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Results indicate stronger preference for MOI, while actual classroom practice more rarely satisfies MOI needs than FFI needs.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/communicative-language-teaching-in-an-efl-context-learners-attitudes-and-perceived-implementation/268739/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/communicative-language-teaching-in-an-efl-context-learners-attitudes-and-perceived-implementation/268739.png","ImageObject",300,407,{"name":42,"@type":43},"Evangeline","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-29","2026-09-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",16,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What two instructional approaches are compared in this study?","Question",{"text":63,"@type":64},"The study compares traditional form-focused instruction (FFI) with communicative meaning-oriented instruction (MOI) in EFL contexts.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How was learners’ attitude and perceived implementation measured?",{"text":68,"@type":64},"Learners’ attitudes and perceived implementation were collected using a 41-item questionnaire and analyzed using descriptive and referential statistics.",{"name":70,"@type":61,"acceptedAnswer":71},"What do the results suggest about learner preferences and classroom implementation?",{"text":72,"@type":64},"Students show relatively higher preferences associated with MOI, but teaching practices align with MOI needs less often than with FFI needs, creating a wider preference–practice gap for MOI.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},268739,1789435959,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,115,120,123,127],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},7,"Healthcare",40,"healthcare",{"id":112,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":113,"slug":114},8,30,"research-report",{"id":116,"doc_module":4,"doc_module_name":25,"category_name":117,"show_sort_weight":118,"slug":119},9,"Religion & Spirituality",20,"religion-spirituality",{"id":118,"doc_module":4,"doc_module_name":25,"category_name":121,"show_sort_weight":118,"slug":122},"World Cup","world-cup",{"id":124,"doc_module":4,"doc_module_name":25,"category_name":125,"show_sort_weight":124,"slug":126},10,"Lifestyle","lifestyle",{"id":128,"doc_module":4,"doc_module_name":25,"category_name":129,"show_sort_weight":97,"slug":130},19,"General","general",{"code":4,"msg":82,"data":132},{"doc_id":79,"user_id":133,"nickname":42,"user_avatar":134,"doc_module":4,"category_id":112,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":140,"language":141,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":12,"update_tm":80,"read_time":145,"preview_page_count":4},13056703019662,"https://ap-avatar.wpscdn.com/avatar/be000253a8e92610077?_k=1778726343310543188","Communicative Language Teaching in an EFL Context: Learners' Attitudes and Perceived  \nImplementation  \nSahail M. Asassfeh  \nEnglish Department & Department of Curriculum and Instruction, Hashemite University, Zarqa, Jordan  \nEmail: [suhail_habashneh@yahoo.com](suhail_habashneh@yahoo.com)  \nFaisal M. Khwaileh  \nDepartment of Curriculum and Instruction, University of Jordan, Amman, Jordan  \n[Email: khwaileh@ju.edu.jo](Email: khwaileh@ju.edu.jo)  \nYousef M. Al-Shaboul  \nEnglish Department & Department of Curriculum and Instruction, Hashemite University, Zarqa, Jordan  \n[Email: yshbool@hu.edu.jo](Email: yshbool@hu.edu.jo)  \nSabri S. Alshboul  \nEnglish Department, Hashemite University, Zarqa, Jordan  \nEmail: [sabri@hu.edu.jo](sabri@hu.edu.jo)  \nAbstract—Communicative language teaching (CLT) applicability to English as a foreign language (EFL) contexts has recently been debated extensively. This study addressed 1525 Jordanian EFL school learners'attitudes and perceived implementation of traditional form-focused (FFI) instruction and communicative meaning-oriented instruction (MOI) of English. The data were collected using a 41-item questionnaire and analyzed using descriptive and referential statistics. Results showed that students' preferences associated with MOI were relatively higher. Too, whereas EFL instruction met learners’ preferences associated with FFI, it rarely responded to learners' MOI needs. More precisely, despite some MOI practices, the gap between students’ preferences and teaching practices associated with MOI was much wider than that between students’preferences and teaching practices associated with FFI. Female learners held relatively higher preference and reported significantly higher exposure to MOI. Compared to private-school learners, public-school learners held higher preference for and more involvement MOI. Low-proficiency learners reported higher preference to, and more practice of, FFI. These results were discussed, and recommendations were set accordingly.  \nIndex Terms—EFL instruction, meaning-oriented instruction, form-focused instruction, communicative language teaching  \nI. INTRODUCTION  \nDue to the great potential communicative competence has played in the emergence of communicative language teaching (CLT) approaches and shaping of well-informed language pedagogies, it has remained a concept that arouses researchers’ curiosity providing a framework that integrates language theory and teaching practice (Savignon, 1991). Rigorous theoretical and empirical research have made applied linguists and educators realize that communicatively competent language users need knowledge of the language and, more importantly, active use and evident ability to put this knowledge in authentic communicative events (Chung & Huang, 2009). Notwithstanding this realization, English language educators, teachers, and learners, continue aspiring to fully grasp the concept of communicative competence, let alone putting it into practice. Instead, there is persistent ambiguity among both learners and teachers pertinent to what CLT is (Savignon, 2007).  \nCLT is a multi-perspectival approach that builds on several disciplines including linguistics, psychology, philosophy, sociology, and education. It focuses on carrying out and implementing methodologies that are capable of enhancing the learner’s functional language ability through active involvement in authentic communicative (Savignon, 2007). Savignon asserts that what lies at the heart of CLT is the understanding that language learning is an educational and apolitical issue as well. The first step in determining such aspects as the teaching method and materials that match the goals of EFL instruction, accordingly, is the immediate context or setting in which EFL instruction is to take place. Given this understanding, CLT is best viewed as an approach, rather than a method, that maintains some level of consistency in the theoretical framework with a much wider room for indivi","cbCaivTsuvnHxw8a","https://ap.wps.com/l/cbCaivTsuvnHxw8a","pdf",268930,11,"English","# Introduction\n## Communicative language teaching and communicative competence\n## Meaning-oriented instruction (MOI) in CLT\n## Form-focused instruction (FFI) and learner attention to meaning","[{\"question\":\"What two instructional approaches are compared in this study?\",\"answer\":\"The study compares traditional form-focused instruction (FFI) with communicative meaning-oriented instruction (MOI) in EFL contexts.\"},{\"question\":\"How was learners’ attitude and perceived implementation measured?\",\"answer\":\"Learners’ attitudes and perceived implementation were collected using a 41-item questionnaire and analyzed using descriptive and referential statistics.\"},{\"question\":\"What do the results suggest about learner preferences and classroom implementation?\",\"answer\":\"Students show relatively higher preferences associated with MOI, but teaching practices align with MOI needs less often than with FFI needs, creating a wider preference–practice gap for MOI.\"}]","Communicative Language Teaching in an EFL Context - Learners' Attitudes and Perceived Implementation | PDF",28]