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Activities and Practices That Promote Communicative English Language Teaching and
Learning : First and Second Year English Students at Wollo University
By Mekuriaw Genanew Asratie
Department of English Language and Literature, College of Social Sciences and Humanities, Wollo
University
Abstract
The main purpose of this study was investigating activities and practices to promote Communicative
Language Teaching in teaching and learning English as foreign language first and second year English
students at Wollo University. Descriptive research was applied. Concurrent research design followed by
mixed methods research approach was employed. The total population of the study was 70.
Comprehensive sampling for students and convenience sampling technique for teachers were used.
Classroom observation, questionnaire and semi-structured interview were implemented. To check the
validity and reliability of the procedures, pilot study was conducted. Cronbach alpha was applied to check
the internal consistency of the study. Concurrent transformative data gathering procedure was applied.
Mixed transformative data analysis technique was used. Data from closed-ended items were processed in
SPSS. The data from open-ended and semi-structured interview were analyzed through word expression
and mixing with quantitative data and the data from classroom observation. The result of this study
showed that participating in pair work, imitation, presentation, individual work, listening to English
music, sharing information in English, reporting, etc. are the activities to facilitate Communicative
Language Teaching (CLT). Both teachers and students practice the activities in various ways frequently.
Finally, it was recommended that adjusting training for teachers, promoting clubs for teachers and
students, creating awareness and increasing students’ interest towards CLT and applying the given and
own activities. If all these suggestions applied, CLT would be promoted.
Key words ፦ Activities, Practices, Promote, and Communicative Language Teaching
1. INTRODUCTION 1.1. Background of the Study
Students and EFL teachers can apply their language skills in different situations such as restaurant,
work place, trading center, schools and hospitals. In connection to teaching approach, Mebratu (2011)(1)
claims teaching approach in EFL can be changed from time to time by incorporating advanced research
findings.
Thus, the classroom teacher has several of methodological options to choose and practice the
activities in the approach. S/he can choose approaches according to curriculum, syllabus, needs, her/his
preference, school setting, theories of each approach, and societies’ needs and practices or cultures in
general. It is not only choosing the approach but also practicing the activities is necessary in English
language teaching and learning process. The reason is that an approach without activities and practices is
not going on. Even if the experts are being challenged by different factors while creating approaches in
different times, they have formulated various teaching and learning approaches which the Communicative
Language Teaching (CLT) is one in which the current teaching and learning process applying in different
countries of the world including Ethiopia. In this approach, activities must be created to improve English
language skills that the curriculum intends to be developed. Hence, EFL teachers and students need to
practice the activities in communicative approach to be competent in English language skills.
According to Littlewood (1981)(2), CLT is mostly characterized by its systematic attention for
functional as well as structural aspects of language, and merging these into communicative view. For that
reason, CLT is an approach in which today’s teaching and learning process is being applied as the
designed curriculum in Ethiopia. It advocates that students’ error is considered to be the way of learning.
To do this, teachers and learners are expected to practice different activities while using CLT in English
classroom. In line with the CLT activities, Richards (2006)(3) indicates that CLT began a movement away
from traditional lesson formats where the focus was on mastery of different items of grammar and
practice through controlled or mechanical activities. In other words, activities in CLT derived through the
movement of controlled activities into meaning practice activities even though controlled activities are
providing in CLT; but students and teachers are required to practice those activities in a meaningful way.
In general, the teacher’s over all purpose is to prepare learners for latter communicative activity by
providing them with the necessary linguistic forms and the necessary links between forms and meaning.
Learners on their hand, need to practice the activities that were created by curriculum designer and
language teacher to inspire CLT. In order to find out this, activities and practices that promote CLT by
first and second year English major students and EFL teachers at Wollo University in Dessie campus
were the main target area and population in this study. Finally, this research identified various problems
as follows.
1.2. Statement of the Problem
As mentioned earlier, CLT was brought from Great Britain, and applied the other parts of the
world. Now, CLT is the main emphasis of teaching and learning approach in Ethiopia. Here, the
researcher infers that before this approach, there were other approaches developing in different periods in
Ethiopia. In line with this, Ethiopian National Agency (ENA) (2001)(4) states in Ethiopia the current
approach of teaching languages is CLT with learner center. In case of Wollo University, CLT is also the
approach that English teachers and students are applying in teaching and learning EFL. As far as, the
current researcher’s understanding is concerned, none of researches similar with this study was conducted
before. Furthermore, the present researcher did not see clear cut activities and practices in teaching and
learning EFL while he was at University as a student is why he conducted this study. Thus, regarding to
the activities, when EFL teachers and learners are teaching and learning English language through CLT,
they have to apply the activities and practices to be competent in language skills. Nevertheless, Ethiopian
learners are not well competent in communication skills through English language skills in comparing
with other international students. This may because of most of them have low knowledge and skill on
English. So, the researcher is motivated to assess different activities and practices that the EFL teachers
and first and second year English students are performing when they are teaching and learning EFL in
through CLT at Wollo University.
1.3. Objective of the StudyThe overall aim of this study is investigating activities and practices that promote CLT in teaching
and learning EFL by EFL teachers and first and second year English students at WU.
1.4. Research QuestionsBased on the objective above, the research questions were set as follows:
1. What are the activities that EFL teachers practice when using CLT in TEFL?
2. Do the activities that EFL teachers bring to their classroom to promote CLT in teaching-learning
of English language?
3. How do teachers practice in EFL classroom to promote CLT in EFL teaching-learning?
4. What activities do first and second year English language students practice in learning EFL
through CLT?
1.5 Deffinition of Acronyms and AbbrevaitionSPSS : Statistical Package for Social Science
EFL: English Foreign Language
TEFL: Teaching English as a Foreign Language
ELT: English Language Teaching
GTM: Transitional Grammar Method
CLT: Communicative Language Teaching
2. REVIEW OF RELATED LITERATURE
2.1. Historical Background of CLT
In the point of Richards (2006)(5) the boost of good communication skill in English in the world
initiates those communicators in English towards teaching and learning English language using the better
teaching approach. Regarding to this, CLT is giving its function in this day that might be comfortable to
join the anticipated goal in teaching and learning EFL. Even though there were another approaches used
before like Grammar- Translation Method (GTM), Direct Method (DM), Audio- Lingual Method (ALM)
etc., CLT is the important one which helps teachers and learners to be quicker and faultless
communicators in English everywhere in different contexts (time, place, culture, and people).
So to infer this, it is in fact that important to see its history widely. Based on different scholars’
views, CLT is traced back the very beginning of nineteen centuries; still, it is relevant in abroad as well as
in our country, Ethiopia as an approach to teach EFL. As Oakey and Hunston (2010) (6) stated, CLT was a
new idea in the 1970s and was widely welcomed as the revolution that would be transformed language
teaching and learning. Like many revolutions, it arose out of a sense of dissatisfaction with the past.
CLT is a prominent theoretical model in ELT. It is accepted by many applied linguists and
teachers as one of the effective approaches. As Li (1998)(7) stated since its first appearance in Europe in
early 1970s and subsequent development in English as a second language countries over the past 20
years, CLT has extended in scope and has been used by different educators in different ways. Therefore,
CLT originated from the changes in Situational Language Teaching approach and Hymes’ (1972)(8) model
of communicative competence, which was later developed by Canal and Swain (1980), and works of
British applied linguists such as Halliday (1970) and Widdowson (1972).
2.2. The Core Assumptions of CLT Richards (2006)(9) believes that on the contemporary approach of English
language teaching is that second or foreign language learning is facilitated when learners are engaged in
interaction and meaningful communication. Here, the students who are engaged in different activities to
improve their language skills without any frustration on their language use, they can communicate with
each other wherever they are positioned. In relation to this, there are near six feelings that Richards
(2006)(10) raised out to clarify what is going on in this communicative teaching approach. These are:
1. Second or foreign language can be enhanced through students are learning in interactional ways.
2. Effective classroom learning tasks and exercises provide opportunities for students to negotiate
meaning.
3. Students’ process content can produce purposeful and interesting communication.
4. Contents can produce purposeful, interesting, and engaging communication.
5. Communication is a holistic process.
6. Language learning is facilitated both by activities by inductive and language analysis and
reflection.
2.3. Methodological Principles of CLTLanguage is authentic communication. Here, this means learners have to use the language in real
context. Students figure out the intention of sender of the message. Richards (2006)(11) summarizes
principles of CLT as follows:
make real communication is the focus of language learning;
provide opportunities for learners to experiment and try out what they know;
be tolerant of learners’ errors;
provide opportunities for learners to develop both accuracy and fluency;
link productive and receiving skills together;
let students induce or discover grammar rules by themselves.
2.4. Classroom Activities in CLT
Richards (2006)(12) explores the main influence of activities that today’s language teaching
approach is on accuracy versus fluency activities. That means Richards splits these activities in to two
parts. The first are focused on fluency and second are emphasized on accuracy.
According to Nunan (1989: p.10),(13) communication activities were defined as any situations that
“involve the learner in comprehending, manipulating, producing, or interacting in the target language
while their attention is principally focused on meaning rather than form”. As Ellis and Shintani (2013) (14)
described, task based language teaching allows the second language learners to engage in meaningful
meaning- focused communication through the performance of tasks; so that their communicative
competence is enhanced. Negotiation of meaning helps language learners focus on conveying meaning
rather than worrying about the accuracy of their production. In general, the free encyclopedia divides
classroom activities into fives. These are role playing, interview, calling object, YouTube, and news
reporting. These activities might be new for CLT to be enhanced if the users use them properly. For
example, interview is an oral activity done in pairs, whose main goal is to develop students' interpersonal
skills in target language (Brandl, 2007)(15). Most students are more comfortable speaking in pairs rather
than in front of the entire class (Mitchell, 1988)(16). Whereas, calling object is an activity that can be done
through naming things by students based on teacher’s instructions. Finally, students perform journalist’s
duties and tell the news using the target language is called news reporting
In general, Littlewood (1981)(17) classifies the types of communicative activities into two major
categories as functional communicative activities and social interaction activities.
2.5. Activities in Teaching and Learning English Language Skills in CLTIn communicative classroom, interaction plays is an important role. This is supported by many
researchers. Negotiating meanings occurs because of the need to come to a shared common knowledge,
by asking questions, checking and asking for clarification or additional explanation until the message is
communicated effectively.
2.6. Teacher’s and Learners’ Practices in CLT Classroom
The utmost significant feature of CLT is to improve communication and interaction among
students in class (Allwright, 1984) (18). Thus, learners practice the activities in learning through CLT.
2.7. Role and Importance of English in EthiopiaWalking on the street of Addis Ababa, you must hear number of Ethiopian different ethnic group's
languages. Additionally, sometimes you may hear the foreign languages like Hinduism, English, French
and others. English is especially spoeken here in our case mostly other than othe languages. This because
of Addis Ababa is the destination of African countries diplomacy starting from king Hailesilassie. Indeed,
it can be understood that English language in Ethiopia is the most important language to recruited in
different government and non government institutions (scoolhs,colleges, universities, business, media,
airport, bank, and etc.).
Many researchers agree that it is unquestionable to study English this day since it is the medium
of internet, of courses in both social and natural sciences, of business. Additionally, it opens the door to
study in colleges and universities inside or abroad.
2.8. Reason and Outcoming of the Promotion of CLT
Reasons that the current curriculum orders the educators should use CLT is that to achieve
the objectives of learning. When one wants to study English, s/he needs to consider that it
is time consuming for learning English is practical. This can be supported by the proverb
"Studying English language skills seems riding bicycle." Indeed, CLT is thought that it
combines many activities so as to help pupils to master English skills. Therefore, the
current reseracher believes CLT can be promoted when both teachers and learners
practice the designed activities properly. After that, it is expected that students will make
themselves a masterpiece on the language.
3. RESEARCH METHODOLOGY
3.1. Research Design
The purpose of this research is to investigate activities and practices that stimulate CLT in
teaching and learning EFL at Wollo University. According to Kotahry (2004)(19), a research design is
arranging the condition to collect and analyze the data in a suitable manner. Hence, this study employed
concurrent mixed methods research design. To make it precise, a mixed method research is a procedure
for collecting, analyzing, and “mixing” both quantitative and qualitative methods in a single study or a
series of studies to understand a research problem (Creswell and Clark, 2011) in (Creswell, 2014) (20).
Hence, the combination of both qualitative and quantitative data were carried out in this study. In short,
this study employed mixed methods research approach followed by concurrent research design.
3.4. Population of the StudyFirst and second year English students and EFL teachers at Wollo University in Dessie campus
were the target population of the study. Currently, there are 23 undergraduate regular first year English
students who are attending teaching and learning process at Wollo University. Here, 17 are males and 6
are females. And there are 30 second year English students at Wollo University. Among these students,
16 are male and 14 females. Totally, there are (N = 53) undergraduate regular first and second year
English students. And the total number of TEFL teachers is 17. There are 14 and 3 males and females
respectively.
3.5. Sample and Sampling Techniques Many researchers agree that sample is a set of elements selected in some way from total
population. As a result, comprehensive non-random sampling for students and convenience technique for
teacher were applied. Although in such technique there is no assurance on every element has some exact
chance of being included in a sample, it is possible to avoid sampling bias if the investigator takes
personal judgment (Kothari, 2004)(21). Therefore, all 53 students were taken as samples. The researcher
selected 12 accessible EFL teachers.
3.6. Data Collection InstrumentsQuestionnaire, interview and classroom observation were research methods. In this regard,
Dawson (2007)(22) supposes a combination of methods can be needed to overcome the different
weaknesses in all methods. Questionnaire was the main data gathering tool in this research; whereas,
observation was applied as the second tool. Semi-structured interview was used for cross-checking the
data from both questionnaire and observation.
3.6.1. Classroom Observation
The classroom observation was carried out to check whether the teachers and the students practice
the activities in CLT when they are teaching and learning EFL. Structured and non-participant
observations were conducted. In this study, the researcher took these activities into account when he was
observing the classes. It was made based on check-lists. The check-lists for both students and EFL
teachers were adapted from Wendmagegn (2015)(23) with some modifications. So as to avoid the possible
personal partiality, the observation was held by the researcher himself and his classmate. It was conducted
into first and second year English regular undergraduate students and EFL teachers at Wollo. Each classes
was observed two times for it was the second data gathering tool.
3.6.2. Questionnaire
The questionnaire was administered for first and second year English students and EFL teachers at
Wollo University. Questionnaire that encompassed two parts was developed by the researcher himself by
incorporating the ideas from the review of related literature in this study. The first part was about the
activities to promote CLT by students and teachers. Second, both questionnaires concerned on their
practices on the activities. The questionnaire incorporated the combination of both open-ended and
closed-ended items, and it began with closed-ended and finished with open-ended items.
Therefore, 27 and 16 items in the questionnaire were distributed for students and teachers
respectively. 23 items were closed-ended and 4 were open-ended designed for students. And 11 EFL
teachers’ items were closed-ended and the remains 5 were open-ended. Students filled 23 Likert scale
questions regarding to their agreement and disagreement on the activities by giving the scale like Strongly
Agree, Agree, Undecided, Disagree, and Strongly Disagree. The subjects also give their responses by
rating scales on the frequencies how much they are practicing the activities such as Always, Usually,
Sometimes, Rarely, and Never. Similarly, EFL teachers filled 11 Likert scale items of the questionnaire.
Here, Likert scale is defined by Larson-Hall (2009) (24) a scale often used in questionnaire that asks
participants to rate some idea using a range of numbers. Therefore, the researcher gave rating points for
each agreement and disagreement scales 5 (SA), 4 (A), 3 (U), 2 (DA), and 1 (SDA). Likewise, rating
scales were given for frequency items i.e. 5 (A), 4 (U), 3 (S), 2 (R), and 1 (N).
3.6.3. Interview
The purpose of interview was to triangulate the information obtained from observation and
questionnaire. Hence, eight semi-structured interview questions were conducted within two days for four
students from two classes who were selected purposely. It was carried out face-to-face contact with the
respondents. And teachers who are teaching EFL at Wollo University were interviewed. Here, the
researcher used convenience sampling technique for teachers. Seven semi-structured interview questions
were applied for them. The responses from audio recording were transcribed.
3.7. Data Collection ProceduresThe vital data were gathered through the following procedures. First of all, the researcher made an
attempt to look for and convey related review of literature in order to design data tools. The drafted items
were commented by prospective PhD student. Based on the comment, the instruments were modified.
Next, observation was conducted for two days in each class before the distribution of the questionnaire to
avoid artificial information. After having this, questionnaire was administered. Following these, semi-
structured interview was carried out with English language students and EFL teachers. It was processed
through asking and answering the semi-structured questions and audio recording. All in all, the researcher
followed concurrent transformative data collection procedure.
3.8. Methods of Data Analysis and Interpretations The data were analyzed and interpreted using the combination of both quantitative and qualitative
methods. The data that were gathered by closed-ended items were analyzed quantitatively by
manipulating tabulations, and graphs of frequency and percentage. Afterwards, qualitative data through
open-ended questions and semi-structured interview questions were analyzed and interpreted through
word descriptions by mixing with the closed-ended data. Finally, the data from classroom observation
were analyzed and interpreted through word description by mixing and cross-checking with interview and
open-ended data.
4. DATA PRESENTATION, ANALYSIS AND INTERPRETATION
4.1. Analysis of Data from Students and EFL Teachers 4.1.1. Analysis of Students’ Responses Related to Activities to Promote CLT
Table 1 A: Summary of Students’ Responses Associated to the Activities
No Items
Responses in frequency and percentage
N %5 4 3 2 1
F % F % F % F % F %
1. Listening through lecturing is an
important activity to develop
English language skills .
23 43.6 12 22.6 7 13.2 7 13.2 4 7.5 53 100
2. Taking notes is necessary activity
to enhance CLT in learning
listening, reading, and writing
English language skills.
23 43.6 17 32.1 6 11.3 6 11.3 1 1.9 53 100
3. Translation of target language to
my first language is the activity to
develop my English language
communicatively.
16 30.2 17 32.1 7 13.2 9 17.0 4 7.5 53 100
Note: 5= Strongly Agree, 4 =Agree, 3=Undecided, 2 =Disagree, 1 = Strongly Disagree
Item 1 in the above table, was designed for students to identify their agreement and disagreement on
listening through lecturing in the classroom is important to develop English language skills in
communicative way. As displayed above, 23 (43.6%) respondents gave their responses by saying
“strongly agree.” 12 (22.6%) replied that “agree”, 7 (13.2%) of the students could not definitely decide;
on the other hand, 7 (13.2%), and 4 (7.5%) reacted that “disagree” and “strongly disagree” respectively.
Similarly, the information from open-ended questions, the students listed different activities such as
listening to instructor’s lecturing, listening to classmates’ presentations, watching to English films.
Item 2, was raised for the students to find out the information about the activity like taking notes
while the instructor is teaching is necessary to enhance CLT and develop English language skills; for
instance, listening, speaking, reading, writing, pronunciation, and grammar, etc. Regarding to this, 23
(43.4%), 17 (32.1%), 6 (11.3%), 6 (11.3%), and 1 (1.9%) of the participants responded that “strongly
agree”, “agree”, “undecided”, “disagree”, and “strongly disagree” respectively. Therefore, with the
reference to these answers, writing notes while the instructor is teaching English as foreign language, it is
helpful activity to develop CLT.
With reference to item 3 in the above table 1A, of the respondents in this study 16 (30.2%) replied
that, they “strongly agree”, 17 (32.1%), “agree”, 7 (13.2%) “undecided, 9 (17.0%) “disagree”, and 4
(7.5%) “strongly disagree” respectively. This shows translation of the target language to first language is
helpful activity to advance English language skills thorugh communicative approach.
Table 1 B. Summary of Students’ Responses Regarding to Activities to Develop CLT
N
o
Items Responses in Frequency and Percentage
5 4 3 2 1 N %
F % F % F % F % F %
4. Making dialogs in the classroom
after EFL teacher introduced is
the activity.
21 39.
6
17 32.
1
7 13.
2
4 7.
5
4 7.
5
53 100
5. Answering teacher’s questions
on previous lessons is important
activity in communicative
learning English .
17 32.
1
14 26.
4
10 18.
9
6 11
.3
6 11
.3
53 100
6. Listening to foreign
pronunciation in audio is
essential activity to enhance
language skills.
22 41.
5
12 22.
6
9 17.
4
5 9.
4
5 9.
4
53 100
7. Observing classmate’s
homework and classwork is
crucial activity.
19 37.
9
20 37.
7
6 13.
3
3 5.
7
5 9.
4
53 100
Item 4 in the above table 1B was about dialogs in the classroom after EFL teacher introduced
examples of dialogs can help us to learn English language skills communicatively. With this item, 21
(39.6%) of the students replied that “strongly agree”, 17 (32.1%) answered “agree” 7 (13.2%) responded
that 4 (7.5%) stated that “disagree”, and 4 (7.5%) answered that “strongly disagree.” In a sense this can be
understood that majority of the students were in the agreement values; whereas the rest students were
stayed in disagreement. In general, preparing any dialogs by students themselves based on their teachers’
example is the activity to enhance CLT in learning English language skills.
In connection to item 5 in the above table 1B, “answering teacher’s questions on the previous
lessons is an activity to develop CLT in learning English as foreign language skills’’ was administered for
students. In connection to this item, the above table showed that 17 (32.1%), 14 (26.4%), 10 (18.9%), 6
(11.3%), and 6 (11.3%) replied that “strongly agree”, “agree”, “undecided”, “disagree”, and “strongly
disagree” respectively. Hence, it is to be interpreted as questioning and answering can be the pertinent
activity to promote CLT in teaching and learning English as foreign language.
In the above table 1B, item 6 indicated that listening to foreign pronunciation in audio is
essential so as to enhance CLT in listening skills classroom. Because based on the respondents’ reaction
to this item, 22 (41.5%), 12 (22.6%) respondents said that; they “strongly agree” and “agree”, but 9
(17.4%) of the respondents could not decide to their agreement and disagreement. However, 5 (9.4%),
and 5 (9.4%) of the respondents reacted that “disagree”, and “strongly disagree. Therefore, according to
students’ responses, listening foreign pronunciation is an activity to progress CLT in teaching and
learning English as foreign language.
Item 7 in the above table, “observation of classmate’s homework and class work” was designed
for the students. 19 (37.9%), and 20 (37.7%) of the respondents answered that “strongly agree”, and
“agree”; whereas, 6 (13.3%), could kept “undecided.” (5.7%), and 5 (9.4%) reacted “disagree”, and
“strongly disagree” respectively. Thus, reactions, it is possible to say that observing classmates’ materials
with each other and giving comments might be the activity that enhances CLT in teaching and learning
English language skills.
Table 1 C: Summary of Students’ Responses about Activities in CLT to Promote It
No Items Responses in Frequency and Percentage N %
5 4 3 2 1
F % F % F % F % F %
8. Riddles (puzzles), games,
map-reading, peer-
interviews are activities.
13 24.5 19 35.8 10 18.9 3 5.7 8 15.1 53 100
9. Conducting analysis is the
pertinent activity to
develop communicative
English language skills .
8 15.1 16 30.2 15 28.3 10 18.9 4 7.5 53 100
10. Calling an object that we
saw everywhere is the
15 28.3 15 28.3 10 18.9 8 15.1 5 9.4 53 100
crucial activity.
11. News reporting as a
journalist without reading
the script or telling the
funny, awesome story is
the essential activity in
English classroom.
12 22.6 13 24.5 11 20.8 12 22.6 5 9.4 53 100
Note: 5 =Strongly Agree, 4 = Agree, 3= undecided, 2= Disagree, 1= Strongly Disagree
Item 8 in the above table 1C was equipped to know whether it is an activity or not through their
agreement and disagreement. In connection with this, 13 (24.5%) of all students said that, they “strongly
agree”, 19 (35.8%) of the participants replied as “agree”; but 10 (18.9%) of them were under in
“undecided.” Whereas, the rest of 3 (15.1%), and 8 (5.7 %) answered that “disagree”, and “strongly
disagree” on the statement of the riddles (puzzles), games, map-reading, peer-interviews, can help the
learners to develop their language skills in an integrated way through communicative approach. This is
supported by different scholars like Zhu (2012)(25) using games in the English class, which is often
considered as one of the best way to get the students involved in the classroom activities.
Item 9 was about the activity of analysis of any written as well as oral issues. Regarding to this, as
indicated in the above table 1C 8 (15.1%), and 16 (30.2%) answered that “strongly agree”, and 15
(28.3%) could not decide to agree or disagree on this activity. In contrast, 10 (18.9%), and 4 (7.5%) of the
students reacted that “disagree”, and “strongly disagree.” With reference to these answers, it is possible to
say that conducting analysis on one issue is the activity to develop English language skills . Data from
interview indicates the students conduct an analysis on the written text like poems, novels, drama, etc.
“Calling an object that we saw everywhere is the crucial activity in order to promote our English
language skills communicatively” was another item addressed to the subjects in the above table 1C.
Regarding with this item, 13 (24.5%), and 18 (34%) of the respondents replied that “strongly agree”, and
“agree.” The other respondents 9 (17%) said thrift as “undecided” on this activity. 10 (18.9%), and 3
(5.7%) of the rest of the respondents enunciated that “disagree”, and “strongly disagree” respectively.
From semi-structured interview questions, students also added similar activity.
News reporting as a journalist without reading the script or telling the funny, awesome story is the
essential activity in English classroom in the above table 1C was prepared to find out whether the students
believe it is an activity or not. So, in relation to this point, 12 (22.6%), and 13 (24.5%), of the respondents
said that, they “strongly agree”, and “agree” respectively. However, 11 (20.8%) of the subjects could not
give their agreement or disagreement. 12 (22.6%) of the participants said that, they “disagree” and the rest
5 (9.4%) of the informants in this study believed that news reporting is not strongly an activity in CLT. In
their open-ended questions, there were also conveyed similar data such as preparing different reports in
English, preparing conversations, writing different stories, writing information like letter to parents and
friends in English, etc. are the ways using in communicative approach in learning English language skills.
Table 1.D: Summary of Students’ Responses Associated with Activities to Stimulate CLT
No Items Responses in Frequency and Percentage
N %5 4 3 2 1
F % F % F % F % F %
12. Realizing missing information
or feature is an advantageous
activity in communicative EFL
classroom.
11 20.8 14 26.4 10 18.
9
12 22.6 6 11.3 53 100
13. Imitation, invention and
debates are the vital activities
in CLT that help us fluent
communicators in our real-life
conditions.
20 37.7 12 22.6 10 18.
9
8 15.1 3 5.7 53 100
Note: 5= Strongly Agree, 4=Agree, 3= Undecided, 2= Disagree, 1=Strongly Disagree
Item 12 in the above table 1D was aimed at investigating if the students agree or disagree on
realizing missing information or feature is an advantageous activity in the EFL classroom. 11 (20.8%) of
the students said that, they “strongly agree”, 14 (26.4%) of the others answered that “agree.” 10 (18.9%)
of the subjects replied that “undecided.” In comparison to this, the remaining 12 (22.6%), and 6 (11.3%)
of the subjects answered that “disagree”, and “strongly disagree” respectively. Therefore, it can be
realized that searching or finding the missing points or information is the activity in CLT. Littlewood
(1981)(26) supports such the above activity is the most functional one to enhance CLT in teaching and
learning English as foreign language.
In the above table 1D, the item “imitation, invention and debate are the vital activities in CLT that
help students to be fluent communicators in their real-life condition” was produced to search out whether
the students agree or disagree. In connection to this, 20 (37.7%) of the respondents replied that “strongly
agree” and 12 (22.6%) of the subjects stated that “agree.” 10 (18.9%) of the informants said that, they
“undecided.” However, 8 (15.1%) of the respondents answered that “disagree”, and 3 (5.7%) of the
students reacted that “strongly disagree.”
4.1.2. Analysis of Students’ Answers with Regard to Practices to Encourage CLT
Table 2 A: Students’ Responses Regarding to Their Practices of the Activities in CLT
No Items Responses in Frequency and Percentage
N %5 4 3 2 1
F % F % F % F % F %
1. We are taking notes while
EFL teacher is lecturing.
11 20.4 19 35.2 1
4
25.9 9 16.
7
0 0 53 100
2. We are using games such
as card games, jumbled
sentences, story, in the EFL
classroom.
1 1.9 3 5.6 1
6
29.6 19 35.
2
14 25.9 53 100
3. We are translating English
target language into first
language in communicative
English classroom.
8 14.8 18 29.6 1
5
27.8 6 11.
1
8 14.8 53 100
4. We are memorizing the
written texts and dialogs in
English language.
10 18.5 8 14.8 1
7
31.5 15 27.
8
3 5.6 53 100
5. We are making dialogs by
ourselves and practicing on
the dialogs.
11 20.8 11 20.8 1
7
32.1 9 17.
0
5 9.4 53 100
Note: 5 = Always, 4 = Usually, 3= Sometimes, 2= Rarely, 1= Never
Item 1 in the above table 2A was intended to find out the information about how much the
students are practicing the activity of taking notes while EFL teacher is lecturing communicative method.
Regarding to this, the above table revealed that all students are taking notes even though the use of
frequency is less and more. The reason why is that 11 (20.4%) are always exercising the above activity.
19 (35.2%) of the students are usually involving on it communicatively. Moreover, 14 (25.9%) of the
respondents on their hand said that, they are sometimes working on writing transcriptions when they are
learning, and 9 (16.7%) of the students are rarely engaging in it.
Item 2 in the above table 2A was administered to identify how much the students are using games
such as card games, jumbled sentences, story, role-plays, or not in the EFL classroom. In connection to
this idea, from all students, only 1 (1.9%) of them are always taking themselves to be the concerned
bodies in applying the above activities. 3 (5.6%) of the subjects are usually engaging these activities. 16
(29.6%) of the respondents are sometimes using games in their EFL classroom. And 19 (35.2%) of the
subjects are rarely consuming such activities of card games, jumbled sentences, story, role-plays. In
comparison with this, of all participants in this study,14 (25.9 %) never spending their time on applying
games to enhance English language skills communicatively. This shows students are not working on the
above activities. However, scholars like Larsen-Freeman (1986) (27) recommends that language games
such as card games, scrambled sentences, problem-solving tasks such as picture strip story, and role-play
are the activities in communicative approach in English classroom.
In the above table 2A, item 3 was designed to investigate the practices of the students on
translation of English target language into their first language while learning or studying the subject .
With this reference, of all students, 8 (14.8%) are always translating English language into their first
language. 18 (29.6%) of the respondents replied that they are usually practicing such activity when they
are learning English language skills. 15 (27.8%) of the partakers are sometimes trying to use the activity
of translation of target language into their first language. 6 (11.1%) of the members are rarely taking
themselves into part on converting the target language into first language; however, from all participants
8 (14.8%) of the contributors are never taking themselves into practicing it. In contrary, the current
researcher supposes according to his learning experience, translation is the activity that focuses on
literature especially in reading and writing language skills in GTM, it is permitted in CLT. So that,
thinking or recalling in English is the way to promote communicative approach.
Item 4 in the above table 2A was aimed that studying the practices of students on memorizing the
written texts and dialogs. In this regard, the above table indicated that 10 (18.5%) of the subjects are
always practicing the memorization of written texts and dialogs in English language. 8 (14.8%) of the
contributors are usually training the activity of highly remembering the printed copies which is included
in CLT. 17 (31.5%) of the students are in the position of “sometimes”; in a sense that they are sometimes
exercising the above activity to be fluent and accurate communicators in English in all aspects. Of all
members, 15 (27.8%) are rarely performing this activity. 3(5.6%) of the respondents on the other hand
replied that, they are not working many doings on learning through memorization of the transcribed
statements. Likewise, in their semi-structured interview questions, they are practicing the activities such
as practicing through making dialogs and rehearsing it based according to the conditions.
In the above table 2A, “we are making dialogs by ourselves and practicing the dialogs” was
designed for students. Of all participants, 11 (20.8%) replied that “always.” 11(20.8) of the students
responded that “usually”, 17 (32.1%) answered that, they “sometimes”, 9 (17.0%) of the subjects
responded that “rarely.” However, 5 (9.4%) of the participants are never practicing the activity. Hence,
majority of the students are working on preparing dialogs and rehearsing it. It can be inferred that
practicing through making dialog in their dormitory, classroom, café, and reading the written dialogs and
rehears it by them. This is also supported by Savignon (2007) (28).
Table 2B: Summery of Students’ Responses on Practices
No. Items Responses N %
5 4 3 2 1
F % F % F % F % F %
6. We are practicing the
previous lessons through
asking and answering in
English classroom.
1
0
18.
9
1
8
33.
3
1
5
27.
8
8 14.
8
1 1.9 53 100
7. In the EFL classroom, we are
observing our works by
exchanging materials.
8 14.
8
1
5
27.
8
1
4
25.
9
1
2
22.
2
4 7.4 53 100
8. We students are exercising
the presentation in front of
classmates.
1
4
25.
9
1
3
24.
1
1
5
27.
8
8 14.
8
3 5.6 53 100
9. We are listening to music,
video, audio and, etc. in
English.
6 11.
3
1
3
24.
1
2
1
38.
9
1
0
18.
9
3 5.6 53 100
10. We are working on riddles
(puzzles), map-reading, peer-
interviews, etc.
6 11.
3
1
0
18.
9
2
5
46.
3
6 11.
1
6 11.
1
53 100
11. We learners are calling
things or objects what we
have seen as awesome, funny
or entertainment, etc. in
English classroom.
8 14.
8
4 7.4 1
9
35.
2
1
9
35.
2
3 5.6 53 100
Note: A= Always, U= Usually, S= Sometimes, R= Rarely, N= Never
In the above table 2B item 6, there was the purpose of investigating the frequency how much the
students are practicing the activity of asking and answering questions about the previous lesson. In
connection to this, of the total member of subjects, 10 (18.9%) are always exercising such activity.18
(33.3%) of the participants are usually working by asking and answering on what they learnt in the
previous period. 15 (27.85%) of the respondents answered that they are sometimes taking themselves into
undertaking in this activity to enhance their English language communicatively. 8 (14.8%) of the repliers
reacted that they are rarely engaging in such answering and asking the questions in communicative
English classroom . However, the rest 1 (1.9%) of the respondents said that, they are never trying to be
exposed themselves in requiring and getting the replies each other as well as EFL teacher. The researcher
also supports this activity. The rationale behind is that it might help the students to keep the lesson for
long time and develop their communication skills.
In the above table 2B item 7 was aimed at studying the students’ practices of exchanging their
friends’ materials and observing it. Of the total members, 8 (14.8%) are always practicing it. 15 (27.8%)
are engaging in exchanging classmates’ tools, observing and giving comments on what it has and what it
lack. 14 (25.9%) of the respondents are sometimes training this activity in English language class. 12
(22.2%) of the learners replied that they are rarely working on such activity. The rest 4 (7.4%) of the
students are never involving in the practice of exchanging their materials and giving and taking some
comments revolves around strength as well as weakness from it.
We are learning grammatical rules without EFL teachers’ support was item 10 in the above table
2A to find out the information how much the students are practicing it. From the total respondents, 8
(14.8%) are always practicing grammar learning without teacher’s high helps. 12 (22.2%) of the students
are usually active in practicing the above activity.14 (25.9%) of the students are sometimes working on
learning grammatical points by themselves. 11 (20.4%) of the respondents are rarely spending their time
by practicing such activity. In comparison to this, 8 (14.8%) of the students are never taking them into the
part of the above activity to practice. Generally, it is possible to say that the majority of the students are
practicing grammatical rules by themselves. Therefore, the present researcher understood that practicing
grammatical points perhaps enhance CLT in teaching and learning English as a foreign language since
CLT intends for competence in all language skills.
Item 8 in the above table 2B was intended to get information about how much the students are
practicing presentation in front of the classroom. Among all subjects, 14 (25.9%) are always practicing
the presentation. 13 (24.1%) of the students are usually engaging in practice the presentation in front of
classmates. 15 (27.8%) of them are sometimes working on it. 8 (14.8%) are rarely a part of participants
on presentation. In contrary, 3 (5.6%) of the students are never taking in part of this activity. Hence, it
shows us the majority of the students are practicing the presentation in front of their classmates. From
students’ semi-structured interview questions’, there was similar response obtained. Based on this
response, the researcher in this study generalizes that presentation the topic in course or teacher’s topic,
the incidents that faced them in different circumstances, etc. in the classroom might help students to be
good communicators. If so, the practice of presentation in classroom perhaps promotes the
communicative approach.
In the above table 2B item 9 was designed to find out how much the students are engaging in
practice. Regarding to this item, 6 (11.1%) of the students are always practicing the activity of listening
music through video, audio channels in English. 13 (24.1%) of the respondents are usually involving in
practicing the above activity. 21 (38.9%) of the students replied that they are sometimes practicing it. 10
(18.9%) of the students are rarely listening English music in videos as well as audios. In contrary to these
students, 3 (5.6%) of the remaining are never practicing this activity. In their open-ended and interview
questions, there was similar finding multiplied. The students are practicing the activity of listening to
music in video and audio, watching English film, etc. to develop their English language skills.
Working on riddles (puzzles), map-reading, peer-interviews, etc. was the 10th item in the above
table 2B addressed to students. Regarding to this, 6 (11.1%) of the students are always practicing the
above-mentioned activities. 10 (18.9%) of the subjects replied that they are usually working to be fluent
communicators. 25 (46.3%) of the participants are sometimes engaging in practices of map reading, peer-
interview, etc. 6 (11.1%) respondents are rarely involving in practices of these activities; however,
6(11.1%) are never committing themselves to practice it. Therefore, most of the students are sometimes
practicing such activities. The researcher interprets it spending long time on practicing the activities like
riddles, peer interviews, filling gaps, etc. might encourage CLT. In contrast, the data from the open-
ended, interview and classroom observation, it is strictly mismatching with them for no data were
answered in those tools.
Item 11 was about students’ practices of calling things or objects what they have seen. Of all
students, 8 (14.8%) are always working on mentioning or naming the things that they have seen in
different situations. 4 (7.4%) of the students are usually involving in it. 19 (35.2%) of the respondents are
sometimes rehearsing by naming the objects. 19 (35.2%) of the students are also rarely participating in
the above activity. Whereas, 3 (5.6%) of the rest respondents are never involved in this activity. In terms
of their reactions, the majority of students are sometimes practicing the activity of calling the objects. The
current researcher understands when the students are calling or naming the objects whatever they have
seen in different situations, CLT might be promoted.
Using social media like YouTube, Twitter, Facebook, etc. was the last item included in the second
part of students’ questionnaire regarding to their practices in the above table 2B. In connection to this, of
all students, 6 (11.3%) replied that they are always training it. 7 (13.2%) of the students are usually
committing themselves on this activity. 12 (22.6%) of the respondents answered that they are sometimes
using social media like technologies. 14 (26.4%) of the subjects are rarely practicing it. However, 14
(26.4%) of the students are never engaging into practice to apply this way of improving English language
skills. From semi-structured interview questions, the result shows it is important to use technologies for
educational purpose in order to develop language skills. Finally, the present researcher supposed that even
though technologies might have their own drawback on educational purpose.
4.1.3. Analysis of EFL Teacher’s Reponses Related to Activities to Promote CLT
The data obtained from closed-ended items of the questionnaire were analyzed quantitatively using
tables and graphs through frequency and percentage and open-ended and semi- structured interview
questions were analyzed qualitatively and interpreted through describing in terms of their meanings by
mixing with closed-ended items. Finally, the data from classroom observation were analyzed in
separation at the end of the entire analysis.Table 3A. Data from EFL Teachers Related to Activities
No Items Responses in Frequency and Percentage
N %5 4 3 2 1
F % F % F % F % F %
1. Teaching English language skills
through creating situations like
drama, debating, etc. can motivate
communicative English language.
7 58.3 5 41.
7
0 0 0 0 0 0 12 100
2. Students’ language skills can be
increased if EFL teacher orders the
students to go to the internet and
join a chat group while using CLT.
0 0 5 41.
7
7 58.3 0 0 0 0 12 100
5= Strongly Agree, 4= Agree, 3 =Undecided, 2= Disagree, 1=Strongly Disagre
In the above table 3A, “teaching English language skills through creating situations like drama,
debating, etc. can motivate CLT in English language classroom” was addressed to EFL teachers. They
answered that “strongly agree” and “agree.” 7 (58.3%) and 5(41.7%) can be the reason why they replied
in such a way. Since, activities that the teachers apply when they are teaching English based on the
situations and creating their own ways communicatively can enhance the communicative approach. From
their interview questions, debating, jigsaw, group work, simulation, etc. can encourage CLT in teaching
English as foreign language.
Concerning on the item “students’ English language skills in CLT can be increased if EFL teacher orders
the students to go to the internet and join a chat group,” in the above table 3A was designed for teachers.
To this regard, 5 (41.7%) and 7 (58.3%) of the respondents said that, they “agree” and “undecided.” It
might show us the teachers were doubt to recommend their students to use technology. This might be due
to its negative impacts such as it takes students into anxiety especially when the students are preparing
themselves for examination. Since internet takes them into stress, it bands them from reading their
courses for educational purposes as they are expected. Even though the result from teachers shows
internet and chatting in English may not facilitate the CLT, the present researcher believes it can enhance
communicative approach through applying it for the purpose of education.
Table 3B. Data from EFL Teachers Related to Activities
N
o
Items Responses in Frequency and
Percentage N %
5 4 3 2 1
F % F % F % F % F %
3. Describing a picture to a partner in English
classroom is the way to promote CLT in
English language class.
5 41.
7
7 58.
3
0 0 0 0 0 0 12 100
4. Speaking in pair help students and teachers
to progress CLT in teaching and learning
English language.
5 41.
7
7 58.
3
0 0 0 0 0 0 12 100
5. A story telling in front of the class,
grammar exercises are the pertinent
activities to encourage CLT and to upgrade
language skills.
5 41.
7
7 58.
3
0 0 0 0 0 0 12 100
6. In CLT, using lecture, reading text books,
reading guide books, and using authentic
materials like audio, video, etc. are the
activities to teach English language skills.
5 41.
7
7 58.
3
0 0 0 0 0 0 12 100
“Describing a picture to a partner in English classroom is the way to promote students’ English
language skills in communicative approach was” designed for EFL teachers in the above table 3B.
Regarding to this, 5 (41.7%) the participants replied “agree”, and 7 (58.3%) of the teachers gave their
agreement as “strongly agree.” Therefore, describing the picture in different ways can appreciate English
language skills and promote CLT.
Regarding with item 4 “speaking in pair help students and teachers to progress CLT in teaching
and learning English language skills” in the above table 3B, the respondents said that, they “strongly
agree” and “agree.” Hence, these responses linked with 5 (41.7%) and 7 (58.3%) respectively. Therefore,
this can be inferred that interacting or speaking in pair is the important activity to enhance teaching and
learning English as a foreign language through CLT. Different scholars also agree with this finding; for
example, Chang and Goswami (2011)(29) propose such communicative approach might not work within
large groups because students do not listen each other when they are engaged in large group.
“A story telling in front of the class, grammar exercises are the pertinent activities to encourage
CLT and to upgrade their language skills” in the above table 3B was prepared for EFL teachers. Of all
subjects, 5 (41.7%) and 7 (58.3%) of the respondents answered that “strongly agree” and “agree”
respectively. In relation to this item, the researcher supposed that such the afore-mentioned activities
might be considered as preparation in teaching and learning process. So, students perhaps expand their
language skills when they apply the above-mentioned activities. This was obtained from their interview
questions. In general, we can say that telling the story, exercising grammar in English classroom might be
the activity that enhance CLT in teaching and learning English language.
With reference to the item “in CLT, using lecture, reading text books, reading guide books, and
using authentic materials like audio, video, etc. are the vital ways to teach English language skills in
CLT” was designed for teachers The respondents reacted “strongly agree” showed by their percentage of
agreement 5(41.7%) and “agree” for 7 (58.3%). In the open-ended EFL teacher’s questions also revealed
that authenticity activities are influential to activate English language teaching and learning through
communicative approach. In following their interview questions, there was also similar answer
contributed. Therefore, the current researcher on his side also agreed that these creating and using
authentic, and self-access materials may be the activities to enhance CLT in teaching and learning English
as a foreign language. Some writers like Haddock, et al (2008)(30) suppose using self-access materials that
students can work by themselves.
4.1.4. Analysis of EFL Teachers’ Reflections Related to Practices to Uphold CLT
In this part, closed-ended and open-ended items in the questionnaire revolve around EFL teachers’
practices were presented; and the closed-ended data were analyzed quantitatively by using tables and
graphs. Data from open-ended questions and interview questions were analyzed and interpreted in word
descriptions by mixing with closed–ended data as follows.
0
20
40
60
80
100
120
33.3%
8.3%25%
33.3%
100
Rarely Sometimes Usually Always Total
Figure 1: EFL Teachers’ Responses in Relation to Providing Puzzles, Games, Interviews
As indicated in the above figure 11, 33.3% of the respondents returned “rarely”, 8.3% replied
“sometimes”, 25% answered that “usually”, and 33.3% of the respondents reacted that “always.” From
these responses, it can be inferred that majority of EFL teachers are exercising activities through
providing puzzles, games, map-reading, interviewing, etc. to their students for the purpose of developing
English language skills by applying CLT. Similarly, in open-ended questions, the teachers replied that
they usually give the students free chance to speak about whatever they want to speak. According to this
explanation, it is advisable to motivate the students to engage in practices in different conditions; for
example, when a student comes late, the teacher orders the late comer to tell the reason why coming late
in front of the classroom in English language.
Table 4: EFL Teachers’ Responses with Reference to Appoint Students to Use
Technologies
Scale Frequency Percentage
Rarely 6 50
Sometimes 6 50
Total 12 100
In order to get related information to the problem of “I appoint students to use technologies like
YouTube, Twitter, Facebook on their weekend” in the above table 5, was designed for EFL teachers at
Wollo University. In connection to this, of all respondents 6 (50%) reacted that “rarely” and 6 (50%)
“sometimes.” Even though the present researcher believed that social technologies may be very essential
activities to acquire any extra or supplementary information, most of the time, the teachers do not fully
practice initiating the students to apply. Using YouTube (technology) is supported by Salkin and Tahir
(2017)(31) as they interpreted it as social media which is a collective online communication channel
dedicated to interact, share the contents as well as experiences for others.
Figure 2: EFL Teachers’ Responses on Arranging the Activities like Drills of all Kinds
As figure 12
above
indicated,
teachers were
required to
give the
information
about
“arranging
the activities
like drills of
all kinds (completion, conversion, transformation, substitution, question and answer exercise, short
guided dialogs and conversation, and information-gap, etc.)”. They gave their answers 41.7% “always”
other 41.7% said that, they “usually.” Whereas, 16.7% of the remaining respondents answered that
“sometimes.” Therefore, completion, conversion, transformation, substitution, question and answer
exercise, short guided dialogs and, information-gap, etc. are the activities that the EFL teachers are
practicing. This also supported by, Littlewood (1981)(32) are called the social interaction activities.
0
20
40
60
80
100
120
16.7
41.7 41.7
100Sometimes
Usually
Always
Total
Values
Perc
ent
4.2. Analysis of Data from Teachers’ and students’ Classroom ObservationsThe purpose of observation was to see what activities, materials, instructions were practiced by
both teachers and students into English classroom. The analysis and the interpretation of data from each
two days’ classroom observations were displayed bellow:
4.2.1. Data Analysis from EFL Teachers and Students Classroom Observations
Teacher and students were observed in English Language Improvement Center (ELIC) with the
co-observer. The first point concerned with EFL teacher was teaching the students starting from greeting.
After this, the teacher began from the summary of the earlier lesson. Furthermore, both observers’
observed that the teacher ordered the students to cross-check with their classmates’ work. This was also
the result from students’ and teachers’ semi-structured interview questions. But it is possible to say that
the teacher did not use his/her extra relative materials to teach the course easily. Besides, the teacher gave
equal emphasis for skills according to the situation. This is supported by Hymes (1972) (33) in CLT four
skills should get an equal emphasis.
At the end of the observation, the observers saw the teacher motivated the students to dig out the
errors by themselves. After that, s/he corrected students’ errors by writing the sentences and the paragraph
on the board; and showed the correct things to be included. In other words, students peer correction was
applied. Then, to see what things were occurred by the students, things were presented below.
With regarding to students’ activities and practices, both observers’ check-lists showed that when
the instructor entered into the class and greeted them, some of the students were not glad but others happy
since some students responded teacher’s greeting, but others not. And also, they weren’t interest to
participate in the activities that the teacher ordered them. Most of the students tried to ask and answer
questions in first language.
In contrary, the teacher asked them in English language and sometimes made an attempt to make
clears in first language. Students’ and teacher’s first language in CLT is permitted when it is sensible
(Hymes, 1972)(34). But the current researcher does not agree with hymes’s assumption. The logic is that
student’s first language perhaps having a negative impact on students’ English language skills
improvement. So, CLT might not be facilitated since it is highly interested in using target language
(English). Students have done their homework. It is appreciated in learning English language skills.
4.2.2. Analysis of Data from Teachers and Students Classroom Observation
By the time of T2 classroom observation, the conditions showed that the teacher who was
teaching Basic Writing Skills started with greeting with students, gave clear instructions and examples for
learners, was managing students’ activities closely in each row and group while he was ordering to
participate in group and pair in classroom. However, most of the time, the teacher was talking rather
students in English classroom. By that time, the students asked the teacher with English language when
they are confused. The teacher corrected students’ errors after the students tried to dig out and correct
their errors by themselves. The teacher motivated the students to negotiate meanings and the students.
5. CONCLUSIONS AND RECOMMENDATIONS
5.1. Conclusions Based on the result of the study, the following conclusions were drawn:
There are lots of activities that need practices in teaching and learning English language so as to promote
CLT. The analysis of both teachers’ and students’ data showed that EFL teachers and first and second
year English students are practicing the designed activities. Teachers can use their own activities in
teaching English as foreign language through communicative approach.
If EFL teachers are teaching English language skills in an integrated way, they make different
practices such as giving short note, communicating with students when it is necessary, giving the chance
to the students to study in different options in classroom, etc. Here, the students can learn English
language skills at a phase. Therefore, it is to be concluded that the EFL teachers direct their students how
to practice with these all skills can be the way that the teachers teach English major and minor language
skills. The rationale behind it is that communicative approach as its name indicated that it focuses on
communication competence on listening, speaking, reading, writing, grammar, vocabulary, etc.
Generally, the learners and teachers are exerting many efforts to practice the actions.
5.3. RecommendationsBased on the findings in this study, the following recommendations have been formulated for
promoting CLT in teaching and learning English:
first, English Language and Literature Department at Wollo University should adjust training for teachers
on the current language teaching and learning approach.
EFL teachers have to make students to be interested in learning English as foreign language skills by their
own ways . Finally, the recommendation goes through EFL students should put themselves into practice
and consume any activities and advises.
AcknowledgementsFirst and foremost, my deepest gratitude goes to my almighty God who made everything possible and
always help me in all aspects of my life. Second, I would like to thank my major advisor Yemane Debebe
(PhD) who gave me friendly comments and suggestions for the purpose of completing the study. He
offered me the invaluable, constructive and unambiguous advice whenever I asked him. Next, my thank
goes to my co-advisor Mulu Wondimu (MA) for her professional and very pertinent advice to accomplish
this study. Likewise, I am in gratitude to my beloved families for their unlimited appreciation in all my
academic success. I would like to extend my deepest gratitude to the people who participate in this study
such as respondents, colleagues and the department heads of English language and literature at Debre
Markos University and Wollo University. Finally, my profound thank goes to Ato Minwagaw Temesgen
who is an author of the poem of “Tëlʌ ënʌ këlëlʌ” and novel of “yëtëfäȗw kƊfédʌ” for his comments,
suggestions and adjustment on my instruments development.
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