Applying communicative language teaching in speaking and listening activities in Kurdistan regional government senior high schools: Meaning-focused instructions
DOI:
https://doi.org/10.24200/jonus.vol10iss1pp1-21Abstract
Background and Purpose: Communicative Language Teaching (CLT) is a learner-centred approach that encourages interaction and real-world communication, focusing on listening and speaking skills. Although numerous studies have been conducted to measure the impact of CLT, there is limited research on its effects on speaking and listening activities in senior high schools within the Kurdistan Region of Iraq (KRI). This study aimed to gauge the impact of CLT implementation on the speaking and listening skills of senior high school students in the region.
Methodology: This study employed a mixed-methods approach, combining qualitative and quantitative techniques. A pre-test was administered to the experimental and control groups to ensure that participants had comparable language proficiency. Following a four-week CLT workshop, a post-test was conducted to assess potential improvements in speaking skills. Additionally, a survey was distributed to English teachers in government institutions to gather their views on using CLT in speaking and listening activities in KRG schools. In-depth interviews were also conducted with three experienced teachers from different educational levels, each lasting 30 minutes, to gain deeper insights. This smaller sample allowed a more thorough understanding of the participants' perspectives.
Findings: SPSS analysis confirmed significant improvement in the experimental group’s speaking and listening skills. While the survey results show that most teachers were familiar with CLT, large class sizes and exam pressures limited its use. Interviews confirmed that teachers saw CLT as beneficial but faced time and assessment constraints. Despite these barriers, most teachers believed teaching functional language improved communicative competence.
Contributions: This study provides empirical evidence of CLT’s effectiveness in enhancing students' speaking and listening skills in Kurdish secondary schools. It highlights the gap between teachers' theoretical knowledge and practical implementation, emphasizing the need for targeted training. Additionally, it advocates for integrating communicative components into national exams and encourages the use of real-world interaction and authentic materials to align with CLT principles. These insights offer practical recommendations for educators, policymakers, and curriculum developers in exam-driven educational contexts.
Keywords: CLT, English, learning, communicative skills, Kurdistan.
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