Communicative Language Teaching（CLT）对EFL学习者口语能力的影响与实施挑战 - 研究综述与评价

Q: What research questions guide the document?

The document asks how effective CLT is in enhancing EFL learners’ speaking skills and what contextual challenges hinder or mediate CLT implementation in EFL classrooms.

Q: How were studies selected and screened for quality?

Quality assessment checked whether articles were published between 2020 and 2025, whether they related to CLT improving EFL speaking skills, and whether they were accessible via the cited platform. Inclusion required CLT and EFL speaking focus in English research journals, while exclusion removed unrelated journals, non-English materials, and dissertations or irrelevant references.

Q: What outcomes does the document report from CLT-based interventions?

Across studies, CLT is associated with statistically significant improvements in fluency and related speaking measures, higher student belief in CLT benefits, and positive attitudes toward interactive and real-life tasks such as role-play and group work.

Q: What challenges are reported that may limit CLT success?

Reported challenges include learner anxiety, vocabulary gaps, classroom distractions, initial difficulty for low-proficiency learners, and a need for teacher facilitation and training to ensure effective implementation.

Sep 2, 2026

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The study investigates how effective Communicative Language Teaching (CLT) is for improving speaking skills among English as a Foreign Language (EFL) learners across different educational settings. It also examines contextual challenges that may mediate or hinder successful CLT implementation in EFL classrooms. Quality assessment criteria cover publication timeframe, topic relevance to CLT and EFL speaking improvement, and accessibility. Inclusion and exclusion criteria focus on English-language research journals. Findings across literature links CLT to improved fluency, complexity, confidence, and real-world communication, while highlighting barriers such as anxiety and vocabulary gaps.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages14

Reading Time35 min

AccessFree to download

Research Questions

Quality Assessment Criteria

Evaluation checklist

Inclusion and Exclusion Criteria

Review of Included Studies

Studies on effectiveness and speaking improvement

Reported challenges in CLT implementation

| RQ 1 | How effective is Communicative Language Teaching (CLT) in enhancing speaking skills among English as a Foreign Language (EFL) learners across diverse educational contexts? | | --- | --- | | RQ 2 | What are the contextual challenges that mediate or hinder the successful implementation of CLT in English as a foreign language (EFL) classrooms? | | QA | Quality Assessment Criteria | Enter Criteria | | | --- | --- | --- | --- | | | | Yes | No | | QA1 | Was the journal article published between 2020 and 2025? | √ | | | QA2 | Is the journal paper related to Communicative Language Teaching (CLT) in Enhancing EFL Learners’ Speaking Skills? | √ | | | QA3 | Is the journal accessible through the website
[https://scholar.google.com/](https://scholar.google.com/?)[?](https://scholar.google.com/?) | √ | | | Inclusion | Exclusion | | --- | --- | | 1. Research that focuses on Communicative Language Teaching (CLT) in Enhancing EFL Learners’Speaking Skills.
2. English Language Journal.
3. Only research journals. | 1. Journals that do not discuss Communicative Language Teaching (CLT) in Enhancing EFL Learners’Speaking Skills.
2. Languages other than English.
3. Dissertations, theses, book sections, proceedings, product descriptions and irrelevant references. | | Author & Year | Title of the Study | Research Method | Key Findings | | --- | --- | --- | --- | | Octavianita et al. (2021) | The Implementation CLT Approach to Improve Students Speaking Skills | Literature review (document analysis of journals and teaching materials) | CLT enhances communicative competence through authentic materials (e.g., videos, news), interactive tasks (role-play, simulations), and learnercentered strategies. Emphasis on fluency over accuracy fosters confidence and real-world communication. | | Nisha (2024) | Communicative Language Teaching (CLT) in Improving Speaking Skills of Tertiary Level EFL Students of Bangladesh | Mixed-methods: questionnaire (n=30), pre-post perception survey, Likert-scale analysis | Statistically significant improvement in fluency and complexity. 96.4% of students believed CLT improved their speaking; 100% would recommend it. Real-life situations (76.7%) and interactive activities were rated most helpful. | | Aziz & Hanafi (2024) | The Effectiveness of Communicative Language Teaching (CLT) on Students Speaking Ability at SMAN 1 Rejotangan | Quantitative quasiexperimental: onegroup pre-test/posttest design (n=20), paired t-test | Mean speaking score increased from 75.45 (pretest) to 80.40 (post-test) . Paired t-test p-value = 0.000 (<0.05), confirming CLT’s significant effectiveness in enhancing speaking ability among | | | | | Indonesian high school students. | | --- | --- | --- | --- | | Wathawatthana et al. (2025) | Breaking the Silence: The Impact of the CLT Method on Grade 12
Students’ Speaking Skills | Pre-experimentalone-group pretest/post-test (n=30), questionnaire, semi-structured interviews, thematic analysis | Mean speaking score rose from 61.2 to 69.2 (p < 0.001) . Students held positive attitudes (mean Likert = 4.23/5), valuing role-play, group work, and real-life practice. Challenges included anxiety, vocabulary gaps, and classroom distractions. | | Triwibowo (2023) | Enhancing English Proficiency: The Impact of Communicative Language Teaching on Second Language Learners | Qualitative: semistructured interviews, focus groups, classroom observation, document analysis | Learners reported increased confidence, autonomy, and proficiency in speaking or listening. CLT fostered engagement through authentic tasks. However, low-proficiency learners struggled initially, and some desired more structured grammar instruction. Teacher facilitation and training were deemed critical. |

FAQs

What research questions guide the document?

The document asks how effective CLT is in enhancing EFL learners’ speaking skills and what contextual challenges hinder or mediate CLT implementation in EFL classrooms.

How were studies selected and screened for quality?

Quality assessment checked whether articles were published between 2020 and 2025, whether they related to CLT improving EFL speaking skills, and whether they were accessible via the cited platform. Inclusion required CLT and EFL speaking focus in English research journals, while exclusion removed unrelated journals, non-English materials, and dissertations or irrelevant references.

What outcomes does the document report from CLT-based interventions?

Across studies, CLT is associated with statistically significant improvements in fluency and related speaking measures, higher student belief in CLT benefits, and positive attitudes toward interactive and real-life tasks such as role-play and group work.

What challenges are reported that may limit CLT success?

Reported challenges include learner anxiety, vocabulary gaps, classroom distractions, initial difficulty for low-proficiency learners, and a need for teacher facilitation and training to ensure effective implementation.

Sep 2, 2026

Upload by Jiven