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.