The Implementation of Communicative Language Teaching by Iraqi English language Teachers
Arkhawan Fattah1, Aminabibi Saidalvi2
1A.Fattah, School of Education, Faculty of Social Sciences and Humanities, Universiti Teknologi Malaysia, Skudai, Johor, Malaysia.
2A.Saidalvi, Language Academy, Faculty of Social Sciences and Humanities, Universiti Teknologi Malaysia, Skudai, Johor, Malaysia.
Manuscript received on 02 September 2019 | Revised Manuscript received on 12 September 2019 | Manuscript Published on 23 September 2019 | PP: 1140-1147 | Volume-8 Issue-5C, May 2019 | Retrieval Number: E11590585C19/19©BEIESP | DOI: 10.35940/ijeat.E1159.0585C19
Open Access | Editorial and Publishing Policies | Cite | Mendeley | Indexing and Abstracting
© The Authors. Blue Eyes Intelligence Engineering and Sciences Publication (BEIESP). This is an open access article under the CC-BY-NC-ND license (

Abstract: The implementation of Communicative Language Teaching (CLT) has been debated by many researchers in the field of language teaching methodology. Much is done in this regard and literature confirms that the implementation of CLT in teaching English as a foreign language is challenging. Even though there are studies investigating the issue in Iraqi schools, little has been done in exploring the classroom practices of Communicative Language Teaching by the teachers. Thus, this study hopes to investigate how Iraqi English language teachers implement CLT in their classrooms. A qualitative method is used to collect data through classroom observation of 3 in-service English language teachers. The research question that is addressed is (to what extent the classroom practices of Iraqi English language teachers comply with the principles of Communicative Language Teaching?). The data collected from the observations are analyzed based on a checklist to compare them to the basic principles of communicative approach. The results of the study show that Iraqi English language teachers do not fully implement communicative approach in their classroom practices and their teachings mostly focus on grammar and vocabulary rather than meaningful communication. The results from this study will contribute to the field of knowledge about Communicative Language Teaching, particularly in Iraqi public schools. The outcome of this study will support teachers to overcome the current challenges in language teaching and provide better recommendation for them to improve their teaching and implementation of CLT approach.
Keywords: Classroom Practices, Communicative Language Teaching, Iraqi EFL Classrooms.
Scope of the Article: Natural Language Processing and Machine Translation