The Impact of the CLT Approach in Developing English Language Skills among Saudi EFL Students: Students' Perceptions
Keywords:
Communicative Language Teaching (CLT), language skills development, Saudi EFL students, student perceptions, qualitative research, thematic analysis, TESOL
Abstract
This study examines Saudi EFL students’ perceptions of the Communicative Language Teaching (CLT) approach and its impact on developing the four core English skills: listening, speaking, reading, and writing. Using a qualitative research design, data were collected via semi-structured interviews and focus group discussions with 30 purposively sampled participants from Taif University, representing diverse educational backgrounds and regions (urban and rural). Thematic analysis was employed to uncover key patterns in the data. The findings reveal that CLT significantly enhanced students’ engagement and fluency, particularly in listening and speaking. However, challenges such as insufficient teacher preparedness, resource disparities between urban and rural settings, and linguistic anxiety were identified. STEM students demonstrated higher acceptance of CLT, likely due to their familiarity with interactive learning, whereas rural students faced more difficulties adapting to the student-centered approach. To address these challenges, the study underscores the necessity of comprehensive teacher training programs, curriculum reforms incorporating digital tools, and strategies to alleviate students’ linguistic anxiety. Future research should explore the long-term effects of CLT implementation and the potential of blended learning approaches within Saudi EFL contexts.
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References
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25. Radosavlevikj, N. (2021). TEACHERS AND STUDENTS PERCEPTIONS AND CHALLENGES IN COMMUNICATIVE LANGUAGE TEACHING. Journal of Teaching English for Specific and Academic Purposes, 307-317.
26. Rezalou, A., & Yagiz, O. (2021). EFL Students' Perceptions and Attitudes toward Using Communicative Activities in CLT Classroom. Shanlax International Journal of Education, 9, 112-124.
27. S Alqurashi, H., & A Althubaiti, H. (2021). The role of language proficiency in willingness to communicate: A case study of Saudi EFL learners. Arab World English Journal (AWEJ) Volume, 12.
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29. Sourani, M. R., AbdulFattah, F., & Sayer, I. (2023). Exploring the challenges of the communicative language teaching approach in the EFL context of Arab learners. Teaching English Language, 17(2), 361-389.
30. Teh, W. (2021). Communicative Language Teaching (CLT) in the context of online Learning: A literature review. International Journal of TESOL & Education, 1(2), 65–71.
31. Tracy, S. J. (2024). Qualitative research methods: Collecting evidence, crafting analysis, communicating impact. John Wiley & Sons.
32. Tuğrul Mart, Ç. (2020). Integrating listening and speaking skills to promote speech production and language development. Mextesol Journal, 44(2), 1-7.
33. Wei, L. (2012). Should English Teachers in China Enact the Communicative Language Teaching Approach? A Narrative Inquiry into Chinese Students’ English-using Experience in the US.
34. Yasin, B., Aziz, Z. A., & Jannah, R. (2017). Communicative Language Teaching (CLT) is used to teach speaking. English Education Journal, 8(3), 322-337.
2. Adem, H., & Berkessa, M. (2022). A case study of EFL teachers’ practice of teaching speaking skills vis-à-vis the principles of Communicative Language Teaching (CLT). Cogent Education, 9(1), 2087458.
3. Akyıldız, S. T., & Ahmed, K. H. (2021). An overview of qualitative research and focus group discussion. International Journal of Academic Research in Education, 7(1), 1-15.
4. Alamri, W. A. (2018). Communicative language teaching: Possible alternative approaches to clt and teaching contexts. English Language Teaching, 11(10), 132-138.
5. Albahri, M. A., Yang, P., & Moustakim, M. (2018). Saudi Arabian tertiary teachers’ and learners’ attitudes towards communicative language teaching (CLT). International Journal of Information and Education Technology, 8(4), 317-321.
6. Alghamdi, A. (2021). The Impact of EFL Teachers' Pedagogical Beliefs and Practices: Communicative Language Teaching in a Saudi University Context. English Language Teaching, 14(12), 171–182.
7. Alharbi, A. O. (2022). Issues with Communicative Language Teaching Implementation in Saudi Arabia Concerning the Government Policy, Teachers, and Students: Two Decades of Research. Arab World English Journal, 13(2), 412-423.
8. Alharbi, A. O. R. (2022). Recontextualising communicative language teaching in Saudi Arabia University of Glasgow].
9. Alluhaydan, H. M. (2024). The perceptions and attitudes of Saudi EFL students toward using communicative language teaching in oral communication classes. International Journal of English Language and Linguistics Research, 12(1), 1-23.
10. Almohideb, N. (2019). Investigating Saudi Arabian teachers’ and students’ perspectives on teaching English by using the CLT Approach University of Glasgow].
11. Alqahtani, A. (2020). English foreign language teachers’ perceptions and implementation of communicative language teaching (CLT) at the public secondary level in Saudi Arabia New Mexico State University].
12. Alqahtani, S. M. A. (2018). Teaching English in Saudi Arabia. In English as a foreign language in Saudi Arabia (pp. 120-137). Routledge.
13. Alroqi, A. N. E. (2024). Effectiveness of Communicative Language Teaching in Non-Urban Areas' Primary Schools: The Case of Afif, Saudi Arabia.
14. Althagafi, W. A. (2023). Saudi EFL teachers’ perceptions of the communicative approach. International Journal of Education and Literacy Studies, 11(3), 104-111.
15. Braun, V., & Clarke, V. (2024). Thematic analysis. In Encyclopedia of quality of life and well-being research (pp. 7187–7193). Springer.
16. Fallatah, R. (2021). Curriculum Development in Saudi Arabia: Saudi Primary EFL Teachers’ Perspectives of the Challenges of Implementing CLT into the English Curriculum in State Schools.
17. Komol, T., & Suwanphathama, S. (2020). Students’ perceptions and attitudes toward using Communicative Language Teaching (CLT) to improve English listening and speaking skills. English Language and Literature Studies, 10(4), 40.
18. Losi, R. V., & Nasution, M. M. (2022). Students' attitudes toward communicative language teaching (CLT) in English speaking intensive program. International Journal of English and Applied Linguistics (IJEAL), 2(1), 95-102.
19. Mangaleswaran, S., & Aziz, A. A. (2019). The impact of the implementation of CLT on students’ speaking skills. International Journal of Scientific and Research Publications (IJSRP), 9(4), p8814.
20. Maulana, A., Musthafa, I., & Hayati, T. N. (2020). The efficiency of teaching listening and speaking skills to develop students’ communicative competencies. Universal Journal of Educational Research, 8(3), 802-808.
21. Mekheimer, M. A. (2018). Effective English Language Teaching and Learning: Innovations and Challenges in Saudi Arabia.
22. Ozsevik, Z. (2010). The use of communicative language teaching (CLT): Turkish EFL teachers' perceived difficulties in implementing CLT in Turkey University of Illinois at Urbana-Champaign].
23. Pitikornpuangpetch, C., & Suwanarak, K. (2021). Teachers' Beliefs and Teaching Practices about Communicative Language Teaching (CLT) in a Thai EFL Context. LEARN Journal: Language Education and Acquisition Research Network, 14(2), 1-27.
24. Qasserras, L. (2023). Systematic review of communicative language teaching (CLT) in language education: A balanced perspective. European Journal of Education and Pedagogy, 4(6), 17-23.
25. Radosavlevikj, N. (2021). TEACHERS AND STUDENTS PERCEPTIONS AND CHALLENGES IN COMMUNICATIVE LANGUAGE TEACHING. Journal of Teaching English for Specific and Academic Purposes, 307-317.
26. Rezalou, A., & Yagiz, O. (2021). EFL Students' Perceptions and Attitudes toward Using Communicative Activities in CLT Classroom. Shanlax International Journal of Education, 9, 112-124.
27. S Alqurashi, H., & A Althubaiti, H. (2021). The role of language proficiency in willingness to communicate: A case study of Saudi EFL learners. Arab World English Journal (AWEJ) Volume, 12.
28. Saha, C. (2020). CLT-based English Language Teaching and Learning in Secondary Education in Bangladesh: Expectations and reality. Teachers’ and students’ perspectives Brac University].
29. Sourani, M. R., AbdulFattah, F., & Sayer, I. (2023). Exploring the challenges of the communicative language teaching approach in the EFL context of Arab learners. Teaching English Language, 17(2), 361-389.
30. Teh, W. (2021). Communicative Language Teaching (CLT) in the context of online Learning: A literature review. International Journal of TESOL & Education, 1(2), 65–71.
31. Tracy, S. J. (2024). Qualitative research methods: Collecting evidence, crafting analysis, communicating impact. John Wiley & Sons.
32. Tuğrul Mart, Ç. (2020). Integrating listening and speaking skills to promote speech production and language development. Mextesol Journal, 44(2), 1-7.
33. Wei, L. (2012). Should English Teachers in China Enact the Communicative Language Teaching Approach? A Narrative Inquiry into Chinese Students’ English-using Experience in the US.
34. Yasin, B., Aziz, Z. A., & Jannah, R. (2017). Communicative Language Teaching (CLT) is used to teach speaking. English Education Journal, 8(3), 322-337.
Published
2025-04-30
How to Cite
Hakami, A. (2025). The Impact of the CLT Approach in Developing English Language Skills among Saudi EFL Students: Students’ Perceptions. European Scientific Journal, ESJ, 21(11), 12. https://doi.org/10.19044/esj.2025.v21n11p12
Section
ESJ Humanities
Copyright (c) 2025 Adeeb Hakami
This work is licensed under a Creative Commons Attribution 4.0 International License.
