APB-LEAPS 2026 - Special Issue Volume X Issue XXI - Omani English Teachers' Perspectives on Implementing Communicative Language Teaching in Post-Basic Schools: A Case Study

Sep 15, 2026

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Communicative Language Teaching (CLT) is widely promoted for developing communicative competence through purposeful language use, yet a persistent gap remains between teachers’ awareness and classroom implementation, especially in non-native contexts such as Oman. This qualitative case study examined how six Omani English teachers in government post-basic schools (Grades 11–12) conceptualised and interpreted CLT. Semi-structured interviews were analysed using the CO-CAT framework to identify patterns. Teachers linked effective CLT to supportive classroom environments and context-dependent conditions shaped by learner proficiency, lesson focus, time, and classroom realities.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages9

Reading Time23 min

AccessFree to download

Introduction

Communicative Language Teaching and communicative competence

CLT adoption in Oman's education system

Research gap and research question

Literature Review

Theoretical Foundations

APB-LEAPS 2026 | International Journal of Research and Innovation in Social Science (IJRISS) ISSN: 2454-6186 | DOI: 10.47772/IJRISS Special Issue | Volume X Issue XXI July 2026 Omani English Teachers’Perspectives on Implementing Communicative Language Teaching in Post-Basic Schools: A Case Study Amal SalimAlhanashi¹, Prof. Dr. Tajularipin bin Sulaiman² ¹PhD Candidate, Faculty of Business, Information and Human Sciences, Kuala Lumpur University of Science & Technology (KLUST), Malaysia ²Professor in Pedagogy and Cognitive Development, Department of Foundations of Education, Faculty of Educational Studies, Universiti Putra Malaysia, Malaysia *Corresponding Author DOI: [https://doi.org/10.47772/IJRISS.2026.102100098](https://doi.org/10.47772/IJRISS.2026.102100098) Received: 18 June 2026; Accepted: 30 June 2026; Published: 05 August 2026 ABSTRACT Communicative Language Teaching (CLT) has been widely promoted as an approach emphasizing communicative competence and purposeful language use. Despite its prominence in English language education, a persistent gap exists between teachers' awareness and classroom implementation ofCLT principles, particularly in non-native contexts such as Oman. While previous studies have quantified teacher awareness, limited qualitative research has explored how teachers interpret and adapt CLT within their specific classroom contexts. This qualitative case study investigated how six Omani English teachers in government post-basic schools (Grades 11–12) conceptualised and interpreted CLT within their classroom contexts. Semi-structured interviews were conducted and analysed using the Codes–Categories–Themes (CO–CAT) framework to identify patterns in teachers' perspectives. Teachers associated effective implementation of CLT with supportive classroom environments that foster confidence and communication. Teachers also viewed CLT as context-dependent, influenced by learner proficiency, lesson focus, instructional time, and classroom conditions, resulting in selective and adaptive implementation practices. Teachers conceptualised CLT not simply as a collection of communicative techniques, but as a set of interconnected conditions that support classroom communication, including learner participation, authentic language use, emotional support, and contextual adaptation. The study contributes to understanding the theory–practice gap as a process of professional judgement rather than a failure of implementation. The findings may inform teacher professional development, curriculum implementation, and communicative language teaching practices in Oman and similar EFL contexts. Keywords: Communicative Language Teaching, Teacher Perspectives, English Language Teaching, Omani EFL Teachers, Qualitative Study INTRODUCTION Communicative Language Teaching (CLT) is widely recognised as an approach that emphasises communicative competence and meaningful language use. The primary goal of CLT is the development of communicative competence rather than the mastery of grammatical forms alone (Richards & Rodgers, 2014; Savignon, 2002) . This perspective marked an important shift in language pedagogy by moving attention from the mastery of linguistic forms toward communication as both the means and the goal of language learning. Earlier approaches, such as the Grammar-Translation Method, the Direct Method, and the Audio-Lingual Method, generally placed greater emphasis on linguistic forms and controlled practice, providing comparatively limited opportunities for learners to engage in meaningful communication (Richards & Rodgers, 2014) . As a result, CLT has become a dominant approach within English language education and continues to influence language curricula and classroom practices across diverse educational contexts (Salam & Luksfinanto, 2024) . Page 1155 [www. rsisinternational.org](www. rsisinternational.org) APB-LEAPS 2026 | International Journal of Research and Innovation in Social

FAQs

What is the focus of the study on Omani post-basic schools?

The study investigates Omani English teachers’ perspectives on implementing Communicative Language Teaching (CLT) in post-basic school contexts.

How was the research conducted to analyze teachers’ perspectives?

Semi-structured interviews with six Omani English teachers were analysed using the Codes–Categories–Themes (CO–CAT) framework to identify recurring patterns.

Which factors shape teachers’ implementation of CLT according to the study?

Teachers view CLT as context-dependent, influenced by learner proficiency, lesson focus, instructional time, and classroom conditions, leading to selective and adaptive implementation.

Sep 15, 2026

Uploaded by Skyler

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