English Language Service Teachers’ Perceptions and Beliefs on the Role of Communicative Language Teaching in Enhanching Students’ Speaking Skills.

Abstract

Communicative Language Teaching (CLT) has been widely recognized as an effective approach in English Language Teaching (ELT) due to its emphasis on meaningful communication and learner interaction. Despite its extensive implementation in ESL classrooms, concerns have emerged regarding its continued effectiveness in meeting the needs of a new generation of learners, particularly Generation Alpha, especially in enhancing students’ speaking skills. In this context, English teachers’ perceptions and beliefs play a crucial role, as they significantly influence classroom practices and the successful implementation of CLT. This descriptive study employed a quantitative research design to examine English teachers’ perceptions of CLT and their beliefs regarding its effectiveness in improving students’ speaking skills. Data were collected through an online questionnaire administered via Google Forms, involving 101 English teachers from SMK Seri Kembangan selected through convenience sampling. Descriptive statistical analysis revealed that the majority of teachers held positive perceptions of CLT, with 81% expressing favorable views towards the approach, while 98% indicated a strong intention to implement CLT in their classrooms. Furthermore, teachers demonstrated strong beliefs in the effectiveness of CLT in enhancing students’ speaking skills, with a high mean score of 4.442. Overall, the findings suggest that English teachers at SMK Seri Kembangan maintain positive perceptions of CLT and strongly believe in its potential to enhance students’ communicative competence, although the approach is perceived to be less effective in developing grammatical accuracy.