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All Journal FOSTER: Journal of English Language Teaching
Nisha, Paulomi Rahman
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Education Languange, Linguistic, Communication & Media

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Comparing Grammar Translation Method and Communicative Language Teaching in EFL Context: A Qualitative Literature Review Nisha, Paulomi Rahman
FOSTER: Journal of English Language Teaching Vol. 5 No. 1 (2024): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v5i1.159

Abstract

Teaching English as a foreign language (EFL) differs greatly from teaching English as a first language (L1). To ensure that teaching and learning are successful and efficient, teachers must possess a broad range of pedagogical expertise. Each method needs to be adjusted to the particular educational and environmental setting. The primary objective of this article is to provide comprehensive insights into two prominent language teaching methods, namely the Grammar Translation Method (GTM) and Communicative Language Teaching (CLT). While GTM has been historically prevalent, CLT has recently gained widespread popularity. This paper focuses on the understanding of educational practitioners, particularly in the domain of English Language Teaching (ELT) setting, by conducting a comprehensive comparison of GTM and CLT thoroughly, focusing on teaching techniques, characteristics of both teaching methods, and the way the instructor addresses students’ mistakes. Although CLT is recognized as the more realistic and advantageous method in contemporary contexts, it is still acknowledged that GTM possesses certain positive attributes. Additionally, since every country has its own unique set of circumstances, social norms, and background, the teacher must be aware of the most suitable teaching-learning method.
Communicative Language Teaching (CLT) in Improving Speaking Skills of Tertiary Level EFL Students of Bangladesh Nisha, Paulomi Rahman
FOSTER: Journal of English Language Teaching Vol. 5 No. 2 (2024): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v5i2.174

Abstract

In the English as a Foreign Language (EFL) context, students must be given a proper foundation of communication skills necessary in various dynamic real-world situations. This study investigates learner perception of the effectiveness of Communicative Language Teaching (CLT) in improving the speaking skills of tertiary-level EFL students in Bangladesh. A mixed-methods approach was used to collect and analyze data from 30 students, of different private universities of Bangladesh. The data was gathered by analyzing the results from the survey. The results of the study showed there was a statistically significant improvement in the speaking skills of EFL students after the CLT intervention. The students demonstrated an increase in fluency and complexity in their speaking performance. Furthermore, findings revealed that the students had positive perceptions of CLT and found it effective in enhancing their speaking skills. The findings of this study provide valuable insights into the benefits of using CLT as a teaching method in EFL environments. This suggests the importance of incorporating communicative and interactive activities in language classrooms to promote language learning and student engagement.
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