[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-186984-en":3,"doc-seo-186984-105":31,"detail-sidebar-cat-0-en-105":92},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":20,"is_deleted":4,"is_public":21,"is_downloadable":21,"audit_status":21,"page_count":22,"language":23,"language_code":24,"site_id":25,"html_lang":24,"table_of_contents":26,"faqs":27,"seo_title":28,"seo_description":14,"update_tm":29,"read_time":30},186984,7971461741311,"Ophelia","https://ap-avatar.wpscdn.com/avatar/74000253aff267980c6?x-image-process=image/resize,m_fixed,w_180,h_180&k=1779345379180704826",8,"Research & Report","Communicative Language Teaching (CLT) in English as a Foreign Language (EFL) Classrooms - A Systematic Review of its Pedagogical Effectiveness and Classroom Implementation","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.","| Main focus | Authors |\n| --- | --- |\n| Instructional\u003Cbr>effectiveness | Adem & Berkessa (2022); Berezenko et al.(2022); Akdaǧ-Çimen & Hatice Çeşme (2022); Mora & Mora-Plaza (2023); Chen (2020); Doeur\u003Cbr>(2022); Islam Khan et al. (2024); Liu & Diana Deris (2023) |\n\n\n| English proficiency outcomes | Berezenko et al.(2022); Farooq (2015); Akdaǧ-Çimen & Hatice Çeşme (2022); Chiroque Chero (2022);Chen (2020); Liu & Diana Deris (2023);Polrodi & Pourhosein Gilakjani (2021) |\n| --- | --- |\n| Implementation challenges | Adem & Berkessa (2022); Gu (2025); Asmari (2015); Takal et al. (2021); Shi et al.(2019); Islam Khan et al. (2024); Islam (2021); Jeon, J. & Yin, J. (2022);\u003Cbr>Fattah, A. & Saidalvi, A. (2019) |\n\n\n| Method | Number | Percentage |\n| --- | --- | --- |\n| Quantitative (survey, questionnaire, quasi-experiment) | 7 | 39% |\n| Qualitative (interview, observation) | 3 | 17% |\n| Mixed-Method | 4 | 22% |\n| Case Study | 4 | 22% |\n| Total | 18 | 100% |\n\n\n| Region | Countries | Number | Percentage |\n| --- | --- | --- | --- |\n| Asia | China, Taiwan, South Korea, Cambodia, Bangladesh, Iran, Iraq, Saudi Arabia(*2), Afghanistan | 13 | 72% |\n\n\n| Africa | Ethiopia | 1 | 5% |\n| --- | --- | --- | --- |\n| Europe | Ukraine, Turkey, Spain | 3 | 18% |\n| LatinAmerica | Peru | 1 | 5% |\n| Total |  | 18 | 100% |","cbCaipD4ObltCeV6","https://ap.wps.com/l/cbCaipD4ObltCeV6","pdf",351076,2,1,10,"English","en",105,"# Instructional effectiveness\n# English proficiency outcomes\n# Implementation challenges\n# Method\n# Region","[{\"question\":\"What is the primary focus of this systematic review?\",\"answer\":\"This systematic review focuses on the pedagogical effectiveness and classroom implementation of Communicative Language Teaching (CLT) in English as a Foreign Language (EFL) classrooms.\"},{\"question\":\"What research methodologies were employed in the reviewed studies?\",\"answer\":\"The reviewed studies utilized a variety of methodologies, including quantitative (surveys, questionnaires, quasi-experiments), qualitative (interviews, observations), mixed-methods, and case studies.\"},{\"question\":\"Which geographical region contributed the most research to this review?\",\"answer\":\"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.\"}]","Communicative Language Teaching (CLT) in English as a Foreign Language (EFL) Classrooms - 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