Improving the Methodology for Developing Linguistic and Communicative Competence of Future English Language Teachers through the CLIL Approach

Integrating communicative language teaching into elementary English curriculum: A framework for multidimensional competency development

This study examines the implementation of Communicative Language Teaching (CLT) in elementary school contexts to enhance students’ communicative competence. The study addresses the gap between theoretical assumptions of CLT and its practical application in classrooms, particularly within the Indonesian educational setting. The objective of this research is to analyze how CLT strategies are applied and to evaluate their impact on students’ speaking skills and classroom interaction. A qualitative research design was employed, involving classroom observations, interviews with teachers, and document analysis. The findings indicate that the use of communicative activities such as role play, group discussions, and interactive tasks significantly improves students’ confidence and ability to communicate in English. However, several challenges were identified, including limited teacher proficiency, lack of instructional resources, and constraints related to traditional teaching practices. The study concludes that CLT is an effective approach for promoting active learning and communicative competence in elementary education. Its successful implementation requires adequate teacher training and contextual adaptation. These findings contribute to the development of more effective language teaching practices in primary education. Keywords: communicative competence; communicative language teaching; elementary education; speaking skills

Mounting English Communication Ability among Students through AI-Assisted Communicative Language Teaching

Developing English communication competence remains a major challenge for higher education students, particularly in contexts where English is learned as a second language. Traditional grammar-oriented instruction often provides limited opportunities for authentic interaction, critical thinking, and spontaneous communication now- a- days. At the same time, advances in artificial intelligence (AI), digital learning environments, and Communicative Language Teaching (CLT) have created new possibilities for improving learners' communication skills. Recent research suggests that AI can enhance personalized feedback, learner engagement, and classroom interaction when integrated thoughtfully into pedagogy. This study proposes an AI-assisted communicative teaching model for learners. A mixed-methods research design is recommended, combining quantitative assessment of communication gains with qualitative interviews exploring learner and teacher experiences. Data would be analyzed using descriptive statistics, reliability testing, t-tests, ANOVA, and thematic analysis. The study aims to demonstrate that integrating AI-supported learning activities with communicative teaching strategies improves total communication. The proposed framework contributes to English language pedagogy by combining technological innovation with learner-centered instructional design and offers practical recommendations for curriculum developers, teacher educators, and higher education institutions. Keywords: English communication competence, Communicative Language Teaching,  Artificial Intelligence,  Higher Education, English Language Teaching,  Digital Pedagogy.

Exploring teacher ’s roles in communicative language teaching: A qualitative study in an informal English basic course

Examining the Difficulties of English Language Teaching in Japan: Implications for Future Assistant Language Teachers

English language education has been a central focus of educational reform in Japan as the country seeks to strengthen students’ communicative competence in a globalized world. Despite these reforms, many Japanese learners continue to face challenges in developing effective English communication skills. This qualitative study examines the difficulties encountered in English language teaching (ELT) in secondary schools in Kobe, Japan, and explores the implications of these challenges for future Assistant Language Teachers (ALTs). The study employed a qualitative research design using semi-structured interviews with twenty English teachers from three public secondary schools in Kobe. Data were analyzed using thematic analysis to identify recurring patterns and key instructional challenges. To strengthen the analysis, frequency counts and participant quotations were incorporated. The findings reveal that examination-oriented teaching practices continue to shape classroom instruction, with teachers prioritizing grammar and reading skills. Other challenges include limited class time, large class sizes, and varying levels of teacher confidence in conducting communicative lessons. Despite these constraints, collaboration with Assistant Language Teachers and the use of interactive strategies were identified as potential solutions. The study concludes that strengthening teacher training, integrating communicative approaches, and providing institutional support are essential to improving English language learning outcomes.

Project-Based Learning for Integrated Arabic Language Skills: A Library-Based Review of Linguistic and Communicative Competence Development

The integration of listening, speaking, reading, and writing remains a major challenge in Arabic language instruction, as these skills are often taught separately, resulting in limited communicative competence among learners. Although Project-Based Learning (PjBL) has been widely implemented in language education, comprehensive evidence regarding its role in integrating the four Arabic language skills is still limited. Therefore, this study aims to examine how PjBL facilitates the integrated development of Arabic language skills while fostering learners’ linguistic and communicative competence. This study employed a qualitative library research approach by analyzing peer-reviewed journal articles, books, and relevant academic publications published between 2021 and 2025. Data were collected through documentation and analyzed using content analysis to identify recurring themes, instructional patterns, and pedagogical implications. The findings reveal that PjBL creates a student-centered learning environment in which listening, speaking, reading, and writing are developed simultaneously through interconnected project stages, including planning, information gathering, collaborative discussion, product development, presentation, and reflection. Listening skills are enhanced through exposure to instructions and authentic audio materials, speaking through group discussions and presentations, reading through the exploration of various written sources, and writing through the production of reports, dialogues, posters, and digital content. Furthermore, PjBL promotes learner motivation, creativity, critical thinking, collaboration, self-confidence, and meaningful language use in authentic contexts. Despite challenges related to instructional time, teacher readiness, and technological resources, the findings suggest that PjBL remains an effective pedagogical approach for developing integrated Arabic language proficiency. This study contributes a comprehensive synthesis of recent evidence and offers a conceptual framework for implementing integrated, communicative, and project-oriented Arabic language instruction in secondary education.

Measuring The Effectiveness of Year 5 English Textbook in Teaching Listening and Speaking Skills

The implementation of the Common European Framework of Reference for Languages (CEFR) in Malaysia has increased the need to evaluate English language textbooks that support communicative competence. This study evaluated the effectiveness of English Plus 1 Year 5 in developing listening and speaking skills among Malaysian primary ESL learners. A convergent parallel mixed-methods design was employed, combining an evaluation of the ELT-TEC textbook with survey responses from 30 English-language teachers in Malaysian government primary schools. Quantitative data were analysed using descriptive statistics, while qualitative responses were analysed through thematic analysis using NVivo 15. The findings indicate that the textbook generally supports oral language development through structured listening and speaking activities. However, teachers identified limitations related to support for lower-proficiency learners, authentic communication, cultural relevance, and classroom implementation. The study recommends enhancing CEFR-aligned instructional materials by incorporating more authentic tasks, differentiated learning zactivities, culturally relevant content, and greater professional support for teachers.