[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-186778-en":3,"doc-seo-186778-105":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},186778,2336474466712,"Quinn Holloway","https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd",8,"Research & Report","Factors Affecting the Application of Communicative Language Teaching (CLT) in Syrian Schools - Article","Analysis of factors affecting Communicative Language Teaching (CLT) implementation in Syrian schools, using surveyed perceptions of teachers and student-related conditions. Results summarize major, moderate, and mild challenges across demographics, including misconceptions about CLT, limited knowledge of English culture, insufficient time and resources for communicative materials, and inadequate CLT training opportunities. Student constraints, administrative support, class size, exam-system incompatibility, and assessment instrument gaps are also highlighted, alongside infrastructure limitations such as lack of AV equipment.","| 2021 Volume 2, issue 1 : 1-14\u003Cbr>DOI: [https://doi.org/10.48185/tts.v2i1.143](https://doi.org/10.48185/tts.v2i1.143)\u003Cbr>Factors Affecting the Application of Communicative Language Teaching CLT in Syrian Schools\u003Cbr>Moustafa Armnzai1, HussienAlakrash2\u003Cbr>1 Department of English and Foreign Languages, Tezpur University, Assam, India.\u003Cbr>2School of Language Studies and Linguistics, Faculty of Social Sciences and Humanities, Universiti Kebangsaan Malaysia, Bangi, Malaysia.\u003Cbr>Corresponding author: Hussien Alakrash [[hussienalakrash94@gmail.com](hussienalakrash94@gmail.com)] |\n| --- |\n| Received: 05/02/2021 • Accepted: 23/03/2021 • Published: 31/03/2021 |\n\n\n| Demographics | N | % |\n| --- | --- | --- |\n| Male | 23 | 46 |\n| Female | 27 | 54 |\n| 20 – 30 years old | 28 | 56 |\n| 31 – 50 years old | 22 | 44 |\n\n\n| Demographic | N | % |\n| --- | --- | --- |\n| 1 – 5 years of experience | 20 | 40 |\n| 6 – 10 years of experience | 12 | 24 |\n| 11 – 20 years of experience | 18 | 36 |\n| B.A. | 44 | 88 |\n| M.A | 6 | 12 |\n\n\n| No. Statements |  | Major\u003Cbr>challenge |  | Challenge |  | Mild\u003Cbr>challenge |  | Not a\u003Cbr>challenge |  |\n| --- | --- | --- | --- | --- | --- | --- | --- | --- | --- |\n|  |  | N | % | N | % | N | % | N | % |\n| 1 | Teachers have misconceptions about CLT. | 6 | 12% | 13 | 26% | 20 | 40% | 11 | 22% |\n| 2 | Teachers lack knowledge about English culture. | 3 | 6% | 4 | 8% | 4 | 8% | 39 | 78% |\n| 3 | Teachers have little time to develop materials for communicative activities. | 3 | 6% | 26 | 52% | 14 | 28% | 7 | 14% |\n| 4 | Teachers have fewer resources for communicative material development. | 15 | 30% | 21 | 42% | 12 | 24% | 2 | 4% |\n| 5 | Teachers lack training about the CLT approach. | 9 | 18% | 23 | 6% | 15 | 30% | 3 | 6% |\n| 6 | There are few opportunities for teachers to get CLT training. | 25 | 50% | 15 | 0% | 8 | 16% | 2 | 4% |\n| 7 | Teachers lack access to authentic materials such as newspapers, magazines, movies, etc. | 23 | 46% | 11 | 22% | 10 | 20% | 6 | 12% |\n\n\n| No. | Statements | Major\u003Cbr>challenge |  | Challenge Mild challenge Not a\u003Cbr>challenge |  |  |  |  |\n| --- | --- | --- | --- | --- | --- | --- | --- | --- |\n|  |  | N | % | N % | N | % | N | % |\n| 8 | Students have low-level English proficiency. | 32 | 64% | 14 28% | 2 | 4% | 0 | 0% |\n| 9 | Students have a passive style of learning. | 11 | 22% | 34 68% | 4 | 8% | 1 | 2% |\n| 10 | Students are less confident and less prepared for CLT. | 33 | 66% | 12 24% | 5 | 10% | 0 | 0% |\n| 11 | Students resist participating in communicative class activities. | 33 | 66% | 10 20% | 7 | 14% | 0 | 0% |\n| 12 | Students lack the motivation for developing | 5 | 10% | 23 46% | 17 | 34% | 5 | 10% |\n\n\n| No. | Statements | Major\u003Cbr>challenge |  | Challenge |  | Mild challenge |  | Not a\u003Cbr>challenge |  |\n| --- | --- | --- | --- | --- | --- | --- | --- | --- | --- |\n|  |  | N | % | N | % | N | % | N | % |\n| 13 | There is a lack of enough support from the administration. | 5 | 10% | 14 | 28% | 26 | 52% | 5 | 10% |\n| 14 | The traditional view on teachers’ and students’role is not compatible with CLT. | 5 | 10% | 17 | 34% | 24 | 48% | 3 | 8% |\n| 15 | Classes are too large for the effective use of CLT. | 4 | 8% | 2 | 24% | 19 | 38% | 15 | 30% |\n| 16 | Lack of material for communicative activities | 21 | 42% | 18 | 36% | 10 | 20% | 2 | 4% |\n| 17 | CLT is unsuitable for existing examination system in Syria | 17 | 34% | 25 | 50% | 7 | 14% | 1 | 2% |\n| 18 | The existing syllabus is not\u003Cbr>suitable for\u003Cbr>communicative activities. | 15 | 30% | 4 | 28% | 14 | 28% | 7 | 14% |\n| 19 | Classrooms are not equipped with AV aids. | 35 | 70% | 11 | 22% | 4 | 8% | 0 | 0% |\n\n\n| No. | Statements | Major\u003Cbr>challenge |  | Challenge |  | Mild\u003Cbr>challenge |  | Not a\u003Cbr>challenge |  |\n| --- | --- | --- | --- | --- | --- | --- | --- | --- | --- |\n|  |  | N | % | N | % | N | % | N | % |\n| 20 | There is a lack of effective and efficient instruments to assess communicative\u003Cbr>competence. | 30 | 60% | 18 | 36 | 1 |","cbCaimIHGkhVC30p","https://ap.wps.com/l/cbCaimIHGkhVC30p","pdf",348423,2,1,14,"English","en",105,"# Received, Accepted, Published\n## Demographics\n## Perceived Challenges (1-7)\n## Perceived Challenges (8-12)\n## Perceived Challenges (13-19)\n## Perceived Challenges (20-24)","[{\"question\":\"What major teacher-related challenges affect CLT in Syrian schools?\",\"answer\":\"Commonly reported issues include teachers’ misconceptions about CLT, lack of knowledge of English culture, and limited resources or time to develop materials for communicative activities. Limited training opportunities and inadequate training about the CLT approach are also prominent.\"},{\"question\":\"How do student factors influence the application of CLT?\",\"answer\":\"Many respondents indicate low-level English proficiency, passive learning styles, and low confidence or poor preparation for CLT. Resistance to participating in communicative activities is also identified as a significant barrier.\"},{\"question\":\"Which systemic and assessment-related issues hinder CLT adoption?\",\"answer\":\"Challenges include insufficient administrative support, incompatibility between CLT and the traditional roles of teachers and students, large class sizes, and limitations of existing examination systems. The document also highlights a lack of effective instruments to assess communicative competence and gaps in local assessment instruments.\"}]","Factors Affecting the Application of Communicative Language Teaching (CLT) in Syrian Schools - Article | PDF",1788376874,35,{"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},"factors-affecting-the-application-of-communicative-language-teaching-clt-in-syrian-schools-article","",{"@graph":37,"@context":86},[38,54,69],{"@type":39,"itemListElement":40},"BreadcrumbList",[41,45,48,51],{"item":42,"name":43,"@type":44,"position":21},"https://docshare.wps.com","Home","ListItem",{"item":46,"name":47,"@type":44,"position":20},"https://docshare.wps.com/document/","Document",{"item":49,"name":12,"@type":44,"position":50},"https://docshare.wps.com/document/research-report/",3,{"item":52,"name":13,"@type":44,"position":53},"https://docshare.wps.com/document/factors-affecting-the-application-of-communicative-language-teaching-clt-in-syrian-schools-article/186778/",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 major teacher-related challenges affect CLT in Syrian schools?","Question",{"text":76,"@type":77},"Commonly reported issues include teachers’ misconceptions about CLT, lack of knowledge of English culture, and limited resources or time to develop materials for communicative activities. Limited training opportunities and inadequate training about the CLT approach are also prominent.","Answer",{"name":79,"@type":74,"acceptedAnswer":80},"How do student factors influence the application of CLT?",{"text":81,"@type":77},"Many respondents indicate low-level English proficiency, passive learning styles, and low confidence or poor preparation for CLT. Resistance to participating in communicative activities is also identified as a significant barrier.",{"name":83,"@type":74,"acceptedAnswer":84},"Which systemic and assessment-related issues hinder CLT adoption?",{"text":85,"@type":77},"Challenges include insufficient administrative support, incompatibility between CLT and the traditional roles of teachers and students, large class sizes, and limitations of existing examination systems. The document also highlights a lack of effective instruments to assess communicative competence and gaps in local assessment instruments.","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},[94,98,102,106,111,116,121,124,129,132,136],{"id":21,"doc_module":4,"doc_module_name":47,"category_name":95,"show_sort_weight":96,"slug":97},"Story & Novel",90,"story-novel",{"id":20,"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":119,"slug":120},7,"Healthcare",40,"healthcare",{"id":11,"doc_module":4,"doc_module_name":47,"category_name":12,"show_sort_weight":122,"slug":123},30,"research-report",{"id":125,"doc_module":4,"doc_module_name":47,"category_name":126,"show_sort_weight":127,"slug":128},9,"Religion & Spirituality",20,"religion-spirituality",{"id":127,"doc_module":4,"doc_module_name":47,"category_name":130,"show_sort_weight":127,"slug":131},"World Cup","world-cup",{"id":133,"doc_module":4,"doc_module_name":47,"category_name":134,"show_sort_weight":133,"slug":135},10,"Lifestyle","lifestyle",{"id":137,"doc_module":4,"doc_module_name":47,"category_name":138,"show_sort_weight":107,"slug":139},19,"General","general"]