Communicative Language Teaching (CLT) in Malaysian Context: Its’ Implementation in Selected Community Colleges

Recently Published Dissertations on Community and Junior Colleges

English language plays a very significant role in the Indian context. It is a language which is rich in literature – humanistic, scientific and technical. Language is basically a means of communication. English in India is used not only for communicating with the outside world, but also for inter-state and intra-state communication. It is one of the most widely spoken languages across the globe, making it a ‘lingua franca’ for international communication. English language helps students interact effectively with people from diverse cultures and backgrounds. Communication skills are very essential for students in their academic career, particularly at secondary level. Good communication skills in English help students articulate their thoughts and ideas effectively. In this context, the researchers felt that English teachers should possess positive attitude and right perceptions towards developing communication skills among their students. The present study is an attempt to explore the factors affecting the attitude of teachers towards developing communication skills in English among their students in secondary schools. The present study used descriptive survey method. The data were collected from the respondents using a questionnaire. The researchers used Stratified Random Sampling technique to select a sample consisting of 90 teachers (40 Headmasters and 50 School Assistants in English) from 40 secondary schools located in Visakhapatnam District of Andhra Pradesh. The data were analyzed using descriptive and inferential statistical techniques. The findings of the study revealed that the demographic variables – Gender and Age of teachers have no influence on their attitude towards developing communication skills in English among students at secondary level. However, the location of the school has a significant positive influence on the attitude of teachers towards developing communication skills among the students at secondary level. The study suggested that in-service training programmes are to be conducted for English teachers working in secondary schools at regular intervals of time on the techniques and strategies in developing communication skills in English among their students.

The students' communication skills in English have improved after introducing Extensive Reading courses into the curriculum of Electrical and Electronic Engineering Department. The students' average TOEIC scores, which used to be far lower than the ones of students in other educational institutions, have increased in recent two years. The students who used to avoid learning English have welcomed extensive reading of graded readers for foreign learners and books for native children of English. This is because the extensive reading causes less stress and it is enjoyable. The students who have read more than 0.2 million words of English texts have faster reading speed and more confidence in reading. They seem to change their reading style from English-to-Japanese translation (and comprehension in Japanese) to direct comprehension in English. Their listening comprehension is also improved. Extensive reading is an effective educational method to improve English communication skills of engineering students, and it also becomes a useful method of continuous education for engineers in need of improving their skills.

The English language teaching at Pondok Pesantren Nurul Falah aims to improve the students' communication skills in English through an approach that is more adaptive to the organizational culture. This pesantren has a habit of using Arabic in daily life, so in the teaching of English, Arabic terms such as “huwa,” “huma,” and “huna” are used in teaching pronouns. The method applied involves interactive teaching, adapted to the students’ habits, where each session begins with an explanation of English concepts, which are then linked to Arabic terms that the students are already familiar with. This activity took place over four meetings per month, with morning and afternoon sessions. The results of the teaching activity showed an improvement in the students' understanding of basic English concepts, especially in teaching pronouns, which were easier to understand when linked to Arabic. The discussion in this activity revealed that adapting the language of instruction to the local culture, in this case, Arabic, can create a more comfortable atmosphere and support the students' enthusiasm for learning. Students, who initially felt less confident in speaking English, became more active and open to practicing. In conclusion, English teaching that is adapted to the organizational culture, especially through the use of Arabic in teaching, has proven effective in improving students' understanding and communication skills in English, as well as creating a learning environment that is more enjoyable and relevant to their needs

The study examined the insight of English Teacher towards students of standard XI in acquiring communicative skill in English. The main objective of the paper was to identify the problems of the students in acquiring communicative skill in English. The Normative survey method was adopted in the study. One hundred teachers were considered as a sample for the study. Problem inventory for the teacher was selected as a tool for the study. After establishing Reliability and validity of the tool, it was considered for the final study. Findings of the study is a significant association between the Male and Female teachers on the opinion of problems of the learners in Listening skill with respect to stress pattern, cohesive device, Distinctive sound, Intonation, Contextual meaning and Homophones. Communicative skill can be practiced in the classroom transaction by using role play, pandemonium, discussion, interaction, translated version of Tamil cinema, etc. Written communicative skill can be developed by conducting essay competition, preparing advertisement, preparing projects, etc.

This study's purpose is to interpret the SNC's goal of teaching English as a second language in primary grades across the country. The study is qualitative and uses content analysis to explore SNC's creative aspects. The curriculum clearly aims to improve students' communication skills in English as a second language and make them confident speakers. Along with this, curriculum intent to instill ethical, social, and universal values in Pakistani students through themes and subthemes such as harmony and community solidarity, ideology, religious pluralism, compassion, justice, and dispute resolution to achieve sustainable development goal - SDG 4. SNC is also compared with the Cambridge Curriculum of English as a second language and is found aligned in terms of curriculum approach and skill development however; this paper proposes the professional development of the teachers in the form of pre service and post service workshops for language development and teaching pedagogies of the teachers. This paper also identified the need of print and digital teaching resources to address the need of the teachers and learners. The SNC's vision can only be accomplished if the suggested assessment technique is used, hence revamping the examination system should be prioritized.

It is quite known that there is an intimate relationship between reading literature and improving communication skills. English can be acquired in different ways. However, it could be refined through reading literary texts. Literature has many functions: esthetic and pragmatic functions are two essential factors that contribute to shaping and enhancing communication skills. They add to one's knowledge, and their professional and academic role in establishing positive communication is apparent. The prime aim of the study, the Effect of English on Communication Skills in English, is to identify how literature can affect English learners' speaking and writing abilities. Another focal point of the research is tracing the influence of literature on fostering communication skills utilized in cultural and social contexts. On the other hand, the study attempts to tackle the gap between handling literature and communication separately as tools for language acquisition. Additionally, the study tries to discern the convergent lines linking literature and communication in terms of the reciprocal relations between both of them. A theoretical literature review outlines the nature of this relationship, featuring some literary texts. The larger area of discussion analyzes some other pivotal quotations with relevance to the topic under study. The study shows a tenancy to incorporate more literary texts in education and everyday language.

Being proficient in English and having good communication skills have been recognized as important criteria employers look for in hiring fresh graduates. This review paper aims to present the relevant literature on English communication skills of accounting undergraduates in Malaysia from the perspectives of both the undergraduates and the employers. It also examines suggestions for helping undergraduates improve their English communication skills. This review covered the related literature published in the past ten years from the year 2010 until 2020 using research search engines, namely Google Scholar and Research Gate. It was found that most studies on English communication skills in Malaysia involved undergraduates from several fields of study such as engineering, computer science, hospitality, business and marketing, but very few on accounting undergraduates. Thus, there exists a gap in the literature related to the present study on the English communication skills of undergraduates from this field. Furthermore, a large number of the past studies were found to employ the quantitative method of data collection such as through questionnaires and surveys, while studies employing the qualitative method were less frequent. The implication based on the findings of this review paper is the need for more in-depth studies to further explore the English communication skills of accounting undergraduates in Malaysia. Keywords: English communication skills; Accounting undergraduates; Generic skills; Oral skills; Written skills.

Communicative Language Teaching (CLT) has a long history in an English as a Second Language (ESL) classroom. It is an approach which focuses on developing learners’ communicative skills in a meaningful context. However, the application of communicative language teaching (CLT) in an English language classroom has recently been debated extensively. Teachers still find it difficult and challenging to adopt CLT effectively in the classroom. This paper aims to report the application of CLT in a Year 3 English language classroom during a 90-minute lesson. Specifically, the study intended to observe and describe whether or not the teacher focused on CLT in terms of lesson development and implementation. Data was collected using an observation checklist and field notes in accordance with the objective of the study. The collected data was analysed using content analysis and validated by interrater reliability. The findings have indicated strengths and weaknesses in the lesson conducted. This can be seen in certain features of the observation towards CLT such as pair or group work activities, fluency of the language, error correction implemented by the teacher and the role of the teacher. It can be concluded that CLT approach should be given importance in the classroom by teachers in the learning process.

The aim of this paper is to consider project based learning as one of the most efficient and productive methods used in teaching English as a foreign language to engineering students of Russian technical universities. Special emphasis is put on communication skills to be mastered by future engineers through project based learning. It is of great importance to note that highly developed oral and written communication skills are valuable for engineering students wishing to become successful and competitive in the international arena. Hence, engineering students must be trained well to develop their communication skills in English in the field of professional activity, mainly in the science research area. An inter-disciplinary project designed on the basis of project based learning for the second year students of Tomsk Polytechnic University is reviewed in this work. The authors come to the conclusion that project based learning is an ideal teaching method since it allows engineering students to improve significantly their oral and written communication skills as well as apply the content knowledge in the field of their professional activity within the English language course.

Background. The training of communication skills in English is necessary both for the teaching activity of each student and for his professional development, a good specialist in the field of physical culture. The formative nature of university education is the reference framework of the initial vocational training system of the future sports teachers for efficient verbal communication in English in the international area, for a better cooperation of sports specialists. Studying a professional foreign language contributes to the development of professional abilities and attitudes by exploring the fields of other disciplines with different contents. In the process of teaching / learning English to students, professional competence is developed, but by reporting individual situations and activities of learning, reception and production, typically of foreign languages, to those of the mother tongue, a unitary conception is created about the functioning of the language as an essential element of communication. In this respect, there is a need to develop a model for the communication skills in English of students in the field of physical culture. Aim of research. Optimization the professional English language skills training process for students from Physical Education and Sports Faculties. Research objectives: 1. Studying the theory and practice of the educational process in the English discipline from the State University of Physical Education and Sports (SUPES). 2. Appreciation of the level of English professional language to SUPES students. 3. Determining the content of the English language course in order to build communication skills in foreign languages. 4. Acquisition of sports terminology and ability to read foreign literature. Research methodology. Analysis and generalization of literature, study of working documentation, pedagogical observation. Results. Using this communicative approach in teaching is that: learners learn from what they hear from the communicator, “their oral production” will be greatly increased, they will develop fluency and their level of motivation will increase. Conclusions. Foreign language is necessary to the future sports specialist not only as a means of selecting scientific information but also as a means of communication (in exchange of experience, in international sports competitions and for personal contacts, etc.). The training of English professional language to SUPES students helps in the knowledge and application of sports-pedagogical language, in the formation of general and special cognitive skills, on the basis of which they will undertake the learning and evaluation activity according to the requirements of the modernized curriculum in physical education.

This research article entitled “Advancing Dynamic Proficiency Skills in Teaching English as a Second Language in Indian Setting” is devoted to deliberate the uniqueness of Communication Skills in English for special as well as secondary purpose. It is in short about refining the speaking skill in English as a second language in India. In the course of its deliberation it would point out the central insights of the topic, and would elucidate the outcomes of the research. Some recommendations will also be stated in this article. Teaching and learning English, in addition to the vernacular language, is highly essential for communicative purposes so as to cope with the ever increasing regional, national and the global demands for communication skills in English. In India, English is the official language, and is used for the purposes of education, employment and for wider communication within and among the states as well for traveling to foreign countries. To cope up with the national and global demand, innumerable efforts have been made to the Indian educational system to enhance the learners English speaking skills.

The research seeks to present an analysis of the possible strategies that promote a significant learning of the English language through the orality axis describing the difficulties that students feel when expressing themselves orally, factors that lead them not to participate in classes in situations of orality. Among the main reasons that hinder the mastery of English in public schools in Brazil, It is noteworthy, the teaching with emphasis on grammatical aspects, in an isolated or decontextualized way, that is, focused only on linguistic knowledge, disregarding the importance of the interaction between the subjects, for the mastery of the language. The relevance in dealing with orality is corroborated by the official documents BNCC and PCN's. In this perspective, it was observed the need to provide activities related to this specific axis, for students to develop communicative skills in English. The methodology employed is a bibliographic research, with analysis based on the communicative approach on the teaching of orality and the description of possible strategies for the realization of this. The study addresses reflections on the teaching of this language in Brazil, as well as the relevance and difficulties that surround this modality. Next, the laws that regulate its teaching in Brazil are presented, with suggestions of activities that can contribute to the teaching of a second language.

In this study the researcher investigates  Thai secondary students’ experiences with a personalised blended learning (PBL) platform using Microsoft Teams (MS Teams) to enhance their English communication skills and self-regulated learning (SRL) skills. Employing an intrinsic case study method, I collect data from 19 students with A1 level Common European Framework of Reference for Languages  enrolled in the remedial English course through classroom observation field notes, learners’ reflective journals, semi-structured interviews, and MS Teams assignments integration. Through thematic analysis, the findings reveal that MS Teams features, such as Reading Progress, Immersive Reader, and interactive task-based assignments, support listening, speaking, reading, and writing skills, allowing students to practise asynchronously and receive timely, personalised feedback. Regarding SRL, MS Teams enables students to set goals, track progress, and reflect on their performance while offering flexibility through adjustable deadlines and revisitable materials. However, I note challenges such as technical limitations, variations in digital literacy, and inconsistent engagement levels. Via thematic analysis I identify recurring patterns in qualitative data, while recorded data from MS Teams Insights highlight student performance and engagement trends. In conclusion, MS Teams, when integrated into PBL, significantly enhances English communication skills and SRL behaviours, providing valuable insights for improving technology-supported language instruction in secondary education contexts.

Japan is one of the most influential countries in the world's economy and politics. Although the country is perceived as being well-equipped technologically and having an industrious, highly literate, and energetic population, foreign language education, especially in English, has long been a critical issue. From the time of the Meiji Restoration (1868-1945), the Japanese have considered studying foreign languages to be tool to facilitate the Westernization of the country. It was also a key factor in Japan's recovery and rapid economic growth in the decades following the end of World War II (1945-1952). After the postwar period (1960s- present), however, foreign languages, previously seen as a one-way tool for absorbing Western civilization, became a tool for two-way communication where ideas are shared and exchanged. This has been due to the fact that, with the arrival of the 21st century, Japanese society is facing many more challenges as a result of changing cultural norms, advances in science and, most importantly, the progress of globalization in the economy and in society. Accordingly, in 2004, the Japanese Ministry of Education, Culture, Sports, Science, and Technology (MEXT) inaugurated a policy for the improvement of communication skills in English, viewing it as essential for the Japanese to acquire communication skills in English as a common international language in order to function in the 21st century. The series of reforms being introduced due to the changing needs of the country, including the efforts made, the outcomes gained and the quick expansion of foreign-language education, is worth keeping an eye on and, thus, constitutes the focal interest of this investigation.