Navigating E-Learning: EFL Teachers’ Insights and Attitudes toward ELT and CLT Principles: A Comparative Study

Abstract

Communicative Language Teaching (CLT) has emerged as a prominent method in language education, emphasizing interaction and real-life communication to enhance language proficiency. With the rapid advancement of digital technologies, the application of CLT principles in e-learning environments has gained significant attention. This study explores the familiarity and perceptions of English as a Foreign Language (EFL) teachers regarding CLT principles, comparing their implementation in non-profit private schools and private language centers. Employing a mixed-methods approach, we gathered data through adapted questionnaires and recorded online teaching sessions and analyzed them using the Communicative Orientation of Language Teaching (COLT) Observation Scheme. The findings revealed that teachers in private language centers displayed more positive perceptions of CLT and more effectively integrated digital tools and interactive strategies into their online instruction, compared to their counterparts in non-profit private schools. However, it was found that there was no significant disparity in overall attitudes toward CLT between the two groups, suggesting that institutional conditions and individual teaching experiences may mediate these perceptions. The study underscores the need for targeted professional development, curricular reforms, and enhanced resource provision to enhance the implementation of CLT in EFL e-learning environments and to promote more communicative, learner-centered instruction.