Communicative Language Teaching (CLT) in English as a Foreign Language (EFL) Classrooms - A Systematic Review of its Pedagogical Effectiveness and Classroom Implementation

Sep 2, 2026

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This systematic review investigates the pedagogical effectiveness and classroom implementation of Communicative Language Teaching (CLT) in English as a Foreign Language (EFL) classrooms. The review synthesizes findings from 18 studies published between 2015 and 2024, employing various research methodologies including quantitative surveys, questionnaires, quasi-experiments, qualitative interviews, observations, mixed-methods, and case studies. The primary focus areas examined across these studies are instructional effectiveness, English proficiency outcomes, and implementation challenges. A significant portion of the reviewed research, 72%, originates from Asia, particularly China, Taiwan, South Korea, Cambodia, Bangladesh, Iran, Iraq, and Saudi Arabia, with a notable concentration of studies, suggesting a high interest in CLT in these regions. Europe contributed 18% of the studies, with representation from Ukraine, Turkey, and Spain. Africa and Latin America were represented by 5% each. The findings indicate that CLT generally contributes positively to instructional effectiveness and English proficiency. However, the review also highlights various implementation challenges that educators face, including issues related to teacher training, resource availability, and adapting CLT principles to diverse classroom contexts. The prevalence of quantitative research (39%) in the reviewed studies suggests a focus on measuring outcomes, while qualitative and mixed-method approaches offer deeper insights into the practical aspects of CLT implementation.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages10

Reading Time25 min

AccessFree to download

Instructional effectiveness

English proficiency outcomes

Implementation challenges

Method

Region

FAQs

What is the primary focus of this systematic review?

This systematic review focuses on the pedagogical effectiveness and classroom implementation of Communicative Language Teaching (CLT) in English as a Foreign Language (EFL) classrooms.

What research methodologies were employed in the reviewed studies?

The reviewed studies utilized a variety of methodologies, including quantitative (surveys, questionnaires, quasi-experiments), qualitative (interviews, observations), mixed-methods, and case studies.

Which geographical region contributed the most research to this review?

Asia contributed the most research, with 72% of the studies originating from countries like China, Taiwan, South Korea, Cambodia, Bangladesh, Iran, Iraq, and Saudi Arabia.

Sep 2, 2026

Upload by Ophelia