BARRIERS TO INTERACTION: APPLYING COMMUNICATIVE LANGUAGE TEACHING IN LECTURE-BASED UNIVERSITIES
Abstract
This article explores the barriers to interaction when applying Communicative Language Teaching (CLT) in lecture-based universities, particularly in EFL contexts. Although CLT promotes student-centered learning and active communication, traditional lecture methods often limit student participation. The study uses a survey to identify the main factors that reduce classroom interaction. The findings show that large class sizes, lecture-centered traditions, low speaking confidence, limited time, exam-oriented assessment, and inflexible classroom environments restrict communicative activities. The article also suggests gradual strategies to increase interaction. The results highlight the importance of moving from passive learning to interactive communication to improve students’ speaking skills.Keywords
Communicative Language Teaching, interaction, speaking skills, lecture-based universities, EFL, barriers, student participation
References
- Brown, H. D. (2001). Teaching by Principles: An Interactive Approach to Language Pedagogy. New York: Longman.
- Harmer, J. (2007). How to Teach English. Harlow: Pearson Education Limited.
- Littlewood, W. (2004). The task-based approach: Some questions and suggestions. ELT Journal, 58(4), 319–326.
- Richards, J. C., & Rodgers, T. S. (2001). Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press.
Downloads
Download data is not yet available.