Teachers' Practices on the Implementation of Communicative Language Teaching (CLT) Through Synchronous Online Learning - A Systematic Literature Review

Sep 2, 2026

This systematic literature review synthesizes research on how communicative language teaching (CLT) is implemented through synchronous online learning and how teachers’ practices shape instructional outcomes. It reviews studies addressing instructor beliefs, challenges, and experiences in virtual environments, and examines how platforms and tools can support authentic communication. Findings highlight Zoom-related affordances, engagement and motivation concerns, the value of dialogic interaction, and constraints such as time consumption, teacher readiness, and the prominence of asynchronous CLT implementations.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages18

Reading Time45 min

AccessFree to download

Objectives and research focus

CLT implementation through synchronous online learning

Data collection techniques

Quasi-experimental studies

Literature reviews

Observations and mixed-method designs

Qualitative approaches and interviews

Main findings by study

Instructor beliefs and virtual facilitation

Engagement, motivation, and communication affordances

Tool use (e.g., Zoom, Meet, Webex) and interaction patterns

Challenges and limitations in online CLT

| Reference | Data
Collection
Technique | Objectives | Main Findings | Journal | Country | | --- | --- | --- | --- | --- | --- | | Vanorsdal
e (2017) | Quasiexperimental research study | Explores factors related to the beliefs of in-service English as a Second Language (ESL) instructor’s in facilitating CLT through online and blended learning
environments. | (not stated clearly) | Association for the Advancement of Computing in Education (AACE) . | United
States | | Teh (2021) | Literature review | Answer the question of the current | Synchronous online learning, with | International Journal of | Malaysia | | | | status of CLT instruction and some useful approaches to teaching CLT virtually. | the engagement of technological tools such as Zoom and Discord, are ways to mimic real-life communication.
Online CLT
approaches such as
computermediated learning areasynchronous nature and suitable for collaborative activities or learners who might feel shy to speak in class. | TESOL & Education | | | --- | --- | --- | --- | --- | --- | | Kohnke &
Moorhouse (2020) | Literarature review | Explores English language educators experience with synchronous online teaching and suggests ways that Zoom can help address them | Zoom has enormous potential for second language acquisition,
Students quickly adapt to Zoom
By utilizing Zoom multiple features, online delivery sessions can become interactive and dialogic | RELC Journal | China | | Yumnam (2021) | Observations | Explores the various e- | Various elearning tools | Journal of Translation | India | | | | learning practices into making effective teaching of English as a second language. | like the
internet, video conferencing platforms like Zoom, Google Meet and Webex, Google Classroom, YouTube, podcast andvodcast, online-boards, mobile phones, and social networking sites like WhatsApp, Facebook and Twitter are explored to efficiently teach English as a second language. | and Language Studies | | | --- | --- | --- | --- | --- | --- | | Ng (2020) | Observations | Examines the challenges of using synchronous online learning | Zoom is a technological platform providing some imitations of face-to-face interaction. However, it is time consuming rather than traditional method. | International Journal of TESOL Studies | Singapore | | Huang et
al. (2021) | Mixedmethods design
Survey | Investigating English learners’experiences of engagement when using online | Most of the students didn’t have enough motivation while learning ESL via online. They just want | IJERI: International Journal of Educational Research and Innovation, | China | | | Qualitative visual method | platforms for learning in a university in China during the COVID-19 pandemic. | to pass the paper instead of learning the language itself. | | | | --- | --- | --- | --- | --- | --- | | Safira et al (2021) | Qualitative descriptive method
Interviews
Observation
Documentation | Expose the English teaching and learning process during the SMP Purnama Jakarta pandemic period. | The media utilized by the teacher Google Meet,
Google Classroom, WhatsApp, YouTube, and other applications.
CLT mostly implemented asynchronously | Journal of Languages and
Language Teaching | Indonesia | | Lukas & Yunus (2021) | Qualitative
approach
Case study
In-depth
interview | Explore teachers’ elearning experiencesand challenges in teaching the English language. | The use of elearning was effective-- some elearning applications permitted students learning English to readily access beneficial language resources and communicate directly with native English speakers.
Have limitations such as
teachers’readiness to adopt elearning, | International Journal of Learning, Teaching and Educational Research | Malaysia |

FAQs

What does the review investigate about CLT in synchronous online learning?

It explores how CLT instruction is implemented virtually and how teachers’ practices, beliefs, and experiences influence facilitation through synchronous online learning environments.

Which online tools and platforms are frequently discussed in the studies?

Zoom is repeatedly emphasized for supporting interactive, dialogic sessions, alongside tools such as Zoom, Discord, Google Meet, Webex, Google Classroom, YouTube, podcasts, online boards, and social platforms like WhatsApp and Facebook.

What challenges and limitations recur across the findings?

Common limitations include insufficient learner motivation, time consumption compared with traditional approaches, constraints related to teacher readiness to adopt e-learning, and difficulties maintaining engagement or authentic communication.

Sep 2, 2026

Upload by Ethan Miller