The Effectiveness of Using Communicative Language Teaching in English as Foreign Language Context - Research Proposal Example

The Effectiveness of using CLT in EFL context Author’s name Institutional affiliation Abstract Communicative language teaching is an extensively explored and researched topic by a number of researchers in the field of teaching English. Additionally, a number of studies have been constructed about the implementation of CLT in EFL context but there have been very few that have focused on the teaching using CLT for adult education in EFL context most especially in China. Hence this research work will be designed to investigate the effectiveness of CLT in teaching senior or rather adult students education in a private and community based college in China. This research work will first present a brief overview of Communicative Language Teaching and its implementation and the impact of CLT in EFL and ESL contexts. In this research, a mixed research design will be employed in this research. Additionally, participants for this research works were basically college students from a private College from Guangzhou China. Moreover, the main primary modes of collecting data was made up of online questionnaire as well as semi-structured and informal interviews. The results of this research works will be used to help in comprehending some of the effective ways CLT methodology can be implemented in EFL contexts. Contents Contents 3 The Effectiveness of using CLT in EFL context 1.0 Research area background Communicative Language Teaching (CLT) is considered as a methodology of teaching language and as of recent, it is one of the most prevalent teaching approach in teaching (Savignon & Wang 2003). However, as much as CLT has been effective in teaching English as a second language, it is argued that its effectiveness as far as teaching English as a foreign language is basically still considered as one controversial topic of study (Richards 2005). Additionally, Teaching English as a second language in this context basically refers to teaching English to students that English is not their native language but they reside among communities that speak English and EFL is teaching of English in those communities that do not speak English. In fact, one notable issue is the fact that the issue of English as a foreign language was not prominent until the emergence of Communicative Language teaching (CLT).Moreover, as far as the other ever-famous methodologies like grammar-translation, audio-lingual and situational methodology are concerned, their mode of learning and teaching activities take place in the domains of an explicit textbooks and syllabus (Savignon & Wang 2003). Furthermore, the classes’ content is programmed and predominated systematically. Thus, the learning and teaching of this methodologies is universally accepted to be relatively independent to context. However, the Communicative Language Teaching focus and emphasizes on the aspect of authentic language input, creative production of input in real-life and this language practice methodology depends entirely on its context. In other words, CLT requires a language milieu to offer authentic language input employment and needs an opportunity for the students to employ the language when it comes to real life situations (Cheng & Dörnyei 2007). In this case, CLT also requires that its users be able to use extensive materials and it also needs a wide employment of highly skilled and trained teachers to help in the management of the creative classroom potentials. 2.0 Study area/topic This research work is born out of a concern for the introduction of Communicative Language teaching in English learning and teaching in Private Pui Ching College in Guangzhou which is basically one of the prominent and pioneering cities in education and economy reform in China (Cheng & Dörnyei 2007). Additionally, this college is universally acknowledged as one of the private model colleges in China. It offers a two and a half year schooling for students who have successfully completed their secondary education most especially those emanating from Guangdong province. In this case, owing to the fact that this college is a private institution, it enjoys a relative freedom when it comes to policy-making as well as sufficient provision of funding. Besides, English is one of the most important learning subjects in this institution as a foreign language alongside computer science (Jeon & Hahn 2006). The main purpose of teaching English as Foreign Language is to basically make the Private Pui Ching College students to be more effective and competent in English as far as their future jobs and professionals are concerned. In this college, the general requirements of English learning revolves around; first, the students should be able to comprehend their work assignment in both written and oral English form. Second, the students should have the capability to express opinions and ideas very well when interacting with their colleagues in English. In other words, this context involves recommending, warning, negotiating, suggesting, persuading, social interaction and exchanging information. Third, the students should be able to write reports, business letters as well as other documents that are relevant to their school work (Jeon & Hahn 2006). The significance and necessity of this research work revolves around the demand of a very efficient mode of teaching English to meet the demands and needs of Private Pui Ching College for better and effective communication in their future professions. Additionally, the labor market is very demanding that students be very effective and fluent in English especially when it comes to listening and speaking (Jeon & Hahn 2006). Besides, a previous research survey indicated that in Private Pui Ching College, approximately ninety percent of the institution’s students that were involved in the survey identified listening and speaking as one of the most important factors among, speaking, listening, writing and translation (Butler, 2011). Furthermore, around 80 percent of the students who were included in the previous survey indicated the fact that they were not very satisfied and happy with their English classes and the manner in which the classes are carried out around the Colleges and in the process, demanded change. Nevertheless, a number of similar requests and concerns have also been witnessed in a number of related colleges and universities in China most especially in community and private colleges. As a result, those teachers teaching English in this college are under immense pressure to modify and change the teaching methodology of English that is currently being used. Communicative language teaching methodology has rarely been used in China which makes its investigation a primary subject. Students in community and private colleges possess an urgent need and demand of being competent in communication as compared to those in public universities. This is primarily because the students who are in community and private colleges basically depend on the labor market for a professional job after they graduate from school. Besides, community and private colleges are believed to be more flexible when it comes to administration and policy making as compared to public universities (Rose 2005). For instance Private Pui Ching College is managed by a management board that encompasses people from Hong Kong or areas outside China which makes the western methodology and theory a preferred method of learning. However, the study and research of the entire diversity and possible options and varieties of all the EFL contexts are not basically the focus of this research work. But, this research discusses the teaching and effectiveness of the English language as foreign language context in China within Private Pui Ching College to ensure that any issues that relate to Communicative Language Teaching CLT and EFL as far as curriculum development is concerned can be fulfilled. 2.1 Research questions What are some of the limitations of using Communicative language teaching in teaching English as a foreign language? What are some of the possible alternatives for Communicative Language Teaching in EFL? How can Communicative language teaching be developed in teaching English as Foreign language? 3.0 Research significance CLT has been explored by a number of researchers in the English language teaching field. In other words, there have been also a number of research works that have been conducted on the employment of CLT in EFL settings (Nassaji & Fotos 2011). However, one thing for sure is the fact that there have been very limited studies that specifically revolves around CLT and its implementation in China context. Additionally, because of insufficient data and information, the studies that have been conducted so far have failed in establishing a well-documented account of the real situation in China as far as CLT is concerned and its implementation in the adult learning especially in a Chinese context. As a result, this study being original, it is very important in exploring the effectiveness of CLT in adult EFL context because it basically focuses on College which is an aspect that has been neglected before by earlier studies. Therefore, the current study is important because it aims at establishment of some of the possible limitations of CLT in EFL settings, some of the possible alternatives for CLT in EFL settings and some of the ways in which CLT can be developed in EFL settings (Nishino 2008). Besides, the findings of this research work will also be significant to the overall and general employment of CLT in other EFL situations since it provides insights about the potential challenges and issues that needs to be addressed in order to ensure the development of English learning and teaching in different EFL contexts. 4.0 Literature review The language teaching methods are universally acknowledged as being important for learning purposes as well as teaching in each and every language. Additionally, English as a language is one of the most prominent and widely spoken languages globally and is employed in so many areas like science, business and technology (Nishino 2008). In this case, the Global demand has established an enormous demand for quality language teaching materials and language teaching resources. In other words, to make teaching more effective and interesting, it is acknowledged that English teachers employ a variety of teaching techniques (Littlewood 2007). Some of these techniques revolve around Grammar translation, Audio Lingual Method, Direct method, Communicative Language Teaching and Situational Language Teaching (McCafferty Jacobs & Iddings 2006). When all these methods are compared, CLT is believed to be one of the most effective technique in realizing communicative competence and in the process, it may be one of the most famous and extensively employed technique in most countries. To compensate for the shortcomings of traditional language methods of teaching, Communicative Language Teaching has been encouraged and introduced in Teaching English as a foreign languages (EFL) to help improve the student abilities in developing their communicative competence when it comes to authentic contexts. However, it is known that, the implementation of CLT in foreign contexts has faced a number of challenges regarding the EFL contexts (Chen & Cheng 2008). The primary concentration of Communicative Language Teaching is to help in the facilitation of leaners in establishing meaning to their language context not in developing their English grammatical structures .In this case, it can be said that the success of EFL can be attributed to how well learners have grown their communicative competencies as well as how much the learners are capable of applying the knowledge they have acquired when it comes to real life situations (Chacón 2005). 4.1 Factors limiting CLT in EFL contexts. Since the introduction of CLT in the year 1970s the only group of individuals who are believed to be having challenges in using it are not merely teachers alone. Students should also be taken into consideration when it comes to this situational challenges (Chacón, 2005). One of the significant issue so many ask is the fact that is it necessary for EFL students to speak and write in English while at the same time communicate with it? In an EFL setting, students are acknowledged to usually learn with a very low level of intrinsic motivation owing to the fact that English according to them may be classified as irrelevant to their needs because it is not part and parcel of their everyday life (Sato, 2010). However, in cases where English is studied as a second language then the students are highly motivated when learning English because it makes up part and parcel of their everyday life (Ayatollah & Riazi 2006). In other words, by living in an environment where English is employed as a second language then the students are believed to stand a high chance of using English in a number of contexts be it for professional reasons. In this case, without a proper motivation to use English, students always finds English as a product of curricular demands in which pressure from exams and academic success are the order of the day instead of communication demand (Sato 2010).. Another limiting factor of EFL implementation in EFL context revolves around the fact that the CLT methods of teaching are not compatible with most adult education exams. In other words, the implication of an exam test and learning and teaching is basically commonly known as the Washback effect (Ayatollah & Riazi, 2006). In this case, it is acknowledged that the university entry exams structure often plays a very crucial role in establishing and determining the teaching materials and methodology employed in EFL contexts. Teachers in EFL contexts are under immense pressure to modify and change the manner in which they teach in EFL classrooms (Hu, 2005). For instance, in Iran, it is accepted that the University Entry Exams structure that takes into consideration the grammatical learning before language and communication impacts the CLT English Course negatively. CLT is also found to be inconsistent with EFL values and culture which acts as a limiting factor to the effective implementation of CLT in EFL contexts (Rose, 2005). In other words, the home culture and the cultures embedded in EFL classrooms and texts are always found to be at odds which basically acts as a barrier in implementation of CLT (Nassaji & Fotos, 2011). Which makes the values and teachings in class to end up unnoticed and unappreciated in most cases. In this case, the culture in most EFL settings is always embedded in an attribute that has a long tradition of obedience to authority unconditionally (Nishino, 2008). 4.2 Suggestions on how to effectively implement CLT in EFL settings Any method of teaching is reliable and valid in its own right which basically means that any teaching technique is effective and applicable in a specific context. In other words, there is no perfect teaching method that is found to effectively fit in all settings or learning contexts. Therefore, in order to choose the most effective way to implement CLT methodology in EFL settings; First, the curriculum planners should be able to assess the demands and needs of the students (Nishino, 2008). This may be basically for labor and professional demands which makes communication a very important aspect. Second, they should be able to examine the constraints that revolve around teaching and instructional contexts needs (McCafferty Jacobs & Iddings, 2006).  .Third, to effectively implement CLT in EFL context, the planners should be in a position to identify and establish the discourse genres that are important and incorporate them in student materials. In so doing, the students will have an intrinsic motivation to learn and communicate well in English. Fourth, the planners and teachers should try as much as possible to determine the learning styles, attitudes and cultural backgrounds of the adult students and in the process, establish activities that that are consistent with the curriculum findings. Finally, one important aspect when it comes to the implementation process is determining the best approach of assessing the students and in the process, incorporate learning and teaching activities that simulate the assessment practices in students classroom instriuctions.in so doing, the challenge associated with the washback effect will be dealt with appropriately (Littlewood, 2007). 5.0 Research design and research methodology rational 5.1 Research design Since this research work aims at responding to the above mentioned research questions that are basically of qualitative and quantitative nature, the collection of data and information and techniques used in the analysis from both quantitative and qualitative methodologies will be implemented hence making this research to have a mixed approach design. Additionally, a mixed research design can be acknowledged as a collection of both quantitative and qualitative approach in a single research study in which data and information that are gathered sequentially or concurrently are at the top of the list and in the process, it encompasses the integration of data at each stage in the research process. This approach is important because it will enable the researcher to draw on any available research possibilities because it offers a very wide approach to the research work. The mixed approach in this research will help explain what the Chinese EFL teachers perceive challenges in the implementation of the Communicative Language Teaching with the assistance of a survey questionnaire coupled with follow-up interviews. Interviews will be employed in this research because they help in validation and clarifications of data whereas the questionnaires will be chosen because they are cheap and easy to administer. One primary aspect of this research design is the employment of triangulation technique to validate data. This will serve to guarantee the credibility of the research findings. Data will be collected through the employment of written survey questionnaires coupled with semi-structured interviews to the respondents. In other words, the employment of this two research instruments assisted in validation of both research answers in the interviews and interviews. 5.2 Participants The research participants of this study will be sixty one Chinese teachers from Private Pui Ching College. The research participants will be required to complete an online questionnaire and five of them will also be required to participate in the follow-up interview. In this research 29 of the participants will be women while 32 will be male which paints a clear picture of equal distribution of gender in this research 5.3 Research instruments Given the nature of this research works, the most appropriate research design is mixed research methods. In this case, it is only important to document Chinese EFL students and teachers perceptions as far as CLT employment in classrooms is concerned but it is significant as well to determine and establish the extent of their teaching context, and basically how their surroundings shaped their views and opinions about CLT. The instruments employed are semi-structured interviews and survey questionnaires which permits the participating respondents to identify their very own conditions and terms revolving around the elements and aspects of CLT which they consider as limiting the implementation of CLT in terms of economic, social, administrative, or political. 6.0 Data collection and data analysis 6.1 Data collection procedure All the processes and the necessary ethical procedures of data collection will be strictly followed. Additionally, the researcher will be required to fully complete the Human Subjects Research Education Module of the Institutional Review Board. Before the actual commencement of the study, potential respondents will be emailed and contacted in order to confirm their willingness and availability for the research study. In this aspect, the researcher encouraged the teachers and students who were participating in this research of the importance of this study since it will offer them a chance to voice and suggest their concerns and perceptions about CLT teaching environment as well as some of the current challenges and issues associated with the effectiveness of CLT in EFL in China. The participating respondents will be then emailed a link to the survey questionnaire alongside an informed consent form that will make the research respondents aware of the nature of the research. Additionally, the participants will be informed of the fact that their participation in this research will be strictly confidential and voluntary. The participants will be asked to fill the questionnaires in a span of 20-30 minutes and six of the respondents will also be asked to participate in the interviews where the interviews will be recorded for future clarification of the accuracy of the information. After the interview the research questionnaires and interview transcripts will be kept safely in a password protected personal computer. Besides, Pseudonym will be assigned to any direct quotes in the research so that it will make it impossible to identify anybody as an individual. 6.2 Data Analysis Data analysis is universally acknowledged as a process that ensures that meaning is found from the data that is gathered and it is basically a process by which the research investigator can interpret or explore the data. Additionally, the purpose of data analysis is fundamentally to bring structure, meaning and order to the information and data .In this case, data interpretation requires concentration, acute awareness of data coupled with the much needed- openness to subtle occurrences and undercurrents of social life. The data analysis will commence by the researcher going through all the information that will be gathered from the transcripts and completed questionnaires. Because the researcher belongs to the same professional group and possess a very similar professional background, the researcher will be in a position to hold a comprehensive view of the respondent’s perceptions and beliefs. In this case, the review of eight available literatures about the effectiveness of the CLT model in EFL context will also be evaluated. This will basically be conducted in order to identify the limiting factors, alternative teaching methodologies and the factors limiting the implementation of CLT in China. Additionally, to analyze and code the data systematically, the researcher will also try and capitalize on the interpretive and intuitive capabilities of the experience of an insider and the relevant literature as well. The analysis of the questionnaire data will revolve around the analysis and evaluation of both open-ended and closed-ended questions. Additionally, the closed-ended questions will be evaluated using SPSS version 16. Frequency calculations will be employed in producing a measure of central tendency that will be basically be employed in producing the overall perceptions and views of the research respondents about Communicative Language Teaching as well as the challenges associated with the implementation of this teaching methodology in EFL contexts most especially in China. The open ended questions in the questionnaire will be evaluated and analyzed through the employment of categories that will be prompted as a result of the perceptions and views of the respondents as far as the attitudes of adult student learners towards Communicative Language Teaching is concerned. Content analysis technique will be employed in the analysis of the qualitative interview data in such a way that a list of coded categories which each and every data segment was transcribed into will be established. Apparently, content analysis will be used because it allows the researcher to shift and maneuver through a large capacity of data easily in a very systematic fashion. Additionally, content gives room for making inferences which can then be important in corroborating using other data collection methods. Furthermore, within this research framework, with the data collected from the interviews at hand, the researcher will identify different constraining patterns that the participants of the research interview will report. Besides, cross-sectional comparisons will be made among the two respondent’s categories which include the secondary and primary with reference to the opinions, views and responses to the questions of the interview. Reference list Ayatollah Razmjoo, S., & Riazi, A. M. (2006). DO HIGH SCHOOLS OR PRIVATE INSTITUTES PRACTICE COMMUNICATIVE LANGUAGE TEACHING? A CASE STUDY OF SHIRAZ TEACHERS IN HIGH SCHOOLS AND INSTITUTES. Reading Matrix: An International Online Journal, 6(3). Butler, Y. G. (2011). The implementation of communicative and task-based language teaching in the Asia-Pacific region. Annual Review of Applied Linguistics, 31, 36-57. Chacón, C. T. (2005). Teachers’ perceived efficacy among English as a foreign language teachers in middle schools in Venezuela. Teaching and Teacher Education, 21(3), 257-272. Chen, C. F. E., & Cheng, W. Y. E. (2008). Beyond the design of automated writing evaluation: Pedagogical practices and perceived learning effectiveness in EFL writing classes. Language Learning & Technology, 12(2), 94-112. Cheng, H. F., & Dörnyei, Z. (2007). The use of motivational strategies in language instruction: The case of EFL teaching in Taiwan. International Journal of Innovation in Language Learning and Teaching, 1(1), 153-174. Hu, G. (2005). ‘CLT is best for China’—an untenable absolutist claim. ELT journal, 59(1), 65-68. Jeon, I. J., & Hahn, J. W. (2006). Exploring EFL teachers’ perceptions of task-based language teaching: A case study of Korean secondary school classroom practice. Asian EFL Journal, 8(1), 123-143. Littlewood, W. (2007). Communicative and task-based language teaching in East Asian classrooms. Language teaching, 40(03), 243-249. McCafferty, S. G., Jacobs, G. M., & Iddings, A. C. D. (2006). Cooperative learning and second language teaching. Cambridge University Press. Nassaji, H., & Fotos, S. S. (2011). Teaching grammar in second language classrooms: Integrating form-focused instruction in communicative context. Routledge. Nishino, T. (2008). Japanese secondary school teachers' beliefs and practices regarding communicative language teaching: An exploratory survey. Jalt Journal, 30(1), 27. Richards, J. C. (2005). Communicative language teaching today. SEAMEO Regional Language Centre. Rose, K. R. (2005). On the effects of instruction in second language pragmatics. System, 33(3), 385-399. Sato, R. (2010). Reconsidering the effectiveness and suitability of PPP and TBLT in the Japanese EFL classroom. JALT journal, 32(2), 189-200. Savignon, S. J., & Wang, C. (2003). Communicative language teaching in EFL contexts: Learner attitudes and perceptions. IRAL, 41(3), 223-250. Read More