communicative approach

This study investigated the effect of role-play and simulation approach on Malaysian Polytechnic engineering students’ ESL oral communication skills. In addition, the study examined the students’ perceptions of the effect of the role-play and simulation on their oral communication skills. A mixed method design was employed, using both quantitative and qualitative data collection approaches. The quantitative data were collected from the quasi-experimental study (n=100). The data were collected using a set of questionnaires, a pre and post-test. The data from the questionnaires were analysed using descriptive statistics (percentages and means). The results showed that there was a significant difference between the pre-test and the post-test scores of the role-play and simulation group compared to the traditional group. The findings indicated that the students in the role-play and simulation group had performed better in the post-test compared to the pre-test after the exposure to the role-play and simulation approach in the ESL oral communication skills classes. An implication of the study is that role-play and simulation approach can serve as a possible strategy to improve students’ ESL oral communication skills.

If the target of foreign language teaching is to use the language, communicative language teaching (CLT) seems to be an ideal teaching model. The goal of teaching with this method is to use the language as a medium of communication (Adi, 2012).The application of the communicative approach in teaching English as a foreign language, however, is associated with some problems that can cause the method turn out not to be so much successful and the learning outcome not to be efficient enough. This paper mainly intended to evaluate the problems that may lead to the failure of communicative language teaching in EFL contexts and some possible solutions for such problems. Awareness of these problems and the possible remedies can be helpful for both EFL teachers and learners, providing them with insightful ideas about how to manage their teaching and learning activities for the successful implementation of this method.

Textbook evaluation seems to be inevitable where textbooks are the main source of teaching and learning processes. This study aimed to investigate to what extent ''Vision 3'' (the last volume of the English book series entitled “English for schools”) has the characteristics of a CLT syllabus based on teachers’ points of view. To fulfill the objectives of this study, 60 male and female high school English teachers, teaching at different high schools answered an online questionnaire adapted from AbdelWahab (2013) which is a 3-point Likert scale checklist (i.e. poor, satisfactory, & good). The design of the scale enabled the researchers to evaluate the book in terms of four main criteria including; (1) physical and utilitarian attributes, (2) efficient outlay of objectives and supplementary materials, (3) learning/teaching content, and (4) language skills. The analysis of the data indicated that EFL teachers had a positive attitude towards the English textbook based on the CLT principles except for cultural considerations. The conclusion indicates that the book needs to be modified to include some aspects of cultural values about the target language culture. The results can guide the teachers, syllabus designers, textbook writers, evaluators, and curriculum designers in their planning and designing of future textbooks.

Writing is one of the four skills of language learning, especially, one of the skills of practical communication in a communicative approach. The purpose of this research is to evaluate and analyze writing activities of the writing sections of secondary high school English textbooks, grades 10th, 11th and 12th, so-called vision 1, 2, 3. The theoretical framework of this research, a descriptive-analytical and qualitative method, was based on Kern's (2007) and Harmer’s (2004) model and continuum of writing activities. The writing activities of these vision books were divided into three major categories of controlled, guided and free writing and fifteen more sub-categories. The exercises and activities of the writing section of these six-volume English textbooks, so-called vision 1,2,3 were counted on and the average and percentage of each category were calculated based on Kern’s (2002) and Harmer’s (2004) model and continuum of writing. The findings of this research indicate that the categories of controlled writing and copying, the first item of Kern’s continuum, are the dominant writing tasks in these books. Activities concerning the guided, and especially the free writing activities in these books are rarely seen or they have not been much carefully regarded. In the communicative approach, regarding the goods and the existing requirements, the teaching of writing is generally concerned with free writing tasks. Therefore, to enhance and promote practical communication skills as an aim of a communicative approach, free writing skills are inevitable. The findings of this research point out that English teachers can reinforce and enhance their students’ practical communication abilities in their classes by using freestyle exercises and hence, cover the shortcomings of the books.

This article examines the evolution of teacher education in Iran, with a specific focus on English language teacher training. Utilizing a qualitative analysis of historical documents, the study identifies six distinct periods in this evolution. The first period marks the foundation of teacher education with the establishment of the Dar al-Fonun School. The second period saw the formalization of teacher education through the Central and Higher Teacher Training Colleges. In the third period, teacher training expanded with the creation of Preliminary and Higher Colleges, focusing on multidisciplinary fields, including the French language. The fourth period introduced specialized programs, such as English language teaching, which replaced French. During the fifth period, teacher training centers reached their peak and then declined. Finally, the sixth period marks a shift in the educational system’s approach to teacher education, highlighted by the establishment of Farhangian University. Throughout these periods, English language teacher curricula evolved from classical and structural approaches to communicative and interactive methods. This shift not only highlights the changing pedagogical landscape in Iran but also underscores the need for curricula that better prepare teachers for contemporary classroom dynamics. The findings showcase the developmental trajectory of teacher education in Iran, emphasizing the need to address future challenges.