improving communicative competence instruction in Vietnam.
Aims of the research and research questions
This study aimed to explore teachers' perceptions of the Communicative Language Teaching (CLT) approach in secondary schools in Hanoi The research focused on two key objectives: first, to identify the perceived benefits of implementing CLT among teachers, and second, to investigate the factors that hinder its effective application in the classroom.
Based on the above-mentioned aim and objectives, two research questions were developed as follows:
Question 1 What are the benefits of applying the CLT approach as perceived by secondary school EFL teachers?
Question 2 What are the factors that obstruct the use of CLT in the classroom as perceived by secondary school EFL teachers?
Scope of the study
This study investigates the perceptions of English as a Foreign Language (EFL) teachers regarding the implementation of Communicative Language Teaching (CLT) in selected secondary schools in Hanoi, Vietnam It involves 92 English language teachers, with in-depth interviews conducted with five participants to gain deeper insights The research aims to explore both the perceived benefits of CLT and the challenges that hinder its implementation in the classroom Utilizing a mixed methods research design, data were collected to provide a comprehensive understanding of teachers' experiences and viewpoints on CLT.
4 questionnaire and semi-structured interviews between March 15, 2022, and May 15,
In 2022, a study was carried out at Dong Ngac Secondary School, Xuan Dinh Secondary School, and Co Nhue 2 Secondary School, focusing on teachers' perspectives on Communicative Language Teaching (CLT) within the context of secondary education in Hanoi.
Method of the study
The researcher conducted a questionnaire among all teacher participants to assess their perceptions of Communicative Language Teaching (CLT) To gain deeper insights, five teachers who completed the questionnaire participated in follow-up interviews Both the questionnaire and interviews aimed to uncover the perceived benefits of CLT and the challenges hindering its implementation By including teachers from various schools, the study captured a wide range of perspectives on CLT.
Research significance
This study explores secondary school EFL teachers' perceptions of Communicative Language Teaching (CLT) in Vietnam, aiming to enrich existing literature It seeks to highlight the perceived benefits of CLT in the classroom, as these perceptions significantly influence teachers' implementation strategies Additionally, by identifying obstacles to CLT usage, the research can inform policymakers and curriculum developers on effective practices to facilitate its adoption Understanding the challenges faced by teachers is essential for improving teacher training, textbooks, assessments, and administrative support, enabling them to navigate these difficulties and effectively apply CLT Ultimately, incorporating teachers' insights on CLT can lead to interventions that enhance its implementation in Vietnamese secondary schools, thereby improving students' English language proficiency and communicative competence.
Thesis organization
This chapter outlines the background and rationale for the study, detailing its aims and objectives while identifying key research questions It also emphasizes the significance and value of the research conducted.
This chapter reviews literature on the subject, including the concepts and features of the key terms, related studies and research gap in this field
This chapter outlines the research methodology, detailing the study's context and participants, as well as the data collection tools used It explains the utilization of questionnaires for data gathering and includes the procedures for data analysis Additionally, the chapter addresses ethical considerations related to the study.
The results of the research are presented in this chapter based on the data analysis
This chapter discusses the findings in order to answer the research questions of the study
The final chapter of the study includes summary of the main findings, along with the implications and limitations of the study as well as recommendations for future research
LITERATURE REVIEW
Concept of communicative language teaching
Over the years, various techniques and strategies for teaching English have developed, with Communicative Language Teaching (CLT) emerging as a prominent modern approach However, there is considerable debate regarding the precise definition of CLT, and no universally accepted model exists (Markee, 1997; McGroarty, 1984) Experts in the field have characterized CLT in numerous ways, highlighting its diverse interpretations (Brown, 2001; Freeman).
& Diane, 1986; Littlewood, 1981; Richards, 2006; Savignon, 1991) Littlewood
Communicative Language Teaching (CLT) is an approach that emphasizes the functional and structural aspects of language within communication contexts (1981) Nunan (2015) describes CLT as a "broad philosophical approach" aimed at achieving communicative competence rather than adhering to strict rules This method focuses on enhancing learners' ability to communicate effectively, as outlined by Richards and Rogers (2001) CLT encourages language learners to apply the target language in real-life situations, making communicative competence the core principle of this instructional approach.
7 value of language This ultimately introduced a shift in language instruction from linguistic structure to the need for learners to improve their communication skills (Chang, 2011)
In his 2006 book, Richards explores the development of Communicative Language Teaching (CLT) by examining three key phases of language teaching trends over the last fifty years The initial phase does not incorporate CLT and focuses on traditional methods that educators currently identify.
The evolution of language teaching methods can be divided into two significant phases The first phase, occurring in the 1960s and earlier, emphasized grammar through direct instruction, where teachers utilized repetition and drill activities, primarily adopting a deductive approach that introduced grammar rules before practice In contrast, the second phase, known as classic communicative language teaching (CLT), emerged from the 1970s to the 1990s, as educators began to recognize the limitations of a grammar-centric approach This shift highlighted the necessity of developing communicative competence, enabling learners to use language effectively in diverse social contexts As a result, CLT gained widespread acceptance, prompting a global re-evaluation of teaching methodologies, syllabi, and materials to prioritize communication skills over grammatical accuracy.
Since the 1990s, the popularity of Communicative Language Teaching (CLT) has surged, continually evolving with new insights into second language acquisition Despite its ongoing development, CLT practices are grounded in several fundamental assumptions that guide its approach to language teaching.
• Learning a second language becomes easier when learners actively participate in interactions and engage in meaningful communication
• Productive classroom learning tasks and exercises offer chances for
8 students to discuss meaning, enhance their language competence, observe how language is employed, and participate in valuable interpersonal exchanges
• Valuable communication arises when students process content that holds relevance, purpose, and interest
• Communication is a comprehensive process that frequently draws upon various language skills or forms of expression
Acquiring a language is enhanced through activities that promote the discovery of its fundamental rules and structures via inductive learning, alongside analytical exercises that encourage thoughtful reflection on language usage.
Learning a language is a gradual journey that requires creative language usage and a trial-and-error approach While making mistakes is a natural part of the process, the ultimate goal is to achieve both precision and fluency in the new language.
• Learners chart their individual paths to language acquisition progress at varying paces, and possess distinct needs and motivations for learning a language
• Successful language learning encompasses the utilization of effective strategies for learning and communication
In the language classroom, the teacher acts as a facilitator, fostering a supportive environment that enhances language learning This role includes providing students with opportunities to actively practice the language while encouraging them to reflect on their usage and the overall learning process.
• The classroom functions as a community where learners acquire knowledge through collaboration and the exchange of ideas.
Overview of Perceptions
2.2.1 Definition and foundation of perceptions
There are various definition of perception According to Smith (2002),
“perception is the cognitive process by which humans think about particular phenomena, involving the brain's reception of messages or information” This
Individuals interact with their environment using their five senses—sight, hearing, smell, touch, and taste—leading to the collection of stimuli, which are processed and stored in the brain This initial phase is known as sensation and plays a crucial role in perception According to Grundmeyer (2012), perception involves the formation and shaping of one’s impressions and understanding of the external world.
Perception is shaped by the interplay of sensory input, cognitive processes, and past experiences, as highlighted by Smith (2002) Our brains receive sensory data through the five senses, which is then influenced by memory, expectations, and prior knowledge during interpretation Additionally, personal traits such as attitudes, beliefs, and emotions, along with contextual factors like the environment and cultural background, significantly impact how individuals understand and interact with their surroundings.
Robbins and Judge (2013) highlight three essential factors that shape perception: the perceiver, the target, and the situational context The perceiver's characteristics—such as attitudes, personality, motives, and particularly past experiences—significantly influence how they interpret information, with positive past experiences leading to more favorable perceptions The attributes of the target, including its novelty, movement, and size, also play a critical role in shaping perception Furthermore, situational factors like time, work environment, and social context are vital, as they determine selective attention and can alter the perceiver's focus based on the timing of an event or object’s appearance.
2.2.3 The relationship between perceptions and practices
The interplay between perceptions and practices is crucial, as individual perceptions greatly shape actions and behaviors (Grundmeyer, 2012) In educational contexts, teachers' views on teaching methods, particularly Communicative Language Teaching (CLT), significantly influence their instructional approaches (Robbins and Judge, 2013) When teachers perceive a method as effective and congruent with their objectives, they are more inclined to implement it Conversely, negative perceptions or beliefs about a method's practicality can lead to resistance, regardless of its theoretical advantages Additionally, external factors like institutional support, available resources, and classroom conditions may create a disconnect between perception and practice, where teachers recognize a method's value but struggle to apply it effectively Therefore, understanding teachers' perceptions is vital for aligning their beliefs with classroom practices and enhancing educational outcomes.
Features of CLT
Communicative Language Teaching (CLT) is characterized by its focus on meaningful communication, as noted by Freeman and Diane (1986), who assert that "almost everything that is done is done with a communicative intent" (p 132) Unlike traditional methods like grammar-translation or teacher-centered instruction, CLT prioritizes verbal interactions, aiming to develop learners' ability to use language effectively in real-life situations This approach views language not merely as a collection of grammar rules and vocabulary, but as a vital tool for expressing thoughts, emotions, and ideas.
A key feature of Communicative Language Teaching (CLT) is fluency, which refers to the natural use of language during meaningful interactions Fluency develops through classroom activities that encourage students to negotiate meaning, employ communication strategies, and address misunderstandings In a CLT framework, learners achieve fluency by engaging in authentic communication and collaborating to express their ideas in real-time Alongside fluency, accuracy is also emphasized in CLT, as noted by Richards (2006) According to Richards and Rodgers (2014), CLT incorporates various activities targeting both fluency and accuracy Consequently, teachers in a CLT setting strive to balance these activities, allowing students to practice and enhance both skills effectively.
Odendaal (1992) emphasizes that in a Communicative Language Teaching (CLT) environment, error correction should be prioritized only when the error hinders effective communication For example, a mistake in subject-verb agreement may appear significant in a traditional learning context, but in CLT, the focus remains on maintaining the flow of conversation rather than fixating on minor grammatical errors.
In Communicative Language Teaching (CLT), errors in language use are not viewed as critical, as they do not greatly hinder communication Teachers employing CLT often refrain from correcting these errors to promote greater language use among students Consequently, the emphasis is placed on maximizing speech production rather than ensuring grammatical accuracy.
Learners can enhance their communication skills through various engaging activities such as games, role plays, simulations, and problem-solving exercises These interactive methods encourage students to practice in diverse situations and roles while minimizing the use of their native language Additionally, teachers typically limit corrections to ensure a more immersive learning experience.
One of the common CLT activities are pair and group work Thompson
Pair and group work significantly enhances students' language output compared to traditional teacher-centered activities, as noted in 1996 This collaborative approach boosts motivation and allows learners to develop fluency in a pressure-free environment Such activities provide a safe space for students to test their ideas before public speaking, leading to more refined presentations Moreover, they foster knowledge and skill complementarity among learners, contributing to greater success in task-based processes Additionally, these interactions improve students' sociolinguistic competence by enabling them to negotiate meaning and tackle problems in various socially demanding situations.
In communicative tasks like role plays, learners enhance their linguistic and communicative skills through meaning-focused activities that mirror real-life situations Teachers facilitate understanding by asking clarifying questions, which aids learners in comprehending texts and producing suitable responses Through pair and group work, students are motivated to seek clarification, verification, or correction from their peers or instructors, fostering meaningful interactions that enrich and adapt their learning experience.
13 learners‟ output which is required for successful learning of an additional language according to research by Swain (1985)
2.3.5 The Role of the Teacher
Adopting a new approach to language instruction requires a transformation in both teaching methods and the teacher's role This shift is particularly evident when contrasting the Communicative Approach with traditional methods such as Grammar-Translation and Audiolingual approaches in second language (L2) instruction.
Successful second language (L2) acquisition occurs in supportive and anxiety-free instructional environments, where learners' personal experiences enhance their language learning (Brown, 2000) To foster this, teachers should move away from traditional authoritarian roles and allow students to take control of their learning (Larsen-Freeman, 2000) Instead, educators should act as facilitators, creating opportunities that encourage communication, and serve as advisers who address students' inquiries and assess their performance Additionally, teachers can engage in communicative activities with students, further enhancing the learning experience.
CLT in Vietnam
The adoption of Communicative Language Teaching (CLT) in Vietnam began in the early 1990s, driven by government support and positive feedback from educators (Ngoc & Iwashita, 2012) Research by Nguyen (2002) and Pham (2007) emphasized the endorsement of CLT by Vietnamese teachers, while the introduction of locally-produced textbooks in 2002 aimed to enhance secondary school students' communicative English skills (Ngoc & Iwashita, 2012) In 2006, the Ministry of Training implemented a new curriculum that shifted focus from traditional grammar and vocabulary to communicative aspects, reflecting a commitment to improving students' communicative competence in Vietnam.
In Hanoi's high schools, teachers implement Communicative Language Teaching (CLT) through interactive activities designed to improve students' speaking and listening skills Lessons typically start with warm-up exercises such as role-plays and short conversations that mimic real-life scenarios, like ordering food or asking for directions Central to CLT are pair and group work, which encourage collaboration on dialogues, problem-solving tasks, and debates, thus enhancing peer communication Task-based learning is also incorporated, where students engage in specific communicative tasks like writing emails or preparing presentations To further enrich the learning experience, authentic materials such as videos, audio recordings, and articles are utilized, allowing students to encounter real-world language use Additionally, information gap activities are employed, requiring students to communicate and exchange information to complete tasks, creating a more dynamic and engaging classroom environment.
2021) These strategies align with the core principles of CLT, which emphasize meaningful communication and the functional use of language in diverse contexts
Despite efforts to implement Communicative Language Teaching (CLT) in Vietnam, significant challenges persist due to various practical obstacles Key issues include a grammar-focused curriculum, large classroom sizes, and cultural differences (Ngoc & Iwashita, 2012) The academic framework prioritizes grammar-centered assessments, assessing students primarily on their linguistic competence, such as grammar and vocabulary, while neglecting listening and speaking skills This imbalance is particularly evident in university entrance and graduation tests, which further reinforces the emphasis on grammar over communicative proficiency Additionally, secondary school classrooms often accommodate large numbers of students, ranging from 40 to 60, complicating the effective application of CLT methodologies.
The implementation of Communicative Language Teaching (CLT) in Vietnam faces significant challenges due to varying educational levels, time constraints, and curriculum demands (Ngoc & Iwashita, 2012) Additionally, cultural factors play a crucial role, as CLT's Western-based methods often clash with Vietnamese cultural norms The contrasts between individualism and collectivism, along with differing power dynamics in the classroom, further complicate its adoption Despite being officially endorsed and integrated into the Vietnamese education system, the successful implementation of CLT is hindered by these multifaceted issues.
Review of previous studies
Communicative Language Teaching (CLT) offers numerous benefits, primarily enhancing learners' communicative competence by shifting the classroom focus from teacher-centered to learner-centered approaches (Le, 2021; Zhao, 2022; Obenza & Mendoza, 2011) This active engagement allows students to participate more fully in their learning process Additionally, CLT enriches both general and linguistic knowledge by providing authentic communication scenarios that facilitate the acquisition of essential linguistic skills (Le, 2021) For teachers, implementing CLT requires thorough research into best practices, which fosters their professional development and deepens their pedagogical understanding (Le, 2021) Furthermore, CLT promotes ample interaction opportunities among students, enabling them to practice the target language in meaningful contexts (Santos, 2020; Zhao, 2022; Khan, 2016).
Communicative Language Teaching (CLT) enhances students' vocabulary and promotes learner autonomy by focusing on a learner-centered approach This method encourages creativity and active engagement among students, leading to a more dynamic learning experience (Rumbouw, 2021; Khasanova & Mirzayeva, 2023; Ellis, 1999; Long).
Communicative Language Teaching (CLT) enhances critical thinking by incorporating communicative tasks like debating, role-play, discussions, and presentations (Hasibuan & Batubara, 2012; Halpern, 2003) Additionally, CLT fosters cultural awareness by encouraging engagement with authentic texts from diverse cultures, as noted by Nunan (1991) The following table summarizes the benefits of CLT along with supporting sources.
Table 1 Benefits of CLT according to previous studies
Enhances communicative competence Le, 2021; Zhao, 2022; Obenza &
Mendoza, 2021 Provides authentic communication scenarios
Facilitates professional development of teachers
Provides interaction opportunities in the classroom
Mirzayeva, 2023 Encourages learner autonomy Ellis, 1999; Long, 1996
Enhances critical thinking Hasibuan & Batubara, 2012; Halpern,
While Communicative Language Teaching (CLT) offers numerous advantages, it also faces significant challenges, particularly in the context of large class sizes Research indicates that CLT is most effective in smaller classes, where students have ample opportunities to practice speaking In contrast, larger classes limit individual participation, resulting in fewer chances for students to engage actively in language activities (Le, 2021; Santos, 2020; Zhao, 2020; Khan, 2016; Taha, 2016).
Additionally, a lack of knowledge and understanding of CLT among teachers and students can be problematic According to Le (2021), Khan (2016), and
According to Rumbouw (2021), effective implementation of Communicative Language Teaching (CLT) requires teachers to have a thorough understanding of the approach However, many educators may lack sufficient training in CLT due to its non-traditional nature, leading to improper execution in the classroom Additionally, students may be unfamiliar with this teaching method, resulting in reluctance to engage in participation.
Communicative Language Teaching (CLT) often clashes with the traditional educational frameworks prevalent in many Asian contexts, where teachers hold an authoritative role and predominantly utilize a teacher-centered grammar-translation approach This conventional method limits opportunities for interactive and communicative activities, making the implementation of CLT challenging As noted by Santos (2020), both teachers and students may exhibit resistance to moving away from these established practices, further complicating the integration of more interactive teaching methodologies.
Khan (2016) noted that Communicative Language Teaching (CLT) offers limited opportunities for feedback, which may result in insufficient constructive criticism from teachers This deficiency in feedback can impede students' ability to recognize their language weaknesses and hinder their capacity for meaningful improvement, ultimately causing persistent errors in their language use.
Communicative Language Teaching (CLT) often prioritizes fluency over accuracy, which can impede students' language development (Khan, 2016) While fluency is crucial for effective communication, an exclusive focus on it may cause learners to overlook accuracy, ultimately affecting their performance in formal or academic contexts.
Low English proficiency among students can pose significant challenges in the classroom, as it often hampers their ability to participate in communicative activities This limitation can lead to frustration and a diminished learning experience, ultimately slowing the overall progress of the class and undermining the effectiveness of Communicative Language Teaching (CLT) methods.
Furthermore, CLT is inhibited by educational systems which focus on
The mismatch between Communicative Language Teaching (CLT) principles and traditional teaching methods can create challenges for both teachers and students, making it difficult to effectively implement communicative activities and diminishing the approach's benefits Additionally, a lack of student willingness to communicate can further complicate CLT classrooms, as reluctance to engage in speaking activities hinders interactivity and participation.
To summarize, the table below shows the challenges of CLT along with the supporting sources
Table 2 Challenges of CLT according to previous studies
Large class size Le, 2021; Santos, 2020; Zhao, 2020;
Khan, 2016; Taha, 2016; Tiwari, 2021 Lack of CLT knowledge among teachers Le, 2021; Khan, 2016; Rumbouw, 2021;
Tiwari, 2021 Conflicts with local culture Le, 2021; Gustiani, 2013; Rumbouw,
2021; Santos, 2020; Tiwari, 2021; Miller and Aldred, 2000
Lack of accuracy development Khan, 2016
Low English proficiency among students Taha, 2016
Inhibited by grammar-focused assessment systems
Lack of students‟ willingness to communicate
The following table presents a summary of previous studies which have investigated teachers‟ perceptions towards CLT
Table 3 Review of previous literature about the perceptions of teachers towards CLT
Authors Aims Methodology Findings Limitations
To report EFL teachers‟ attitudes towards CLT, reasons for their attitudes, and mismatches between their beliefs about CLT and classroom practices
Research design: Reviewed and synthesized findings from previous studies on teachers' attitudes towards CLT principles like grammar instruction, error correction, group/pair work, and teacher roles
Majority of teachers held positive attitudes towards CLT principles, but had difficulties implementing CLT fully in class
A small gap existed between teachers' beliefs and actual practices
Did not collect new data, relied only on reviewing and summarizing past studies
To compare Vietnamese learners‟ and teachers‟ attitudes towards CLT across factors like grammar, error correction, group work, and teacher roles
Research design: Quantitative study which collected data through questionnaires Data were analyzed descriptively based on Likert-scale responses
Participants: 37 university teachers from two universities in Hanoi and
88 pre-intermediate to intermediate university students in Hanoi
Both groups held favorable attitudes towards CLT but teachers‟ attitudes were generally more positive than students‟ attitudes
To investigate Bangladeshi teachers' attitudes and challenges with CLT implementation
Research design: Mixed methods study which collected quantitative data with questionnaires and qualitative data with interviews
Participants: 30 Bangladeshi English teachers at primary and secondary schools
Teachers perceived that CLT is student- centered and emphasizes communication and fluency
Common difficulties in implementing CLT included challenges from the educational system, their own deficiencies, students' competence/motivation, and CLT itself
To investigate Vietnamese teachers' attitudes towards using CLT to teach grammar, correct errors,
Research design: Mixed methods study which collected quantitative data with questionnaires and qualitative data with interviews
Teachers had positive attitudes about using CLT for pair/group work to increase student motivation and confidence
20 and organize pair/group work in public schools and private English centers
(2 from public schools, 2 from private centers)
Attitudes differed somewhat regarding CLT for grammar instruction and error correction
Factors affecting CLT implementation included class size, student competence, curriculum, facilities, and lack of training
Public school teachers faced more difficulties than private center teachers in implementing CLT
Suggested solutions included speaking activities, tailored instruction, and differentiated goals
To investigate Taiwanese college teachers‟ attitudes towards CLT and the reasons behind attitudes
Research design: Explanatory mixed method which collected quantitative data with a questionnaire and qualitative data with interviews
Participants: 55 Taiwanese university English teachers
Teachers had favorable attitudes towards CLT principles
Positive perceptions of Communicative Language Teaching (CLT) stem from its emphasis on both form and function, its ability to enhance language competence through practical use, its consideration of affective variables, and its promotion of learner autonomy.
To examine Cambodian university EFL teachers‟ attitudes and beliefs toward communicative language teaching (CLT) and their role in CLT implementation
Research design: Quantitative study which collected data with questionnaires
Participants: 358 EFL teachers in Cambodian public and private universities
Teachers' attitudes and beliefs were significantly positively related to CLT implementation
Teachers held overall favorable attitudes toward CLT principles
To investigate Iranian EFL teachers' attitudes toward
Research design: Mixed methods study which collected quantitative
Teachers generally held positive attitudes toward CLT principles
CLT and reasons behind them Also to explore any discrepancy between beliefs and classroom practices data with questionnaires and qualitative data with interviews and observations
Participants: 30 EFL teachers at private language institutes in Iran
No major discrepancy found between beliefs and actual practices
To explore the perceptions of secondary-level English teachers towards CLT
Also to explore the activities used and challenges faced
Research method: Mixed methods study which collected quantitative data with questionnaires and qualitative data with interviews
Participants: 4 secondary-level English teachers in EFL classrooms of public schools in Nepal
Teachers had positive attitudes towards CLT
Teachers did not implement enough activities to ensure the success of the approach
Taha (2016) To investigate English teachers‟ perceptions toward the effectiveness of using CLT in teaching grammar at Al Ain public schools, United Arab Emirates
Research method: Quantitative study which collected data with questionnaires
Al Ain public schools (both English native and non-native speakers)
Teachers perceived CLT as an effective approach in teaching grammar
Teachers preferred using communicative activities when teaching grammar
Recent studies conducted in Vietnam, Cambodia, Iran, Taiwan, Thailand, Bangladesh, and Hong Kong reveal a generally positive perception of Communicative Language Teaching (CLT) among teachers, with most research employing both quantitative and qualitative methodologies While some studies focused solely on quantitative data, the majority included university and secondary school teachers, highlighting the effectiveness of CLT in fostering student-centered learning and enhancing communication skills Teachers noted that CLT promotes pair and group work, boosting student motivation and confidence, while also prioritizing language competence and learner autonomy However, limitations such as small sample sizes and insufficient qualitative data were identified in several studies Overall, these findings underscore the belief that CLT is a valuable approach for improving communicative competence in language education.
Research gap
Despite extensive research on teacher perceptions regarding the benefits and challenges of Communicative Language Teaching (CLT), there is a notable gap in studies focusing on secondary school teachers in Vietnam Understanding these perceptions is crucial, as students at this level have typically acquired the ability to produce basic English utterances, making them capable of engaging in CLT activities This study aims to address this gap by examining the perceptions of English as a Foreign Language (EFL) teachers towards CLT in secondary schools located in Hanoi.
METHODOLOGY
Research questions
The research questions are based on the aims of the research
1 What are the benefits of applying the CLT approach as perceived by secondary school EFL teachers?
2 What are the factors that obstruct the use of CLT in the classroom as perceived by secondary school EFL teachers?
Research setting
The research was conducted in several secondary schools in Hanoi, Vietnam, specifically Dong Ngac, Xuan Dinh, and Co Nhue 2, where English is taught as a foreign language These schools were selected due to their representation of a crucial stage in English learning, characterized by students' lack of communicative competence despite years of instruction The study aimed to explore teachers' perceptions and implementations of the Communicative Language Teaching (CLT) approach, shedding light on the benefits and challenges of CLT in diverse educational settings.
Research participants
This study involved 92 English language teachers from Dong Ngac, Xuan Dinh, and Co Nhue 2 Secondary Schools, highlighting their crucial role in applying the Communicative Language Teaching (CLT) approach in their classrooms The research employed a specific sampling method to gather relevant data.
The study utilized purposive sampling to select participants who were most relevant to the research objectives Teachers were chosen for their direct involvement in teaching English at a crucial educational level, where communicative competence plays a vital role.
In a recent study, a questionnaire survey was conducted with all participants, leading to the selection of five teachers for follow-up interviews in English These interviews aimed to gain deeper insights into the benefits and challenges of Communicative Language Teaching (CLT) The selected teachers were chosen based on their willingness to participate and their diverse teaching experience, ensuring a comprehensive understanding of the factors affecting CLT implementation Detailed background information about these teachers is presented in the accompanying table.
The study's participant demographic revealed that 59.8% were female and 40.2% were male A significant portion, 58.7%, fell within the age range of 36 to 45 years, while 31.5% were aged between 26 and 35 Additionally, 7.6% of participants were younger than 25, and 2.2% were older than 45.
46 For secondary school teaching experience, most of the participants had been teaching for more than 6 years and fewer than 10 years, accounting for 59.8% of the sample A quarter of the participants had been teaching for more than 1 year and fewer than 5 years and 15.2% had been teaching for more than 11 years Furthermore the majority of the participants had bachelor‟s degrees accounting for
68 5% of the sample while 31 5% had master‟s degrees
Research design
Researchers can utilize either quantitative or qualitative methods to answer research questions As outlined by Creswell and Creswell (2018), quantitative research involves gathering numerical data from large samples using standardized tools that feature predetermined questions and response options This data is then analyzed to uncover patterns, compare groups, and explore relationships between variables through statistical techniques.
Qualitative research focuses on in-depth exploration and understanding of complex real-life experiences, rather than on precise quantification (Creswell & Creswell, 2018) Researchers engage deeply with the details surrounding a central theme, utilizing methods such as interviews and observations for data collection Additionally, combining qualitative and quantitative approaches in mixed methods research allows for a more comprehensive analysis, leveraging the strengths of both methodologies.
This study utilized a mixed methods research design to explore teachers' perceptions of the benefits and obstacles associated with Communicative Language Teaching (CLT) Initially, a quantitative approach was employed to effectively identify patterns and gather data from a large sample Subsequently, qualitative methods were integrated to gain deeper insights into the perceptions of the participants after analyzing the quantitative data.
Data collection methods
Creswell and Creswell (2018) highlight that researchers have multiple methods for collecting quantitative data, with surveys being a prominent option Surveys, or questionnaires, are distributed to a sample group to gather insights on attitudes, opinions, behaviors, and characteristics This approach effectively captures trends in participants' perceptions and beliefs, making it a valuable quantitative research method.
The research questionnaire was divided into three sections: the first, "Background Information," included multiple-choice questions regarding participants' teaching experience, gender, age, highest degree attained, confidence in using Communicative Language Teaching (CLT), and frequency of CLT application The second section, "Benefits of Using CLT," featured a multiple-choice question assessing participants' views on CLT's effectiveness for teaching English, along with 5-point Likert-scale questions addressing its linguistic, sociocultural, discourse, professional development, and motivational benefits The final section, "Factors Preventing CLT Use in the Classroom," comprised 5-point Likert-scale questions focused on teacher-related, learner-related, educational system-related, and method/material-related obstacles to implementing CLT The response options for the Likert-scale questions ranged from 1 (strongly disagree) to 5 (strongly agree).
The benefits and challenges associated with the implementation of Communicative Language Teaching (CLT) in the classroom, as identified in the questionnaire, were derived from insights gained in prior research The subsequent table acknowledges these foundational studies.
Table 5 Sources of questions in the questionnaire
Sociocultural Le (2021), Ho (2020) Discourse Ho (2020)
Factors that obstruct the use of CLT in the classroom
Teacher-related Jafari et al (2015) Learner-related Le (2021), Santos (2020), Jafari et al (2015) System-related Le (2021), Santos (2020), Sarab et al (2016) Method and material-related
After designing a questionnaire and creating a digital version using Google Forms, the researcher sought permission from various secondary schools in Hanoi to involve their teachers in the data collection process Upon receiving approval, the researcher obtained a list of teachers' contact information and reached out to them primarily via email to explain the research and invite their participation Teachers who agreed were given access to the Google Form through a provided link Following the outreach to the last teacher, the researcher allowed a three-week period for participants to submit their questionnaire responses.
3.5.2 Semi-structured interview (Qualitative data)
Semi-structured interviews are detailed and flexible sessions where participants answer predetermined open-ended questions, as noted by Jamshed (2014) These interviews can be conducted individually or in groups, lasting from a few minutes to over an hour Researchers use a semi-structured interview guide that outlines key questions and prompts, allowing interviewers to encourage respondents to elaborate on their answers (Cohen et al., 2007) This approach maximizes interview time by systematically exploring participants' perspectives, with the guide typically featuring a core question complemented by related inquiries to enrich the discussion.
The interview process was structured according to Creswell and Creswell's (2018) guidelines, beginning with an explanation of the study's purpose and obtaining participants' consent to record the session Participants were encouraged to ask any questions before three introductory questions were posed to help them feel comfortable Following this, the researcher focused on key questions regarding the benefits of Communicative Language Teaching (CLT) and the factors that hinder its implementation.
The study explored the application of Communicative Language Teaching (CLT) in secondary school classrooms, focusing on participants' perceptions of its key benefits Researchers gathered insights through questionnaires, identifying significant advantages and seeking further elaboration from participants Additionally, the study examined barriers to implementing CLT, with participants sharing their experiences regarding the most prominent obstacles Probing questions were employed to collect more in-depth information, enriching the understanding of both the benefits and challenges associated with CLT in educational settings.
Data Analysis
Data analysis involves extracting meaningful insights from data, as defined by Burns (2000, p 430), who describes it as a process for investigators to interpret information Similarly, Marshall and Rossman (1999) emphasize that the goal of data analysis is to establish meaning, structure, and organization within the data.
The quantitative data gathered from the questionnaire were analyzed using SPSS (Statistical Package for Social Sciences), a software developed by IBM that enables advanced statistical analysis for both quantitative and qualitative data After completing the data collection phase, the researcher entered the collected data into a newly created SPSS file.
Table 6 Coding of 5-point Likert-scale questions in SPSS
Professional development benefits B12-B15 Motivation and engagement benefits B16-B18 Teacher-related factors C1-C3 Learner-related factors C4-C7
Method and material-related factors C11-C17 After inserting the data into the SPSS file, the researcher named the variables As shown above, the 5-point Likert-scale questions were given codes
The questions in the study were categorized for analysis, with those related to benefits labeled as B followed by a number, and those addressing obstacles to the use of Communicative Language Teaching (CLT) in the classroom coded as C, also followed by a number These coding systems facilitate easy reference to specific questions in the findings section.
After inserting the data and defining the variables, the researcher performed a reliability analysis to determine the Cronbach’s alpha values for the benefits and obstacles associated with using Communicative Language Teaching (CLT) in the classroom The analysis revealed an alpha value of 0.723 for the benefits category (items B1-B18) and 0.683 for the factors obstructing CLT implementation (items C1-C17) Since both values are close to or exceed the acceptable threshold of 0.700, the questionnaire is considered reliable (Taber, 2017).
Category Cronbach’s alpha value N of items
Factors that obstruct the use of CLT in the classroom
The researcher performed two types of analysis, beginning with descriptive analysis that produced frequency, percentage, mean, and standard deviation values (refer to the Appendix for detailed outputs) A table presented the mean and standard deviation for each benefit of Communicative Language Teaching (CLT) and the factors hindering its implementation in the classroom The interpretation of the mean values adhered to the Likert-scale interpretation model established by Nyutu et al (2020).
The researcher categorized each question to assess the average participant's perception effectively By analyzing the mean values and creating bar charts that illustrated the percentage responses for each category, valuable insights into the distribution of responses were gained.
The comparative analysis focused on participants' perceptions of the benefits and obstacles of Communicative Language Teaching (CLT) By comparing mean values from a 5-point Likert scale based on teaching experience and frequency of CLT usage, the researcher aimed to uncover differences in perceptions It was hypothesized that teachers who frequently employ CLT would hold a more positive view than those who use it infrequently Additionally, the analysis also considered participants' confidence in using CLT alongside their frequency of use to identify factors that hinder effective implementation The data analysis procedure is detailed in the accompanying chart.
Figure 2 Data analysis overview 3.6.2 Qualitative analysis
In conducting qualitative analysis, the researcher adhered to the guidelines established by Cohen et al (2007) for handling interview data The process began with transcribing the interview recordings, followed by multiple reviews of the audio and transcripts to understand the overall context Relevant units of meaning were identified and grouped into clusters, leading to the establishment of categories These categories were then reviewed and refined as needed The final analysis culminated in a report of the main categories presented in the findings section of the paper.
Ethical considerations
Researchers must adhere to specific ethical considerations to conduct a study responsibly, as highlighted by Cacciattolo (2015) and Creswell (2018) Key ethical principles include obtaining informed consent, ensuring participant confidentiality, minimizing harm, and maintaining integrity throughout the research process.
Disclosing purpose: The researcher informed all the participants of the
Confidence about using CLT Frequency of CLT use
The study aimed to ensure that participants were informed about the research's purpose by clearly stating it in the introduction of both the questionnaire and the interview This approach helped participants understand the reasons behind the research and their role within it.
Informed consent: The researcher asked for the participants‟ consent before they participated in the study In this way, the participants had the freedom to participate in the study
To ensure privacy and confidentiality, the researcher maintained the anonymity of participants by omitting any personal information in the study Only general background characteristics, including age, gender, and degree, were disclosed without identifying specific individuals This approach safeguards the participants' identities and preserves the confidentiality of their involvement in the research.
FINDINGS
Secondary school EFL teachers‟ perceptions of the benefits of using CLT
This section outlines the findings from the descriptive and comparative analysis of participants' responses regarding the benefits of Communicative Language Teaching (CLT) The descriptive analysis is illustrated through a stacked bar chart displaying percentage values, while the comparative analysis examines responses from different groups categorized by years of teaching experience and frequency of CLT usage Mean values (M) and corresponding labels (L) are presented in tables for clarity.
4.1.1.1 Teachers’ perceptions of the linguistic benefits of CLT
Percentage responses to statements about linguistic benefits
Strongly disagree Disagree Unsure Agree Strongly agree
Figure 3 Percentage responses to statements about linguistic benefits
The chart indicates that a greater number of participants recognized the linguistic benefits of Communicative Language Teaching (CLT), with 41% expressing agreement to varying degrees, compared to only 25% who disagreed.
Teachers identified vocabulary knowledge (B3) and pronunciation skills (B2) as the primary linguistic advantages of Communicative Language Teaching (CLT) Specifically, 55.4% of teachers acknowledged that CLT positively impacts their vocabulary acquisition, while 43.5% recognized its contribution to enhancing their pronunciation skills This highlights the perceived effectiveness of CLT in improving essential language competencies among educators.
There is considerable uncertainty among teachers regarding the benefits of Communicative Language Teaching (CLT) on speaking fluency, grammar knowledge, and understanding of idioms and expressions While a majority of teachers expressed some agreement with the positive impact of CLT on speaking fluency (B1), grammar knowledge (B4), and idioms and expressions (B5), a significant portion remained unsure Notably, 50% of teachers felt uncertain about the impact of CLT on speaking fluency, followed by 35.9% regarding idioms and expressions, and 30.4% concerning grammar knowledge.
Table 8 Mean comparison of linguistic benefits based on teaching experience
There were no significant differences in the perceptions of the different experience
35 groups regarding CLT improving students‟ speaking fluency (B1) vocabulary knowledge (B3), grammar knowledge (B4), and knowledge of idioms and expressions (B5) However, on average, teachers with fewer years of experience (1-
5 years: mean 3.57) agreed that CLT improves students‟ pronunciation skills (B2) whereas teachers with more years of experience (6-10 years: mean 3.0; 11+ years: mean 3.21) were generally unsure
Table 9 Mean comparison of linguistic benefits based on frequency of CLT use
Benefit Never Rarely Sometimes Often Always
Teachers who frequently implement Communicative Language Teaching (CLT) tend to recognize its benefits in enhancing students' speaking fluency, pronunciation, vocabulary, grammar, and understanding of idioms Specifically, those who consistently use CLT in their classrooms express strong agreement on its positive impact on these linguistic aspects, whereas teachers who seldom employ CLT often disagree or remain uncertain about its advantages.
4.1.1.2 Teachers’ perceptions of the sociocultural benefits of CLT
Figure 4 Percentage responses to statements about sociocultural benefits
The chart indicates that teachers recognized the sociocultural benefits of Communicative Language Teaching (CLT) to a moderate degree, with a greater number of participants expressing agreement than disagreement Specifically, approximately 47% of participants acknowledged some sociocultural advantages, while 25% expressed disagreement to some extent.
Item B8, which focuses on small talk, was identified as the most significant sociocultural benefit of Communicative Language Teaching (CLT), with over half of the teachers agreeing on its importance This indicates that educators view CLT as instrumental in enhancing students' small talk skills Additionally, item B7, related to cultural awareness, received moderate acknowledgment from the teachers, with a 50% agreement rate, suggesting that they also recognize CLT's role in fostering students' cultural awareness.
Unlike items B7 and B8, item B6, which pertains to general or topical knowledge, received the least recognition from participants, with only 35.9% of teachers acknowledging its benefits In contrast, 38% of teachers did not recognize this aspect, indicating that they perceive general/topical knowledge as being less influenced by Communicative Language Teaching (CLT) compared to students' cultural awareness and small talk skills.
Table 10 Mean comparison of sociocultural benefits based on teaching experience
Percentage responses to statements about sociocultural benefits
Strongly disagree Disagree Unsure Agree Strongly agree
Teachers across different experience levels showed uncertainty about whether Communicative Language Teaching (CLT) enhances students' general knowledge However, those with over 11 years of experience rated CLT positively for improving cultural awareness, with a mean score of 3.57, compared to 3.39 from less experienced teachers (1-5 years) Additionally, more experienced teachers (6-11 years: mean 3.45; 11+ years: mean 3.71) agreed that CLT enhances students' ability to engage in small talk, while less experienced teachers (1-5 years: mean 3.30) expressed uncertainty.
Table 11 Mean comparison of sociocultural benefits based on frequency of CLT use
Benefit Never Rarely Sometimes Often Always
(A= agree; D= disagree; U=unsure; A+SA=agree + strongly agree)
Teachers who frequently use Communicative Language Teaching (CLT) in their classrooms believe it enhances students' overall knowledge, cultural awareness, and ability to engage in small talk In contrast, those who apply CLT less often tend to disagree or feel uncertain about these advantages.
4.1.1.3 Teachers’ perceptions of the discourse benefits of CLT
Figure 5 Percentage responses to statements about discourse benefits
The data indicates that teachers have a moderate recognition of the discourse benefits of Communicative Language Teaching (CLT), with 52% of participants expressing agreement, while only 19% voiced disagreement.
A significant 52.2% of teachers recognized that Communicative Language Teaching (CLT) aids students in producing logical dialogues and inferring meaning from them Additionally, item B9, which pertains to cohesive dialogues, received moderate acknowledgment, with over half of the participants agreeing that CLT facilitates the creation of cohesive dialogues among students This suggests a strong belief among teachers in the effectiveness of CLT in enhancing students' dialogue production skills.
Table 12 Mean comparison of discourse benefits based on teaching experience
Percentage responses to statements about discourse benefits
Strongly disagree Disagree Unsure Agree Strongly agree
Teachers with over six years of experience recognize that Communicative Language Teaching (CLT) enhances students' ability to produce cohesive dialogues and infer meaning from conversations In contrast, teachers with one to five years of experience are generally uncertain about these positive outcomes When it comes to students' competence in generating logical dialogues, both novice teachers and those with over eleven years of experience express uncertainty, while educators with six to ten years of experience acknowledge this benefit of CLT.
Table 13 Mean comparison of discourse benefits based on frequency of CLT use
Benefit Never Rarely Sometimes Often Always
(A= agree; U=unsure; A+SA=agree + strongly agree)
Teachers who frequently implement Communicative Language Teaching (CLT) tend to strongly agree on its advantages, particularly in enhancing students' abilities to create coherent dialogues and derive meaning from conversations.
4.1.1.4 Teachers’ perceptions of the professional development benefits of CLT
Percentage responses to statements about professional development benefits
Strongly disagree Disagree Unsure Agree Strongly agree
Figure 6 Percentage responses to statements about professional development benefits
The chart above indicates that the participants moderately acknowledged the professional development benefits of CLT with an average agreement percentage of 46.2% and a lower average disagreement percentage of 22.8%
A majority of participants, 52.2%, recognized the value of authentic materials (Item B15), indicating that teachers believe Communicative Language Teaching (CLT) enhances their competence in utilizing these materials in lessons Additionally, there was moderate acknowledgment of teaching ability (Item B12) at 50% and task design (Item B14) at 44.5%, suggesting that teachers feel CLT positively impacts their overall teaching skills and task design capabilities.
Factors that prevent the use of CLT in the classroom
This section provides a descriptive and comparative analysis of participants' responses regarding factors hindering the effective implementation of Communicative Language Teaching (CLT) in the classroom The descriptive analysis is illustrated through a stacked bar chart displaying percentage values, while the comparative analysis examines the responses of groups categorized by their confidence and frequency of CLT usage Additionally, tables present the mean values (M) along with their corresponding labels (L).
4.2.1.1 Teachers’ perceptions of the teacher-related factors that prevent the effective use of CLT in the classroom
Figure 8 Percentages of responses to teacher-related factors
The chart reveals significant uncertainty regarding teacher-related factors that hinder the effective implementation of Communicative Language Teaching (CLT) in classrooms Notably, 39.1% of participants recognized these factors, while 35.5% expressed uncertainty about their impact.
The most acknowledged factor was item C3 (negative views) with an agreement percentage of 46.7% This shows that a moderate proportion of the
Percentages of responses to teacher-related factors
Strongly disagree Disagree Unsure Agree Strongly agree
53 teachers perceived that teachers‟ negative views towards CLT prevents the effective use of CLT in the classroom
A significant number of teachers acknowledged the challenges posed by a lack of knowledge and English competence, yet a substantial portion remained uncertain Specifically, 42.4% of participants were unsure if insufficient spoken English skills hinder the effective implementation of Communicative Language Teaching (CLT), while 41.3% questioned whether a lack of CLT knowledge acts as a barrier This suggests that, although some educators recognize negative perceptions as potential obstacles, there is considerable uncertainty regarding the effects of inadequate English proficiency and CLT understanding.
Table 20 Mean comparison of teacher-related factors based on confidence about using CLT
Factor Not confident at all
Teachers with high confidence in using Communicative Language Teaching (CLT) believe that a lack of knowledge about CLT, insufficient spoken English skills, and negative attitudes towards CLT hinder its effective implementation in the classroom In contrast, teachers with moderate confidence expressed uncertainty regarding these challenges, while those lacking confidence disagreed with the significance of spoken English competence and negative perceptions of CLT.
Table 21 Mean comparison of teacher-related factors based on frequency of CLT use
Factor Never Rarely Sometimes Often Always
(A= agree; D= disagree; U=unsure; A+SA=agree + strongly agree)
On average teachers who frequently apply CLT agreed that teachers‟ lack of knowledge (C1), lack of English competence (C2), and negative views (C3) prevent the effective use of CLT in the classroom
4.2.1.2 Teachers’ perceptions of the learner-related factors that prevent the effective use of CLT in the classroom
Figure 9 Percentages of responses to learner-related factors
The chart indicates that participants moderately recognized learner-related factors hindering the effective implementation of Communicative Language Teaching (CLT) in the classroom, with an average of 44.3% acknowledging these factors compared to 25.3% who disagreed.
Item C5 (limited English proficiency) was acknowledged by most participants with an agreement percentage of 48.9% Moreover, the participants
Percentages of responses to learner-related factors
Strongly disagree Disagree Unsure Agree Strongly agree
A significant number of teachers, accounting for 42.4%, expressed concerns about the impact of large classroom sizes on the effective implementation of Communicative Language Teaching (CLT) They believe that students' limited English proficiency, coupled with overcrowded classrooms, hinders successful language learning outcomes.
A significant number of participants expressed uncertainty regarding the impact of unfamiliarity and lack of motivation on Communicative Language Teaching (CLT) effectiveness Specifically, 29.3% were unsure about unfamiliarity, while 35.5% were uncertain about the influence of motivation This suggests that teachers are unclear about whether students' unfamiliarity with CLT and their lack of motivation hinder its successful implementation in the classroom.
Table 22 Mean comparison of learner-related factors based on confidence about using CLT
Factor Not confident at all
Confident teachers believe that factors such as learners' unfamiliarity with Communicative Language Teaching (C4), limited English proficiency (C5), large classroom sizes (C6), and lack of motivation (C7) significantly hinder effective CLT implementation In contrast, teachers with moderate confidence expressed uncertainty regarding these issues, while those lacking confidence outright disagreed with the impact of C4, C5, C6, and C7.
Table 23 Mean comparison of learner-related factors based on frequency of CLT use
Factor Never Rarely Sometimes Often Always
Teachers who regularly utilize Communicative Language Teaching (CLT) believe that factors such as students' unfamiliarity with CLT methods, limited English proficiency, large classroom sizes, and a lack of motivation among students hinder the effective implementation of CLT in the classroom.
4.2.1.3 Teachers’ perceptions of the system-related factors that prevent the effective use of CLT in the classroom
Figure 10 Percentages of responses to system-related factors
The chart indicates varied opinions regarding system-related factors hindering the effective implementation of Communicative Language Teaching (CLT) in the classroom Specifically, 35.9% of participants expressed agreement with these factors, while 32.6% remained uncertain, and 31.5% disagreed.
Percentages of responses to system-related factors
Strongly disagree Disagree Unsure Agree Strongly agree
Participants exhibited mixed perceptions regarding the impact of Communicative Language Teaching (CLT) within the Vietnamese education system, with 40.2% acknowledging conflicts with the system and 39.1% citing a lack of textbook support However, nearly one-third disagreed with these factors, while a similar proportion remained uncertain This indicates a slight lean towards agreement among teachers about the challenges posed by the Vietnamese educational context and the inadequacy of textbooks in supporting CLT implementation in the classroom.
A significant finding from the study reveals that only 28.3% of participants recognized item C9, which pertains to conflicts with examination requirements Additionally, 39.1% of teachers expressed uncertainty regarding this factor, suggesting a lack of clarity on whether the aims and outcomes of Communicative Language Teaching (CLT) align with examination standards.
Table 24 Mean comparison of system-related factors based on confidence about using CLT
Factor Not confident at all
Teachers with high confidence in their abilities believe that Communicative Language Teaching (CLT) is incompatible with the Vietnamese education system, as its objectives do not align with examination requirements and textbooks fail to support its implementation Conversely, teachers lacking confidence in CLT disagree with the notion that CLT's aims conflict with examination standards and the inadequacy of textbooks, while those with moderate confidence remain uncertain about these systemic issues.
Table 25 Mean comparison of system-related factors based on frequency of
Factor Never Rarely Sometimes Often Always
Teachers' perceptions of Communicative Language Teaching (CLT) vary significantly in the context of Vietnamese education While those who frequently implement CLT acknowledge its conflicts with the local educational framework, their counterparts who often apply it disagree, and those who rarely or never use CLT remain uncertain Additionally, across all teacher groups, there is a general uncertainty regarding whether CLT aligns with examination requirements.
4.2.1.4 Teachers’ perceptions of the method and material-related factors that prevent the effective use of CLT in the classroom
Figure 11 Percentages of responses to method and material-related factors
The chart indicates that participants moderately recognized the method and material-related factors hindering the effective implementation of Communicative Language Teaching (CLT) in the classroom, with an average agreement rate of 36.3% Additionally, 34.2% of the respondents expressed uncertainty regarding these factors.