EFL teachers’ and learners’ beliefs toward communicative language teaching
Abstract
This paper investigates Cambodian EFL teachers’ and students’ beliefs about communicative language teaching (CLT) in Phnom Penh, Cambodia. A quantitative approach was employed in the study; 33 teachers and 80 students responded to a questionnaire adapted from Khatib and Tootkaboni (2017). The questionnaire covers six aspects of CLT (the role of learners; the role of teachers; the role of grammar; the role of the learners’ native language; pair and group work activities, and error and correction). The results show that teachers and students held positive beliefs toward CLT, especially regarding the roles of teachers and learners, and pair/group work. In addition, teachers and students held different beliefs about CLT in the areas of the role of teachers, the role of the native language, and pair/group work. This study concludes that CLT is positively welcomed in the Cambodian context.
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