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Since 1994, changes promoted communicative competence to meet growing internationalization and globalization demands. Implementing CLT, however, remains challenging due to factors such as large class sizes and parents’ negative attitudes affecting teachers’ willingness. Using quantitative surveys and qualitative interviews, the study examined teachers’ needs for better communication-focused classroom practices.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/teachers-needs-in-the-advancement-of-communicative-language-teaching-clt-in-taiwan-tesol-international-journal-research-article/268529/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/teachers-needs-in-the-advancement-of-communicative-language-teaching-clt-in-taiwan-tesol-international-journal-research-article/268529.png","ImageObject",300,407,{"name":92,"@type":93},"Kyle","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-09-15",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",17,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What reform direction has Taiwan’s English education taken since 1994?","Question",{"text":113,"@type":114},"It has moved from historical grammar-translation pedagogy toward communication-oriented teaching to raise learners’ communicative proficiency.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"Why is implementing CLT challenging according to the study?",{"text":118,"@type":114},"Large class sizes and parents’ negative attitudes toward CLT can reduce teachers’ willingness to apply CLT practices.",{"name":120,"@type":111,"acceptedAnswer":121},"What do teachers in the study say they need to make CLT more applicable?",{"text":122,"@type":114},"They demand in-service training and support from native English-speaking teachers, along with re-education for students and parents and backing from school authorities.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},268529,1789432044,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":140,"language":141,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":130,"read_time":145,"preview_page_count":4},3985741905716,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","TESOL International Journal  \nTeachers’ Needs in the Advancement of Communicative Language Teaching (CLT) in Taiwan  \nShu-Hsiu Huang*  \nKaohsiung Medical University, Taiwan  \nLi-Chin Yang  \nKaohsiung Medical University, Taiwan  \nAbstract  \nEnglish language education in Taiwan has experienced a number of modifcations over the past decade. The Ministry of Education (MOE) has initiated several reforms since 1994 to change the historical grammar-translation pedagogy into one emphasizing more communication. The purpose of these alterations was to increase learners’ communication profciencyy so they could meet the new demands resulting from increased internationalization and globalization. Previous studies regarding Communicative Language Teaching (CLT) in many other EFL (English as a foreign language) settings and Taiwan have shown promising resultsy yet the process of implementing CLT has often been challenging. Many factorsy such as large class sizes and parents’ negative attitudes toward CLTy have been found to negatively infuence teachers’ willingness to implement CLT. Using a multi-methodological approach of quantitative surveys and qualitative interviewsy this study aims to examine teachers’ needs for better communication-oriented practices in the classrooms of Taiwan. In totaly 75 teachers were surveyed. Based on their degree of willingness to participatey 15 of them were further contacted for more in-depth interviews. The fndings of the study revealed that to make CLT more applicabley teachers demanded in-service training and assistance from native English-speaking teachers (NESTs) . In additiony students’ and parents’ re-education to value the development of communication profciencyy and to gain more knowledge about CLTy and the support from school authoritiesy were considered crucial.  \nKeywords: communicative language teachingy CLTy multi-methodological approachy learning motivationy communicative competence  \nIntroduction  \nIn order to meet the demands of the fast-growing global economyy to recognize the status of English as an international communication tooly and to increase the number of people who can communicate effectively in Englishy many countries in Asia have reformed their English language education in the past two decades (Littlewoody 2007). New English syllabi aimed at “teaching English for effective and appropriate communication”have been released regularly in Singapore (Zhangy 2006) . The MOE in Hong Kong introduced a policy of trilingualism (Englishy Cantonesey and Chinese)y which emphasizes the development of oral profciency (Lawy 2003) . English has been used as the medium for instruction at schools led by native English-speaking teachers (NESTs) . Communicative Language Teaching (CLT) pedagogy was frst introduced in the sixth curriculum (Yoony 2004)y and further reformed in the seventh curriculum in South Korea in 1997 to initiate new English education. It was promoted as a compulsory subject in every primary school. CLT was utilized in order to  \n* E-mail: [huang4@umail.iu.edu](huang4@umail.iu.edu); Tel: (7) 312 1101 ex 2116*311; Address: 100, Shih-Chuan 1st Road, Kaohsiung, 80708, Taiwan.  \n2018 TESOL International Journal Vol. 13 Issue 1 􀀡 ISSN 2094-3938  \nTESOL International Journal 101  \nenhance students’ interest in English communication (Jung & Nortony 2002) . The CLT movement started in Japan in 1985y and has since then been maintained. Educational movements highlighting “practical English”were generated to develop learners’ oral-aural communication ability in order to make them the functional users rather than knowledge accumulators (Aliponga et al.y 2013; Bulter & Linoy 2005; Ohashiy 2015) . Globalization has also been the driving force for the education reforms in China (Changy 2006; Chengy 1988; Garbe & Mahony 1981; Huy 2005; Huiy 2001; Zhuy 2003) . Despite the resistance after the implementation of CLT at undergraduate and high schoolsy the State Education Development Commission in China a","cbCaicn5iLKk74qi","https://ap.wps.com/l/cbCaicn5iLKk74qi","pdf",476811,18,"English","# Introduction\n## It Matters to Communicate","[{\"question\":\"What reform direction has Taiwan’s English education taken since 1994?\",\"answer\":\"It has moved from historical grammar-translation pedagogy toward communication-oriented teaching to raise learners’ communicative proficiency.\"},{\"question\":\"Why is implementing CLT challenging according to the study?\",\"answer\":\"Large class sizes and parents’ negative attitudes toward CLT can reduce teachers’ willingness to apply CLT practices.\"},{\"question\":\"What do teachers in the study say they need to make CLT more applicable?\",\"answer\":\"They demand in-service training and support from native English-speaking teachers, along with re-education for students and parents and backing from school authorities.\"}]","Teachers’ Needs in the Advancement of Communicative Language Teaching (CLT) in Taiwan - TESOL International Journal - Research Article | PDF",45]