Adaptation of Communicative Language Teaching Methodology to an English Textbook for English Language Learning of NIDA Students - PASAA Volume 52 - July-December 2016

Sep 4, 2026

The study assesses the language learning benefits of adapting communicative language teaching (CLT) methodology to an English textbook for NIDA students. The research examines whether communicative activities lead to improved knowledge and understanding of textbook subject matter and target language, while also evaluating students’ attitudes and perceptions toward these activities. Data collection uses a pre- and post-test multiple-choice quiz to detect significant differences, plus a Likert-type five-point scale questionnaire and open-ended questions to measure attitudes and perceptions.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages28

Reading Time1 h 11 min

AccessFree to download

Introduction

Rationale of the study

Context of the study

PASAA Volume 52 July-December 2016 Adaptation of Communicative Language Teaching Methodology to an English Textbook for English Language Learning of NIDA Students Andrew J. West National Institute of Development Administration Abstract In this paper, the researcher focuses on assessing the language learning benefits for students of adapting the communicative language teaching (CLT) methodology to an English textbook, a methodology that, according to Richards (2006), Littlewood (2008) and others, is influential in shaping second language learning worldwide . This paper is intended to contribute to the understanding of the effectiveness of CLT when applied to a textbook and how the practical application of this methodology can lead to students’ increased knowledge and understanding of the subject matter and target language of the textbook as well as assess students’attitudes and perceptions toward those communicative activities. The instruments used in the data collection included a pre- and post-test multiple-choice quiz to ascertain if there is a significant difference in the students’ knowledge and understanding of the subject matter in the textbook before and after using communicative activities, and a Likert-type five-point scale rating system questionnaire and open-ended questions to measure students’ attitudes and perceptions. Thus, the aim of the researcher in this paper has been to investigate and quantitatively measure the effectiveness of these communicative teaching activities and assess the students’ attitudes and perceptions toward them. Keywords: Communicative activities, communicative language teaching (CLT), classroom research Introduction Rationale of the study The communicative language approach to teaching English to second language speakers has a long history reaching back to the 1970s and has been influential in shaping language teaching worldwide (Richards, 2006) . Several studies have been undertaken to investigate the effectiveness of the communicative language teaching (CLT) methodology in the classroom situation, both internationally and in the Thai context, the majority of which have yielded positive results. It appears, however, that no researcher has thus far investigated the effectiveness of applying CLT techniques to a textbook which has been written to teach English in a second or foreign language classroom. Therefore, in this paper the researcher investigates the effectiveness of communicative activities to ascertain if there is a significant difference in the students’ knowledge and understanding of the subject matter in the textbook before and after using communicative activities. Students’attitudes and perceptions toward those communicative activities are also assessed. Through such investigation it is hoped that the researcher/ instructor will benefit by quantifying whether or not the communicative teaching activities he has created for his students are effective or not and if effective to what degree and in which ways can they be improved. Likewise, the researcher/instructor will benefit from quantifying the students’ attitudes and perceptions toward the communicative activities. Thus the researcher/instructor should be better equipped to improve the activities for future cohorts of students undertaking the same course (described below) . Furthermore, other pedagogues who are in a similar position of attempting to apply CLT techniques to their own textbooks which have been written to teach English in a second language classroom may also benefit from the sharing of this research. Context of the study The participants have been selected by convenience sampling asthe students under study are from the National Institute of Development Administration (NIDA) undertaking the course LC4002 Integrated English Language Skills Development, which the researcher has been teaching since October, 2010. The course, which is conducted by the Graduate School of Language and

FAQs

Who are the participants and how were they selected?

Participants are NIDA master’s students in the LC4002 course, selected using convenience sampling across multiple classes, for a total of 99 students.

Sep 4, 2026

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