[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-186781-en":3,"doc-seo-186781-105":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},186781,687207024478,"Mia  ","https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd",8,"Research & Report","EFL Teachers’ Voices on Implementing Communicative, Task-Based, and Content-Based Language Instruction - Empirical Evidence","The study examines EFL teachers’ perspectives on implementing Communicative Language Teaching (CLT), Task-Based Language Teaching (TBLT), and Content-Based Instruction (CBI) in Indonesian classrooms. Although these approaches are recognized for supporting communicative competence, local adaptation presents persistent difficulties. Using a qualitative design with ten certified EFL teachers, the research gathers data through semi-structured interviews and classroom observations, then applies thematic analysis. Results show efforts to promote authentic communication, task engagement, and language-content integration, alongside challenges with fluency-accuracy balance, participation, authentic text adaptation, and institutional constraints. The findings indicate the need for curriculum reform and contextualized teacher support.","| JoLLIT Journal of Language Studies and Literature\u003Cbr>[https://e-journal.sadhulenterailmu.com/index.php/jollit](https://e-journal.sadhulenterailmu.com/index.php/jollit)\u003Cbr>[Email: jollit@sadhulenterailmu.com](Email: jollit@sadhulenterailmu.com)\u003Cbr>DOI: [https://doi.org/](https://doi.org/) | February 2026, Vol. 1, No. 1 e-ISSN: xx-xx pp. 18-33 |  |\n| --- | --- | --- |\n| EFL Teachers’ Voices on Implementing Communicative, Task-Based, and Content-Based Language Instruction: Emperical Evidence\u003Cbr>1*Muhammad Yani, 2Ahmed Ayoub, 3Mohammed Yasser\u003Cbr>1English Language Education, Faculty of Educational Science, STKIP Harapan Bima, West Nusa Tenggara, Indonesia\u003Cbr>2Applied Linguistics, Faculty of Letters and Human Sciences, Mohammed V University in Rabat Rabat, Morocco\u003Cbr>3English Department, Bu-Ali Sina University, QFRQ+V8H District 2, Hamedan, Iran\u003Cbr>*Corresponding Author Email: [ahmadyani@stkipharapanbima.ac.id](ahmadyani@stkipharapanbima.ac.id)[ ](ahmadyani@stkipharapanbima.ac.id)Received: August 2025, Revised: October 2025; Accepted: February 2026; Published: February 2026\u003Cbr>Abstract\u003Cbr>This study explores EFL teachers’ perspectives on the implementation of Communicative Language Teaching (CLT), Task-Based Language Teaching (TBLT), and Content-Based Instruction (CBI) in Indonesian classrooms. While these approaches are widely acknowledged for promoting communicative competence, their adaptation to local contexts remains challenging. The research aimed to examine how issues of CLT manifest in practice, how TBLT enhances learners’ communicative proficiency, and how CBI facilitates both language acquisition and content learning. Employing a qualitative design, the study involved ten certified EFL teachers with over ten years of teaching experience. Data were collected through semi-structured interviews and classroom observations, then analyzed thematically to identify recurring patterns. Findings revealed that teachers conceptualize CLTas a means of fostering authentic communication, though they struggle to balance fluency and accuracy under exam-driven curricula and large class conditions. TBLT was reported to engage learners effectively through authentic, task-based activities such as role-plays, problem-solving, and projectbased work, though teachers encountered challenges in ensuring equal participation and managing group dynamics. CBI was viewed as a valuable approach to integrate language and content, motivating students through meaningful subject matter while simultaneously building linguistic and cognitive skills. However, teachers highlighted difficulties in adapting authentic texts to learners’ proficiency levels. The study concludes that while CLT, TBLT, and CBI hold significant potential, their success depends on contextual adaptation and institutional support. These findings carry both theoretical and practical implications, pointing to the need for curriculum reform, teacher training, and contextsensitive pedagogical strategies in EFL education.\u003Cbr>Keywords: Communicative language teaching; Task-based language teaching; Content-based instruction; EFL edagogy; Teacher perspectives |  |  |\n| JoLLIT Journal of Language Studies and Literature is Licensed Under a CC BY-SA Creative Commons Attribution-ShareAlike 4.0 International License. |  | |\n| How to cite: Yani, M, Ayoub, A. & Yasser, M. (2026) . EFL Teachers’ Voices on Implementing Communicative, Task-Based, and Content-Based Language Instruction: An Emperical Evidence, oLLIT Journal of Language Studies and Literatur , 1(1), 18-33, Doi: [https://doi.org/](https://doi.org/) |  |  |\n\n\n| Interview Questions | \u003Cbr>EFL Teachers’ Voices |\n| --- | --- |\n| How do EFL teachers define and understand the\u003Cbr>principles of\u003Cbr>Communicative Language Teaching (CLT) in your own teaching practice? | For me, CLT means focusing on how students can actually use English in real-life situations rather than just memorizing grammar rules. I try to design activities where they must negotiate m","cbCaisIGyeK3BQnm","https://ap.wps.com/l/cbCaisIGyeK3BQnm","pdf",297414,3,1,16,"English","en",105,"# Abstract\n## Research Design and Data Collection\n## Findings on CLT, TBLT, and CBI\n## Challenges and Institutional Factors\n## Conclusions and Implications","[{\"question\":\"What is the focus of the study on EFL teachers’ voices?\",\"answer\":\"The study focuses on how EFL teachers implement CLT, TBLT, and CBI in Indonesian classrooms and what issues arise in practice.\"},{\"question\":\"How was the research conducted and what data were collected?\",\"answer\":\"A qualitative design was used with ten certified EFL teachers. Data were collected through semi-structured interviews and classroom observations, then analyzed thematically.\"},{\"question\":\"What main challenges do teachers report when implementing CLT, TBLT, and CBI?\",\"answer\":\"Teachers report difficulties balancing fluency and accuracy under exam-driven curricula and large classes for CLT. For TBLT, challenges include equal participation and group dynamics. For CBI, adapting authentic texts to learners’ proficiency levels is a key difficulty.\"}]","EFL Teachers’ Voices on Implementing Communicative, Task-Based, and Content-Based Language Instruction - Empirical Evidence | PDF",1788376907,40,{"code":4,"msg":32,"data":33},"ok",{"site_id":25,"language":24,"slug":34,"title":13,"keywords":35,"description":14,"schema_data":36,"social_meta":87,"head_meta":89,"extra_data":91,"updated_unix":29},"efl-teachers-voices-on-implementing-communicative-task-based-and-content-based-language-instruction-empirical-evidence","",{"@graph":37,"@context":86},[38,54,69],{"@type":39,"itemListElement":40},"BreadcrumbList",[41,45,49,51],{"item":42,"name":43,"@type":44,"position":21},"https://docshare.wps.com","Home","ListItem",{"item":46,"name":47,"@type":44,"position":48},"https://docshare.wps.com/document/","Document",2,{"item":50,"name":12,"@type":44,"position":20},"https://docshare.wps.com/document/research-report/",{"item":52,"name":13,"@type":44,"position":53},"https://docshare.wps.com/document/efl-teachers-voices-on-implementing-communicative-task-based-and-content-based-language-instruction-empirical-evidence/186781/",4,{"url":52,"name":13,"@type":55,"author":56,"headline":13,"publisher":58,"fileFormat":61,"inLanguage":24,"description":14,"dateModified":62,"datePublished":63,"encodingFormat":61,"isAccessibleForFree":64,"interactionStatistic":65},"DigitalDocument",{"name":9,"@type":57},"Person",{"url":42,"name":59,"@type":60},"DocShare","Organization","application/pdf","2026-09-05","2026-09-02",true,{"@type":66,"interactionType":67,"userInteractionCount":20},"InteractionCounter",{"@type":68},"ViewAction",{"@type":70,"mainEntity":71},"FAQPage",[72,78,82],{"name":73,"@type":74,"acceptedAnswer":75},"What is the focus of the study on EFL teachers’ voices?","Question",{"text":76,"@type":77},"The study focuses on how EFL teachers implement CLT, TBLT, and CBI in Indonesian classrooms and what issues arise in practice.","Answer",{"name":79,"@type":74,"acceptedAnswer":80},"How was the research conducted and what data were collected?",{"text":81,"@type":77},"A qualitative design was used with ten certified EFL teachers. Data were collected through semi-structured interviews and classroom observations, then analyzed thematically.",{"name":83,"@type":74,"acceptedAnswer":84},"What main challenges do teachers report when implementing CLT, TBLT, and CBI?",{"text":85,"@type":77},"Teachers report difficulties balancing fluency and accuracy under exam-driven curricula and large classes for CLT. For TBLT, challenges include equal participation and group dynamics. For CBI, adapting authentic texts to learners’ proficiency levels is a key difficulty.","https://schema.org",{"og:url":52,"og:type":88,"og:title":13,"og:site_name":59,"og:description":14},"article",{"robots":90,"canonical":52},"index,follow",{"doc_id":7,"site_id":25},{"code":4,"msg":5,"data":93},[94,98,102,106,111,116,120,123,128,131,135],{"id":21,"doc_module":4,"doc_module_name":47,"category_name":95,"show_sort_weight":96,"slug":97},"Story & Novel",90,"story-novel",{"id":48,"doc_module":4,"doc_module_name":47,"category_name":99,"show_sort_weight":100,"slug":101},"Literature",80,"literature",{"id":53,"doc_module":4,"doc_module_name":47,"category_name":103,"show_sort_weight":104,"slug":105},"Exam",70,"exam",{"id":107,"doc_module":4,"doc_module_name":47,"category_name":108,"show_sort_weight":109,"slug":110},5,"Comic",60,"comic",{"id":112,"doc_module":4,"doc_module_name":47,"category_name":113,"show_sort_weight":114,"slug":115},6,"Technology",50,"technology",{"id":117,"doc_module":4,"doc_module_name":47,"category_name":118,"show_sort_weight":30,"slug":119},7,"Healthcare","healthcare",{"id":11,"doc_module":4,"doc_module_name":47,"category_name":12,"show_sort_weight":121,"slug":122},30,"research-report",{"id":124,"doc_module":4,"doc_module_name":47,"category_name":125,"show_sort_weight":126,"slug":127},9,"Religion & Spirituality",20,"religion-spirituality",{"id":126,"doc_module":4,"doc_module_name":47,"category_name":129,"show_sort_weight":126,"slug":130},"World Cup","world-cup",{"id":132,"doc_module":4,"doc_module_name":47,"category_name":133,"show_sort_weight":132,"slug":134},10,"Lifestyle","lifestyle",{"id":136,"doc_module":4,"doc_module_name":47,"category_name":137,"show_sort_weight":107,"slug":138},19,"General","general"]