Teachers’ Challenges in Communicative Language Teaching: A Focus on Speaking and Writing
DOI:
https://doi.org/10.5281/zenodo.21861762Keywords:
Communicative Language Teaching, speaking, writing, English language teaching, public secondary schools, qualitative researchAbstract
This study explored the implementation of Communicative Language Teaching (CLT) in public secondary schools, with particular focus on the challenges encountered by English teachers in teaching speaking and writing. Using a qualitative descriptive research design with a phenomenological approach, the study involved ten Junior High School English teachers from Mobo South District, Division of Masbate Province. Data were gathered through a validated semi-structured interview guide and analyzed using thematic analysis. Findings revealed that teachers generally perceived CLT as a learner-centered and communication-driven approach that promotes fluency, confidence, interaction, and real-life language use. Teachers implemented CLT through role plays, simulations, discussions, group work, problem-solving tasks, real-life contexts, authentic materials, and technology-supported activities. However, several challenges affected its implementation, including learners’ low English proficiency, limited vocabulary, fear of making mistakes, lack of confidence, large class sizes, limited time, curriculum and assessment misalignment, and lack of resources. Despite these challenges, teachers adapted their practices through differentiated activities, feedback, process-based writing, technology use, peer collaboration, and supportive classroom strategies. The study concludes that effective CLT implementation requires sustained teacher training, curriculum and assessment alignment, access to authentic and digital resources, and stronger institutional support.
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