The effectiveness of using Communicative Language Teaching (CLT) in improving students' speaking skills from teachers' perceptions

Abstract

This study aimed to investigate the effectiveness of using Communicative Language Teaching (CLT) in improving students’ speaking skills from teachers’ perceptions in Al-Asabaa city, Libya. The study adopted a descriptive analytical research design and used a questionnaire as the main data collection tool. The sample consisted of (50) English language teachers selected using a convenience sampling method.

The findings revealed that CLT is highly effective in enhancing students’ speaking skills, particularly in terms of fluency, confidence, and classroom interaction. Teachers reported frequent use of communicative activities such as role-plays, group discussions, and pair work, which contributed significantly to improving students’ speaking performance. However, the study also identified several challenges affecting the implementation of CLT, including large class sizes, lack of resources, time constraints, and exam-oriented systems.

Moreover, the results showed that teachers hold positive perceptions toward CLT, although some expressed the need for additional training to improve their ability to apply communicative strategies effectively. The study concluded that while CLT is an effective approach for developing speaking skills, its success depends on contextual and institutional factors.