A Qualitative Investigation into Teachers’ Perceptions of Communicative Language Teaching (CLT) in Pakistani ESL Classrooms

Abstract

This qualitative research investigates how Communicative Language Teaching (CLT) functions in large tertiary-level ESL classrooms from the viewpoint of teachers. The study was carried out at a university in Pakistan, where overcrowded, examination-driven classes are a common reality. Information was gathered through semi-structured interviews with six English language instructors and examined using thematic analysis. The results indicate that most teachers regard CLT as an effective, student-focused approach that promotes learners’ speaking ability, fluency, and self-confidence by involving them in meaningful, real-world communication activities. Despite these advantages, participants also identified several practical difficulties in implementing CLT in large classes. These challenges include managing and supervising all students, providing personalized feedback, handling classroom noise and discipline, coping with limited time, and addressing unequal participation between high- and low-performing students. To overcome these issues, teachers reported modifying CLT practices by incorporating pair and group work, assigning specific roles to students, designing shorter and more structured activities, and selecting locally relevant topics. They also combine CLT with other teaching approaches, such as the Grammar-Translation Method, the Direct Method, Task-Based Learning, and Audio-Lingual techniques. The study emphasizes the importance of professional development, institutional backing, improved class management or reduced class sizes, and assessment systems that prioritize communicative competence. Overall, the findings suggest that while CLT can positively influence large ESL classrooms, its effectiveness depends on flexible, blended implementation that takes contextual limitations into account.