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It attributes the mismatch to big class sizes, limited CLT-focused training, insufficient instructional resources, and grammar-prioritizing curricula. The critique evaluates qualitative design rigor and highlights the need for systemic support, curriculum reform, leadership commitment, and sustained teacher capacity-building to enable communicative instruction and strengthen learners’ communicative competence.",{"@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 & 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Filipino Primary Schools: A Paper Review  \nDOI: 10.5281/zenodo.15287470  \nAngelie Caparida  \nUniversity of the Visayas-Philippines [jayleentienza@gmail.com](jayleentienza@gmail.com)  \n[Jodessa M. Capuno](Jodessa M. Capuno)  \nUniversity of the Visayas-Philippines [jtigolmajan@gmail.com](jtigolmajan@gmail.com)  \n[Joy D. Mendoza](Joy D. Mendoza)  \nUniversity of the Visayas-Philippines [yojm0901@gmail.com](yojm0901@gmail.com)  \nEduardo Omaña  \nDepartment of Education-Philippines [eduardo.omana@deped.gov.ph](eduardo.omana@deped.gov.ph)  \nAbstract  \nIn this paper, Maestre and Gindidis' study Teachers' Beliefs, Practices, and Challenges in Using Communicative Language Teaching (CLT) in an ESL Context in the Philippines is critically reviewed. The study looked at the opinions, teaching strategies, and difficulties faced by English teachers in a private school in Davao City when it came to using Communicative Language Teaching (CLT) . By using a qualitative approach, the researchers discovered a discrepancy between the instructors' favorable opinions of CLT and their largely conventional, teacher-centered teaching methods. Contextual impediments like big class sizes, little training focused on CLT, a lack of instructional resources, and a curriculum that prioritizes grammar-centered instruction were the main causes of this discrepancy. This analysis goes beyond the study's results and places them in a more comprehensive context. This critique evaluates the methodological robustness of the study, noting the appropriateness of its qualitative design and the value of triangulating data from multiple sources. It also considers the study’s practical relevance to the broader discourse on English language teaching in the Philippines, where English serves both as a medium of instruction and as a marker of socio-economic mobility. The review emphasizes that transforming classroom practices requires more than changing teacher beliefs—it necessitates systemic support, including curriculum reform, leadership commitment, and sustained teacher capacity-building programs. In conclusion, this critique highlights the need for educational stakeholders to foster enabling environments where communicative teaching methods can flourish. Aligning pedagogical beliefs with practice is essential to improving English language instruction and achieving communicative competence among Filipino learners in diverse ESL contexts.  \nKeywords: Communicative Language Teaching, teacher beliefs, classroom practices  \nINTRODUCTION  \nAs language teaching techniques continue to advance, Communicative Language Teaching (CLT) has gained widespread support as a strategy for teaching English as a second language (ESL) across the globe. Authentic communication, learner participation, and real-world language use are prioritized by CLT above grammar-focused instruction and rote memorization. However, pedagogical principles, training, and the realities of the educational setting are often critical to the successful implementation of CLT.  \nAdapting CLT in schools offers special potential and challenges in the Philippines, a nation where English is both an official language and a major medium of teaching. Teachers’ Beliefs, Practices, and Challenges in Using Communicative Language Teaching (CLT) in an ESL Context in the Philippines is a study by Maestre and Gindidis (2021) that explores how primary school teachers in a private Davao City institution view and use CLT in their instruction. The study finds a substantial discrepancy between instructors' theoretical knowledge of CLT and its actual use, which is impacted by structural problems like insufficient training, strict curriculum requirements, and classroom constraints.  \nThis paper aims to critically analyze the findings and methodology of Maestre and Gindidis’ work, discussing its contributions to the field of language education a","cbCaiigHu61UAUK6","https://ap.wps.com/l/cbCaiigHu61UAUK6","pdf",164050,"English","# Introduction\n# Summary of the Study on Teachers’ Beliefs, Practices and Challenges in Using Communicative Language Teaching (CLT) in an ESL Context in the Philippines\n## Research Background\n## Methodology","[{\"question\":\"What discrepancy does the review identify in teachers’ CLT implementation?\",\"answer\":\"Teachers show favorable opinions of CLT, but their classroom methods are largely conventional and teacher-centered rather than fully communicative.\"},{\"question\":\"What main factors are cited as obstacles to implementing CLT?\",\"answer\":\"Big class sizes, limited CLT-focused training, lack of instructional resources, and a curriculum that prioritizes grammar-centered instruction.\"},{\"question\":\"How does the critique assess the methodological quality of the original study?\",\"answer\":\"It finds the qualitative design appropriate and values the triangulation of data from multiple sources, while placing findings in a broader educational context.\"}]","Evaluating the Challenges and Opportunities in Implementing Communicative Language Teaching (CLT) in Filipino Primary Schools - Paper Review | PDF",13]