Studies in Learning, Evaluation, Innovation and Development > Vol. 8, No. 1 (2011)

Expectation versus Reality: Communicative Approach to EFL Teaching

Abdu Moh'd Al-Mekhlafi, Sultan Qaboos University
P. N. Ramani, Ministry of Manpower, Sultanate of Oman


This article explores how the communicative approach to the teaching of English is being understood and implemented by EFL teachers in the context of Oman, given the likely discrepancy between professed theory and classroom practice. More specifically, the study has investigated what the EFL teachers' perceptions of the use of the communicative approach in teaching EFL are and how their perceptions vary according to their gender, qualification, and the level taught by them in relation to the place and importance of grammar, error correction, the respective roles of the learner and the teacher in the learning process, and classroom interactions in the form of pair or group work. Ninety-four teachers of English – 47 male and 46 female – from basic and general education schools in Oman were randomly selected for the study. Karavas-Doukas’s (1996) attitude scale was used in the present study. The respondents were asked to indicate the level of agreement on a five-point scale. The responses were statistically analyzed for the mean scores, standard deviation and T-test of significance across the variables. Overall, the study found that there is a moderately favourable attitude among EFL teachers towards using the communicative approach.

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