Implementing the CLT Approach in Online Instruction during the COVID-19 Pandemic: Opportunities and Challenges Encountered by Thai EFL University Lecturers
Main Article Content
Abstract
As a consequence of the COVID-19 outbreak, Thai EFL teachers have been assigned to change their teaching platform from traditional face-to-face to online classes during lockdown periods. In light of this change, the study attempts to explore the teachers’ views and their implementation of the CLT approach in online education in consideration of the fact that the approach was claimed to be the preferred approach in classroom-based instruction. Accordingly, three research instruments; namely, questionnaire, individual interview, and focus group discussion were applied to elicit information and access the teachers’ viewpoints and their in-depth online teaching experiences. Thai EFL teachers perceived that communicative-based online teaching increased classroom interaction, encouraged student engagement, and promoted student’s self-directed learning. However, a number of challenges, including the lack of student attention and discipline, large class size, and technology difficulties, were revealed as the perceived barriers to implementing the CLT approach in the Thai EFL online classroom context. Overall, this study is assumed to shed light on Thai EFL teacher’s communicative-oriented online teaching practices and contribute to the existing body of knowledge in the field of online English language teaching in Thai higher education.
Article Details
References
Abou-Khalil, V., Helou, S., Khalifé, E., Chen, M. A., Majumdar, R., & Ogata, H. (2021). Emergency online learning in low-resource settings: Effective student engagement strategies. Education Sciences, 11(1), 1-18. https://doi.org/10.3390/educsci11010024
Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1-47. https://doi.org/10.1093/applin/i.1.1
Dotson, M. P., Hoyt, L. T., & Cohen, A. K. (2022). ‘Unsuitable’environments: a qualitative study of US college youth learning online while sheltering-in-place in spring 2020. Journal of Youth Studies, 27, 1-17. https://doi.org/10.1080/13676261.2022.2112162
Gloriez, P. (2022). Communicative language teaching and its implementation in online learning: The teachers’ voice. Journal of English Language Teaching and Linguistics, 7(1), 157-170. https://doi.org/10.21462/jeltl.v7i1.751
Grothaus, C. (2022). Collaborative online learning across cultures: the role of teaching and social presence. Qualitative Research in Education, 11(3), 298-326. https://doi.org/10.17583/qre.10474
Howatt, A. (1984). A history of English language teaching. Oxford University Press.
Hymes, D. (1972). On communicative competence. Sociolinguistics, 269-293.
Jacobs, G. M., & Farrell, T. S. (2003). Understanding and implementing the CLT (Communicative Language Teaching) paradigm. RELC Journal, 34(1), 5-30. https://doi.org/10.1177/003368820303400102
Komol, T., & Suwanphathama, S. (2020). Students' perceptions of the Communicative Language Teaching (CLT) to improve English listening and speaking skills. English Language and Literature Studies, 10(4), 40-46. https://doi.org/10.5539/ells.v10n4p40
Kwon, Y. (2017). A study of Thai teachers’ perceptions toward the implementation of Communicative Language Teaching of English. HRD Journal, 8(1), 114-125.
Moleke, H., & Montle, E. (2022). Determining the influence of students’ English proficiency level(s) on participating in extracurricular activities. International Journal of Social Science Research and Review, 5(12), 405-414. https://doi.org/10.47814/ijssrr.v5i12.737
Nambiar, D. (2020). The impact of online learning during COVID-19: students’ and teachers’ perspective. The International Journal of Indian Psychology, 8(2), 783-793.
Ng, C. H. (2020). Communicative Language Teaching (CLT) through synchronous online teaching in English language preservice teacher education. International Journal of TESOL Studies, 2(2), 62-73. https://doi.org/10.46451/ijts.2020.09.06
Office of the Ministry of Higher Education, Science, Research and Innovation. (2022). The Curriculum Standard Criteria B.E.2565 (2022). Office of the Higher Education Commission.
Pitikornpuangpetch, C., & Suwanarak, K. (2021). Teachers’ beliefs and teaching practices about Communicative Language Teaching (CLT) in a Thai EFL context. LEARN Journal: Language Education and Acquisition Research Network, 14(2), 1-27.
Pongsirijan, M., Wongrak, C., Kookiattikoon, S., & Puangsuk, O. (2019). When beautiful Thai smiles do not count: CLT for receiving compliments in English. REFLections, 26(1), 30-57. https://doi.org/10.61508/refl.v26i1.199900
Promtara, N., & Suwanarak, K. (2018). Thai students and teachers’ perceptions of learning and teaching English through the Communicative Language Teaching approach. NIDA Journal of Language and Communication, 23(33), 23-42.
Rahimi, M., & Naderi, F. (2014). The relationship between EFL teachers’ attitudes towards CLT and perceived difficulties of implementing CLT in language classes. International Journal of Applied Linguistics and English Literature, 3(3), 237-245. https://doi.org/10.7575/aiac.ijalel.v.3n.3p.237
Ramsin, A., & Mayall, H. J. (2019). Assessing ESL learners’ online learning Self-efficacy in Thailand: Are they ready? Journal of Information Technology Education, 18, 467-479. https://doi.org/10.28945/4452
Richards, J. C. (2005). Communicative language teaching today: SEAMEO Regional Language Centre Singapore.
Savignon, S. J. (2017). Communicative competence. In J. Liontas (Ed.), The TESOL encyclopedia of English language teaching (pp. 1-7). Wiley Online Library.
Sirisakpanich, D., & Suchinsak, W. (2021). Constraints of transition to online education in schools during a COVID-19 pandemic evidence from Thailand. International Journal of Entrepreneurship, 25, 1-10.
Sukavatee, P., & Khlaisang, J. (2023). A Ssurvey of research into English teaching approaches and instructional media in Thailand. LEARN Journal: Language Education and Acquisition Research Network, 16(2), 752-769.
Sukman, K., & Mhunkongdee, T. (2021). Thai EFL learners’ voices on learning English online during the COVID-19 pandemic. International Journal of English Language Teaching, 9(2), 1-9. https://doi.org/10.2139/ssrn.3824069
Taft, S. H., Perkowski, T., & Martin, L. S. (2011). A framework for evaluating class size in online education. The Quarterly Review of Distance Education, 12(3), 181-197.
Taladngoen, U. (2019). English language policy and English language teaching practice in Thailand: A perfect match or a mismatch. Manutsat Paritat: Journal of Humanities, 41(1), 17-26.
Talbot, D. (2024, January 5). The Most Spoken Languages in the World. https://wordsrated.com/the-most-spoken-languages-in-the-world/
Toscu, S. (2023). Exploring classroom interaction in online education. Education and Information Technologies, 1-27. https://doi.org/10.1007/s10639-023-11622-x
Wongsothorn, A., Hiranburana, K., & Chinnawongs, S. (2002). English Language Teaching in Thailand Today. Asia Pacific Journal of Education, 22(2), 107-116. https://doi.org/10.1080/0218879020220210
Yeung, M. W., Yau, A. H., & Lee, C. Y. (2023). How should webcams be used in online learning under COVID‐19: A co‐orientation analysis of teachers' and students' perceptions of student social presence on webcam. Journal of Computer Assisted Learning, 39(2), 399-416. https://doi.org/10.1111/jcal.12751