Barriers to Implementing Communicative Language Teaching for Developing Oral English Communicative Competence in EFL Higher Education: A Systematic Review

Abstract

This systematic review synthesizes 25 empirical studies published between 1992 and 2025 to examine barriers affecting the implementation of Communicative Language Teaching (CLT) for developing oral English communicative competence (OCC) in higher education English-as-a-Foreign-Language (EFL) contexts. Following PRISMA 2020 guidelines, the review identifies three interconnected barrier categories: institutional (examination-driven curricula, large class sizes, limited resources), socio-cultural (communication anxiety, face-saving concerns, teacher-centered norms), and teacher-related (insufficient pedagogical training, linguistic insecurity, low self-efficacy). Examination pressures and communication anxiety emerged as the most recurrent barriers. Findings also highlight the unique contributions of non-native English-speaking teachers (NNESTs), particularly their empathy and shared language learning experiences, which help foster psychologically safe communicative environments. The review emphasizes that successful CLT implementation requires coordinated reforms across institutional policy, teacher education, and culturally responsive pedagogical adaptation.