Activities and Practices That Promote Communicative English Language Teaching and

Learning : First and Second Year English Students at Wollo University

By Mekuriaw Genanew Asratie

Department of English Language and Literature, College of Social Sciences and Humanities, Wollo

University

yohanismekuriaye29@gmail.com

Abstract

The main purpose of this study was investigating activities and practices to promote Communicative

Language Teaching in teaching and learning English as foreign language first and second year English

students at Wollo University. Descriptive research was applied. Concurrent research design followed by

mixed methods research approach was employed. The total population of the study was 70.

Comprehensive sampling for students and convenience sampling technique for teachers were used.

Classroom observation, questionnaire and semi-structured interview were implemented. To check the

validity and reliability of the procedures, pilot study was conducted. Cronbach alpha was applied to check

the internal consistency of the study. Concurrent transformative data gathering procedure was applied.

Mixed transformative data analysis technique was used. Data from closed-ended items were processed in

SPSS. The data from open-ended and semi-structured interview were analyzed through word expression

and mixing with quantitative data and the data from classroom observation. The result of this study

showed that participating in pair work, imitation, presentation, individual work, listening to English

music, sharing information in English, reporting, etc. are the activities to facilitate Communicative

Language Teaching (CLT). Both teachers and students practice the activities in various ways frequently.

Finally, it was recommended that adjusting training for teachers, promoting clubs for teachers and

students, creating awareness and increasing students’ interest towards CLT and applying the given and

own activities. If all these suggestions applied, CLT would be promoted.

Key words ፦ Activities, Practices, Promote, and Communicative Language Teaching

1. INTRODUCTION 1.1. Background of the Study

Students and EFL teachers can apply their language skills in different situations such as restaurant,

work place, trading center, schools and hospitals. In connection to teaching approach, Mebratu (2011)(1)

claims teaching approach in EFL can be changed from time to time by incorporating advanced research

findings.

Thus, the classroom teacher has several of methodological options to choose and practice the

activities in the approach. S/he can choose approaches according to curriculum, syllabus, needs, her/his

preference, school setting, theories of each approach, and societies’ needs and practices or cultures in

general. It is not only choosing the approach but also practicing the activities is necessary in English

language teaching and learning process. The reason is that an approach without activities and practices is

not going on. Even if the experts are being challenged by different factors while creating approaches in

different times, they have formulated various teaching and learning approaches which the Communicative

Language Teaching (CLT) is one in which the current teaching and learning process applying in different

countries of the world including Ethiopia. In this approach, activities must be created to improve English

language skills that the curriculum intends to be developed. Hence, EFL teachers and students need to

practice the activities in communicative approach to be competent in English language skills.

According to Littlewood (1981)(2), CLT is mostly characterized by its systematic attention for

functional as well as structural aspects of language, and merging these into communicative view. For that

reason, CLT is an approach in which today’s teaching and learning process is being applied as the

designed curriculum in Ethiopia. It advocates that students’ error is considered to be the way of learning.

To do this, teachers and learners are expected to practice different activities while using CLT in English

classroom. In line with the CLT activities, Richards (2006)(3) indicates that CLT began a movement away

from traditional lesson formats where the focus was on mastery of different items of grammar and

practice through controlled or mechanical activities. In other words, activities in CLT derived through the

movement of controlled activities into meaning practice activities even though controlled activities are

providing in CLT; but students and teachers are required to practice those activities in a meaningful way.

In general, the teacher’s over all purpose is to prepare learners for latter communicative activity by

providing them with the necessary linguistic forms and the necessary links between forms and meaning.

Learners on their hand, need to practice the activities that were created by curriculum designer and

language teacher to inspire CLT. In order to find out this, activities and practices that promote CLT by

first and second year English major students and EFL teachers at Wollo University in Dessie campus

were the main target area and population in this study. Finally, this research identified various problems

as follows.

1.2. Statement of the Problem

As mentioned earlier, CLT was brought from Great Britain, and applied the other parts of the

world. Now, CLT is the main emphasis of teaching and learning approach in Ethiopia. Here, the

researcher infers that before this approach, there were other approaches developing in different periods in

Ethiopia. In line with this, Ethiopian National Agency (ENA) (2001)(4) states in Ethiopia the current

approach of teaching languages is CLT with learner center. In case of Wollo University, CLT is also the

approach that English teachers and students are applying in teaching and learning EFL. As far as, the

current researcher’s understanding is concerned, none of researches similar with this study was conducted

before. Furthermore, the present researcher did not see clear cut activities and practices in teaching and

learning EFL while he was at University as a student is why he conducted this study. Thus, regarding to

the activities, when EFL teachers and learners are teaching and learning English language through CLT,

they have to apply the activities and practices to be competent in language skills. Nevertheless, Ethiopian

learners are not well competent in communication skills through English language skills in comparing

with other international students. This may because of most of them have low knowledge and skill on

English. So, the researcher is motivated to assess different activities and practices that the EFL teachers

and first and second year English students are performing when they are teaching and learning EFL in

through CLT at Wollo University.

1.3. Objective of the StudyThe overall aim of this study is investigating activities and practices that promote CLT in teaching

and learning EFL by EFL teachers and first and second year English students at WU.

1.4. Research QuestionsBased on the objective above, the research questions were set as follows:

1. What are the activities that EFL teachers practice when using CLT in TEFL?

2. Do the activities that EFL teachers bring to their classroom to promote CLT in teaching-learning

of English language?

3. How do teachers practice in EFL classroom to promote CLT in EFL teaching-learning?

4. What activities do first and second year English language students practice in learning EFL

through CLT?

1.5 Deffinition of Acronyms and AbbrevaitionSPSS : Statistical Package for Social Science

EFL: English Foreign Language

TEFL: Teaching English as a Foreign Language

ELT: English Language Teaching

GTM: Transitional Grammar Method

CLT: Communicative Language Teaching

2. REVIEW OF RELATED LITERATURE

2.1. Historical Background of CLT

In the point of Richards (2006)(5) the boost of good communication skill in English in the world

initiates those communicators in English towards teaching and learning English language using the better

teaching approach. Regarding to this, CLT is giving its function in this day that might be comfortable to

join the anticipated goal in teaching and learning EFL. Even though there were another approaches used

before like Grammar- Translation Method (GTM), Direct Method (DM), Audio- Lingual Method (ALM)

etc., CLT is the important one which helps teachers and learners to be quicker and faultless

communicators in English everywhere in different contexts (time, place, culture, and people).

So to infer this, it is in fact that important to see its history widely. Based on different scholars’

views, CLT is traced back the very beginning of nineteen centuries; still, it is relevant in abroad as well as

in our country, Ethiopia as an approach to teach EFL. As Oakey and Hunston (2010) (6) stated, CLT was a

new idea in the 1970s and was widely welcomed as the revolution that would be transformed language

teaching and learning. Like many revolutions, it arose out of a sense of dissatisfaction with the past.

CLT is a prominent theoretical model in ELT. It is accepted by many applied linguists and

teachers as one of the effective approaches. As Li (1998)(7) stated since its first appearance in Europe in

early 1970s and subsequent development in English as a second language countries over the past 20

years, CLT has extended in scope and has been used by different educators in different ways. Therefore,

CLT originated from the changes in Situational Language Teaching approach and Hymes’ (1972)(8) model

of communicative competence, which was later developed by Canal and Swain (1980), and works of

British applied linguists such as Halliday (1970) and Widdowson (1972).

2.2. The Core Assumptions of CLT Richards (2006)(9) believes that on the contemporary approach of English

language teaching is that second or foreign language learning is facilitated when learners are engaged in

interaction and meaningful communication. Here, the students who are engaged in different activities to

improve their language skills without any frustration on their language use, they can communicate with

each other wherever they are positioned. In relation to this, there are near six feelings that Richards

(2006)(10) raised out to clarify what is going on in this communicative teaching approach. These are:

1. Second or foreign language can be enhanced through students are learning in interactional ways.

2. Effective classroom learning tasks and exercises provide opportunities for students to negotiate

meaning.

3. Students’ process content can produce purposeful and interesting communication.

4. Contents can produce purposeful, interesting, and engaging communication.

5. Communication is a holistic process.

6. Language learning is facilitated both by activities by inductive and language analysis and

reflection.

2.3. Methodological Principles of CLTLanguage is authentic communication. Here, this means learners have to use the language in real

context. Students figure out the intention of sender of the message. Richards (2006)(11) summarizes

principles of CLT as follows:

make real communication is the focus of language learning;

provide opportunities for learners to experiment and try out what they know;

be tolerant of learners’ errors;

provide opportunities for learners to develop both accuracy and fluency;

link productive and receiving skills together;

let students induce or discover grammar rules by themselves.

2.4. Classroom Activities in CLT

Richards (2006)(12) explores the main influence of activities that today’s language teaching

approach is on accuracy versus fluency activities. That means Richards splits these activities in to two

parts. The first are focused on fluency and second are emphasized on accuracy.

According to Nunan (1989: p.10),(13) communication activities were defined as any situations that

“involve the learner in comprehending, manipulating, producing, or interacting in the target language

while their attention is principally focused on meaning rather than form”. As Ellis and Shintani (2013) (14)

described, task based language teaching allows the second language learners to engage in meaningful

meaning- focused communication through the performance of tasks; so that their communicative

competence is enhanced. Negotiation of meaning helps language learners focus on conveying meaning

rather than worrying about the accuracy of their production. In general, the free encyclopedia divides

classroom activities into fives. These are role playing, interview, calling object, YouTube, and news

reporting. These activities might be new for CLT to be enhanced if the users use them properly. For

example, interview is an oral activity done in pairs, whose main goal is to develop students' interpersonal

skills in target language (Brandl, 2007)(15). Most students are more comfortable speaking in pairs rather

than in front of the entire class (Mitchell, 1988)(16). Whereas, calling object is an activity that can be done

through naming things by students based on teacher’s instructions. Finally, students perform journalist’s

duties and tell the news using the target language is called news reporting

In general, Littlewood (1981)(17) classifies the types of communicative activities into two major

categories as functional communicative activities and social interaction activities.

2.5. Activities in Teaching and Learning English Language Skills in CLTIn communicative classroom, interaction plays is an important role. This is supported by many

researchers. Negotiating meanings occurs because of the need to come to a shared common knowledge,

by asking questions, checking and asking for clarification or additional explanation until the message is

communicated effectively.

2.6. Teacher’s and Learners’ Practices in CLT Classroom

The utmost significant feature of CLT is to improve communication and interaction among

students in class (Allwright, 1984) (18). Thus, learners practice the activities in learning through CLT.

2.7. Role and Importance of English in EthiopiaWalking on the street of Addis Ababa, you must hear number of Ethiopian different ethnic group's

languages. Additionally, sometimes you may hear the foreign languages like Hinduism, English, French

and others. English is especially spoeken here in our case mostly other than othe languages. This because

of Addis Ababa is the destination of African countries diplomacy starting from king Hailesilassie. Indeed,

it can be understood that English language in Ethiopia is the most important language to recruited in

different government and non government institutions (scoolhs,colleges, universities, business, media,

airport, bank, and etc.).

Many researchers agree that it is unquestionable to study English this day since it is the medium

of internet, of courses in both social and natural sciences, of business. Additionally, it opens the door to

study in colleges and universities inside or abroad.

2.8. Reason and Outcoming of the Promotion of CLT

Reasons that the current curriculum orders the educators should use CLT is that to achieve

the objectives of learning. When one wants to study English, s/he needs to consider that it

is time consuming for learning English is practical. This can be supported by the proverb

"Studying English language skills seems riding bicycle." Indeed, CLT is thought that it

combines many activities so as to help pupils to master English skills. Therefore, the

current reseracher believes CLT can be promoted when both teachers and learners

practice the designed activities properly. After that, it is expected that students will make

themselves a masterpiece on the language.

3. RESEARCH METHODOLOGY

3.1. Research Design

The purpose of this research is to investigate activities and practices that stimulate CLT in

teaching and learning EFL at Wollo University. According to Kotahry (2004)(19), a research design is

arranging the condition to collect and analyze the data in a suitable manner. Hence, this study employed

concurrent mixed methods research design. To make it precise, a mixed method research is a procedure

for collecting, analyzing, and “mixing” both quantitative and qualitative methods in a single study or a

series of studies to understand a research problem (Creswell and Clark, 2011) in (Creswell, 2014) (20).

Hence, the combination of both qualitative and quantitative data were carried out in this study. In short,

this study employed mixed methods research approach followed by concurrent research design.

3.4. Population of the StudyFirst and second year English students and EFL teachers at Wollo University in Dessie campus

were the target population of the study. Currently, there are 23 undergraduate regular first year English

students who are attending teaching and learning process at Wollo University. Here, 17 are males and 6

are females. And there are 30 second year English students at Wollo University. Among these students,

16 are male and 14 females. Totally, there are (N = 53) undergraduate regular first and second year

English students. And the total number of TEFL teachers is 17. There are 14 and 3 males and females

respectively.

3.5. Sample and Sampling Techniques Many researchers agree that sample is a set of elements selected in some way from total

population. As a result, comprehensive non-random sampling for students and convenience technique for

teacher were applied. Although in such technique there is no assurance on every element has some exact

chance of being included in a sample, it is possible to avoid sampling bias if the investigator takes

personal judgment (Kothari, 2004)(21). Therefore, all 53 students were taken as samples. The researcher

selected 12 accessible EFL teachers.

3.6. Data Collection InstrumentsQuestionnaire, interview and classroom observation were research methods. In this regard,

Dawson (2007)(22) supposes a combination of methods can be needed to overcome the different

weaknesses in all methods. Questionnaire was the main data gathering tool in this research; whereas,

observation was applied as the second tool. Semi-structured interview was used for cross-checking the

data from both questionnaire and observation.

3.6.1. Classroom Observation

The classroom observation was carried out to check whether the teachers and the students practice

the activities in CLT when they are teaching and learning EFL. Structured and non-participant

observations were conducted. In this study, the researcher took these activities into account when he was

observing the classes. It was made based on check-lists. The check-lists for both students and EFL

teachers were adapted from Wendmagegn (2015)(23) with some modifications. So as to avoid the possible

personal partiality, the observation was held by the researcher himself and his classmate. It was conducted

into first and second year English regular undergraduate students and EFL teachers at Wollo. Each classes

was observed two times for it was the second data gathering tool.

3.6.2. Questionnaire

The questionnaire was administered for first and second year English students and EFL teachers at

Wollo University. Questionnaire that encompassed two parts was developed by the researcher himself by

incorporating the ideas from the review of related literature in this study. The first part was about the

activities to promote CLT by students and teachers. Second, both questionnaires concerned on their

practices on the activities. The questionnaire incorporated the combination of both open-ended and

closed-ended items, and it began with closed-ended and finished with open-ended items.

Therefore, 27 and 16 items in the questionnaire were distributed for students and teachers

respectively. 23 items were closed-ended and 4 were open-ended designed for students. And 11 EFL

teachers’ items were closed-ended and the remains 5 were open-ended. Students filled 23 Likert scale

questions regarding to their agreement and disagreement on the activities by giving the scale like Strongly

Agree, Agree, Undecided, Disagree, and Strongly Disagree. The subjects also give their responses by

rating scales on the frequencies how much they are practicing the activities such as Always, Usually,

Sometimes, Rarely, and Never. Similarly, EFL teachers filled 11 Likert scale items of the questionnaire.

Here, Likert scale is defined by Larson-Hall (2009) (24) a scale often used in questionnaire that asks

participants to rate some idea using a range of numbers. Therefore, the researcher gave rating points for

each agreement and disagreement scales 5 (SA), 4 (A), 3 (U), 2 (DA), and 1 (SDA). Likewise, rating

scales were given for frequency items i.e. 5 (A), 4 (U), 3 (S), 2 (R), and 1 (N).

3.6.3. Interview

The purpose of interview was to triangulate the information obtained from observation and

questionnaire. Hence, eight semi-structured interview questions were conducted within two days for four

students from two classes who were selected purposely. It was carried out face-to-face contact with the

respondents. And teachers who are teaching EFL at Wollo University were interviewed. Here, the

researcher used convenience sampling technique for teachers. Seven semi-structured interview questions

were applied for them. The responses from audio recording were transcribed.

3.7. Data Collection ProceduresThe vital data were gathered through the following procedures. First of all, the researcher made an

attempt to look for and convey related review of literature in order to design data tools. The drafted items

were commented by prospective PhD student. Based on the comment, the instruments were modified.

Next, observation was conducted for two days in each class before the distribution of the questionnaire to

avoid artificial information. After having this, questionnaire was administered. Following these, semi-

structured interview was carried out with English language students and EFL teachers. It was processed

through asking and answering the semi-structured questions and audio recording. All in all, the researcher

followed concurrent transformative data collection procedure.

3.8. Methods of Data Analysis and Interpretations The data were analyzed and interpreted using the combination of both quantitative and qualitative

methods. The data that were gathered by closed-ended items were analyzed quantitatively by

manipulating tabulations, and graphs of frequency and percentage. Afterwards, qualitative data through

open-ended questions and semi-structured interview questions were analyzed and interpreted through

word descriptions by mixing with the closed-ended data. Finally, the data from classroom observation

were analyzed and interpreted through word description by mixing and cross-checking with interview and

open-ended data.

4. DATA PRESENTATION, ANALYSIS AND INTERPRETATION

4.1. Analysis of Data from Students and EFL Teachers 4.1.1. Analysis of Students’ Responses Related to Activities to Promote CLT

Table 1 A: Summary of Students’ Responses Associated to the Activities

No Items

Responses in frequency and percentage

N %5 4 3 2 1

F % F % F % F % F %

1. Listening through lecturing is an

important activity to develop

English language skills .

23 43.6 12 22.6 7 13.2 7 13.2 4 7.5 53 100

2. Taking notes is necessary activity

to enhance CLT in learning

listening, reading, and writing

English language skills.

23 43.6 17 32.1 6 11.3 6 11.3 1 1.9 53 100

3. Translation of target language to

my first language is the activity to

develop my English language

communicatively.

16 30.2 17 32.1 7 13.2 9 17.0 4 7.5 53 100

Note: 5= Strongly Agree, 4 =Agree, 3=Undecided, 2 =Disagree, 1 = Strongly Disagree

Item 1 in the above table, was designed for students to identify their agreement and disagreement on

listening through lecturing in the classroom is important to develop English language skills in

communicative way. As displayed above, 23 (43.6%) respondents gave their responses by saying

“strongly agree.” 12 (22.6%) replied that “agree”, 7 (13.2%) of the students could not definitely decide;

on the other hand, 7 (13.2%), and 4 (7.5%) reacted that “disagree” and “strongly disagree” respectively.

Similarly, the information from open-ended questions, the students listed different activities such as

listening to instructor’s lecturing, listening to classmates’ presentations, watching to English films.

Item 2, was raised for the students to find out the information about the activity like taking notes

while the instructor is teaching is necessary to enhance CLT and develop English language skills; for

instance, listening, speaking, reading, writing, pronunciation, and grammar, etc. Regarding to this, 23

(43.4%), 17 (32.1%), 6 (11.3%), 6 (11.3%), and 1 (1.9%) of the participants responded that “strongly

agree”, “agree”, “undecided”, “disagree”, and “strongly disagree” respectively. Therefore, with the

reference to these answers, writing notes while the instructor is teaching English as foreign language, it is

helpful activity to develop CLT.

With reference to item 3 in the above table 1A, of the respondents in this study 16 (30.2%) replied

that, they “strongly agree”, 17 (32.1%), “agree”, 7 (13.2%) “undecided, 9 (17.0%) “disagree”, and 4

(7.5%) “strongly disagree” respectively. This shows translation of the target language to first language is

helpful activity to advance English language skills thorugh communicative approach.

Table 1 B. Summary of Students’ Responses Regarding to Activities to Develop CLT

N

o

Items Responses in Frequency and Percentage

5 4 3 2 1 N %

F % F % F % F % F %

4. Making dialogs in the classroom

after EFL teacher introduced is

the activity.

21 39.

6

17 32.

1

7 13.

2

4 7.

5

4 7.

5

53 100

5. Answering teacher’s questions

on previous lessons is important

activity in communicative

learning English .

17 32.

1

14 26.

4

10 18.

9

6 11

.3

6 11

.3

53 100

6. Listening to foreign

pronunciation in audio is

essential activity to enhance

language skills.

22 41.

5

12 22.

6

9 17.

4

5 9.

4

5 9.

4

53 100

7. Observing classmate’s

homework and classwork is

crucial activity.

19 37.

9

20 37.

7

6 13.

3

3 5.

7

5 9.

4

53 100

Item 4 in the above table 1B was about dialogs in the classroom after EFL teacher introduced

examples of dialogs can help us to learn English language skills communicatively. With this item, 21

(39.6%) of the students replied that “strongly agree”, 17 (32.1%) answered “agree” 7 (13.2%) responded

that 4 (7.5%) stated that “disagree”, and 4 (7.5%) answered that “strongly disagree.” In a sense this can be

understood that majority of the students were in the agreement values; whereas the rest students were

stayed in disagreement. In general, preparing any dialogs by students themselves based on their teachers’

example is the activity to enhance CLT in learning English language skills.

In connection to item 5 in the above table 1B, “answering teacher’s questions on the previous

lessons is an activity to develop CLT in learning English as foreign language skills’’ was administered for

students. In connection to this item, the above table showed that 17 (32.1%), 14 (26.4%), 10 (18.9%), 6

(11.3%), and 6 (11.3%) replied that “strongly agree”, “agree”, “undecided”, “disagree”, and “strongly

disagree” respectively. Hence, it is to be interpreted as questioning and answering can be the pertinent

activity to promote CLT in teaching and learning English as foreign language.

In the above table 1B, item 6 indicated that listening to foreign pronunciation in audio is

essential so as to enhance CLT in listening skills classroom. Because based on the respondents’ reaction

to this item, 22 (41.5%), 12 (22.6%) respondents said that; they “strongly agree” and “agree”, but 9

(17.4%) of the respondents could not decide to their agreement and disagreement. However, 5 (9.4%),

and 5 (9.4%) of the respondents reacted that “disagree”, and “strongly disagree. Therefore, according to

students’ responses, listening foreign pronunciation is an activity to progress CLT in teaching and

learning English as foreign language.

Item 7 in the above table, “observation of classmate’s homework and class work” was designed

for the students. 19 (37.9%), and 20 (37.7%) of the respondents answered that “strongly agree”, and

“agree”; whereas, 6 (13.3%), could kept “undecided.” (5.7%), and 5 (9.4%) reacted “disagree”, and

“strongly disagree” respectively. Thus, reactions, it is possible to say that observing classmates’ materials

with each other and giving comments might be the activity that enhances CLT in teaching and learning

English language skills.

Table 1 C: Summary of Students’ Responses about Activities in CLT to Promote It

No Items Responses in Frequency and Percentage N %

5 4 3 2 1

F % F % F % F % F %

8. Riddles (puzzles), games,

map-reading, peer-

interviews are activities.

13 24.5 19 35.8 10 18.9 3 5.7 8 15.1 53 100

9. Conducting analysis is the

pertinent activity to

develop communicative

English language skills .

8 15.1 16 30.2 15 28.3 10 18.9 4 7.5 53 100

10. Calling an object that we

saw everywhere is the

15 28.3 15 28.3 10 18.9 8 15.1 5 9.4 53 100

crucial activity.

11. News reporting as a

journalist without reading

the script or telling the

funny, awesome story is

the essential activity in

English classroom.

12 22.6 13 24.5 11 20.8 12 22.6 5 9.4 53 100

Note: 5 =Strongly Agree, 4 = Agree, 3= undecided, 2= Disagree, 1= Strongly Disagree

Item 8 in the above table 1C was equipped to know whether it is an activity or not through their

agreement and disagreement. In connection with this, 13 (24.5%) of all students said that, they “strongly

agree”, 19 (35.8%) of the participants replied as “agree”; but 10 (18.9%) of them were under in

“undecided.” Whereas, the rest of 3 (15.1%), and 8 (5.7 %) answered that “disagree”, and “strongly

disagree” on the statement of the riddles (puzzles), games, map-reading, peer-interviews, can help the

learners to develop their language skills in an integrated way through communicative approach. This is

supported by different scholars like Zhu (2012)(25) using games in the English class, which is often

considered as one of the best way to get the students involved in the classroom activities.

Item 9 was about the activity of analysis of any written as well as oral issues. Regarding to this, as

indicated in the above table 1C 8 (15.1%), and 16 (30.2%) answered that “strongly agree”, and 15

(28.3%) could not decide to agree or disagree on this activity. In contrast, 10 (18.9%), and 4 (7.5%) of the

students reacted that “disagree”, and “strongly disagree.” With reference to these answers, it is possible to

say that conducting analysis on one issue is the activity to develop English language skills . Data from

interview indicates the students conduct an analysis on the written text like poems, novels, drama, etc.

“Calling an object that we saw everywhere is the crucial activity in order to promote our English

language skills communicatively” was another item addressed to the subjects in the above table 1C.

Regarding with this item, 13 (24.5%), and 18 (34%) of the respondents replied that “strongly agree”, and

“agree.” The other respondents 9 (17%) said thrift as “undecided” on this activity. 10 (18.9%), and 3

(5.7%) of the rest of the respondents enunciated that “disagree”, and “strongly disagree” respectively.

From semi-structured interview questions, students also added similar activity.

News reporting as a journalist without reading the script or telling the funny, awesome story is the

essential activity in English classroom in the above table 1C was prepared to find out whether the students

believe it is an activity or not. So, in relation to this point, 12 (22.6%), and 13 (24.5%), of the respondents

said that, they “strongly agree”, and “agree” respectively. However, 11 (20.8%) of the subjects could not

give their agreement or disagreement. 12 (22.6%) of the participants said that, they “disagree” and the rest

5 (9.4%) of the informants in this study believed that news reporting is not strongly an activity in CLT. In

their open-ended questions, there were also conveyed similar data such as preparing different reports in

English, preparing conversations, writing different stories, writing information like letter to parents and

friends in English, etc. are the ways using in communicative approach in learning English language skills.

Table 1.D: Summary of Students’ Responses Associated with Activities to Stimulate CLT

No Items Responses in Frequency and Percentage

N %5 4 3 2 1

F % F % F % F % F %

12. Realizing missing information

or feature is an advantageous

activity in communicative EFL

classroom.

11 20.8 14 26.4 10 18.

9

12 22.6 6 11.3 53 100

13. Imitation, invention and

debates are the vital activities

in CLT that help us fluent

communicators in our real-life

conditions.

20 37.7 12 22.6 10 18.

9

8 15.1 3 5.7 53 100

Note: 5= Strongly Agree, 4=Agree, 3= Undecided, 2= Disagree, 1=Strongly Disagree

Item 12 in the above table 1D was aimed at investigating if the students agree or disagree on

realizing missing information or feature is an advantageous activity in the EFL classroom. 11 (20.8%) of

the students said that, they “strongly agree”, 14 (26.4%) of the others answered that “agree.” 10 (18.9%)

of the subjects replied that “undecided.” In comparison to this, the remaining 12 (22.6%), and 6 (11.3%)

of the subjects answered that “disagree”, and “strongly disagree” respectively. Therefore, it can be

realized that searching or finding the missing points or information is the activity in CLT. Littlewood

(1981)(26) supports such the above activity is the most functional one to enhance CLT in teaching and

learning English as foreign language.

In the above table 1D, the item “imitation, invention and debate are the vital activities in CLT that

help students to be fluent communicators in their real-life condition” was produced to search out whether

the students agree or disagree. In connection to this, 20 (37.7%) of the respondents replied that “strongly

agree” and 12 (22.6%) of the subjects stated that “agree.” 10 (18.9%) of the informants said that, they

“undecided.” However, 8 (15.1%) of the respondents answered that “disagree”, and 3 (5.7%) of the

students reacted that “strongly disagree.”

4.1.2. Analysis of Students’ Answers with Regard to Practices to Encourage CLT

Table 2 A: Students’ Responses Regarding to Their Practices of the Activities in CLT

No Items Responses in Frequency and Percentage

N %5 4 3 2 1

F % F % F % F % F %

1. We are taking notes while

EFL teacher is lecturing.

11 20.4 19 35.2 1

4

25.9 9 16.

7

0 0 53 100

2. We are using games such

as card games, jumbled

sentences, story, in the EFL

classroom.

1 1.9 3 5.6 1

6

29.6 19 35.

2

14 25.9 53 100

3. We are translating English

target language into first

language in communicative

English classroom.

8 14.8 18 29.6 1

5

27.8 6 11.

1

8 14.8 53 100

4. We are memorizing the

written texts and dialogs in

English language.

10 18.5 8 14.8 1

7

31.5 15 27.

8

3 5.6 53 100

5. We are making dialogs by

ourselves and practicing on

the dialogs.

11 20.8 11 20.8 1

7

32.1 9 17.

0

5 9.4 53 100

Note: 5 = Always, 4 = Usually, 3= Sometimes, 2= Rarely, 1= Never

Item 1 in the above table 2A was intended to find out the information about how much the

students are practicing the activity of taking notes while EFL teacher is lecturing communicative method.

Regarding to this, the above table revealed that all students are taking notes even though the use of

frequency is less and more. The reason why is that 11 (20.4%) are always exercising the above activity.

19 (35.2%) of the students are usually involving on it communicatively. Moreover, 14 (25.9%) of the

respondents on their hand said that, they are sometimes working on writing transcriptions when they are

learning, and 9 (16.7%) of the students are rarely engaging in it.

Item 2 in the above table 2A was administered to identify how much the students are using games

such as card games, jumbled sentences, story, role-plays, or not in the EFL classroom. In connection to

this idea, from all students, only 1 (1.9%) of them are always taking themselves to be the concerned

bodies in applying the above activities. 3 (5.6%) of the subjects are usually engaging these activities. 16

(29.6%) of the respondents are sometimes using games in their EFL classroom. And 19 (35.2%) of the

subjects are rarely consuming such activities of card games, jumbled sentences, story, role-plays. In

comparison with this, of all participants in this study,14 (25.9 %) never spending their time on applying

games to enhance English language skills communicatively. This shows students are not working on the

above activities. However, scholars like Larsen-Freeman (1986) (27) recommends that language games

such as card games, scrambled sentences, problem-solving tasks such as picture strip story, and role-play

are the activities in communicative approach in English classroom.

In the above table 2A, item 3 was designed to investigate the practices of the students on

translation of English target language into their first language while learning or studying the subject .

With this reference, of all students, 8 (14.8%) are always translating English language into their first

language. 18 (29.6%) of the respondents replied that they are usually practicing such activity when they

are learning English language skills. 15 (27.8%) of the partakers are sometimes trying to use the activity

of translation of target language into their first language. 6 (11.1%) of the members are rarely taking

themselves into part on converting the target language into first language; however, from all participants

8 (14.8%) of the contributors are never taking themselves into practicing it. In contrary, the current

researcher supposes according to his learning experience, translation is the activity that focuses on

literature especially in reading and writing language skills in GTM, it is permitted in CLT. So that,

thinking or recalling in English is the way to promote communicative approach.

Item 4 in the above table 2A was aimed that studying the practices of students on memorizing the

written texts and dialogs. In this regard, the above table indicated that 10 (18.5%) of the subjects are

always practicing the memorization of written texts and dialogs in English language. 8 (14.8%) of the

contributors are usually training the activity of highly remembering the printed copies which is included

in CLT. 17 (31.5%) of the students are in the position of “sometimes”; in a sense that they are sometimes

exercising the above activity to be fluent and accurate communicators in English in all aspects. Of all

members, 15 (27.8%) are rarely performing this activity. 3(5.6%) of the respondents on the other hand

replied that, they are not working many doings on learning through memorization of the transcribed

statements. Likewise, in their semi-structured interview questions, they are practicing the activities such

as practicing through making dialogs and rehearsing it based according to the conditions.

In the above table 2A, “we are making dialogs by ourselves and practicing the dialogs” was

designed for students. Of all participants, 11 (20.8%) replied that “always.” 11(20.8) of the students

responded that “usually”, 17 (32.1%) answered that, they “sometimes”, 9 (17.0%) of the subjects

responded that “rarely.” However, 5 (9.4%) of the participants are never practicing the activity. Hence,

majority of the students are working on preparing dialogs and rehearsing it. It can be inferred that

practicing through making dialog in their dormitory, classroom, café, and reading the written dialogs and

rehears it by them. This is also supported by Savignon (2007) (28).

Table 2B: Summery of Students’ Responses on Practices

No. Items Responses N %

5 4 3 2 1

F % F % F % F % F %

6. We are practicing the

previous lessons through

asking and answering in

English classroom.

1

0

18.

9

1

8

33.

3

1

5

27.

8

8 14.

8

1 1.9 53 100

7. In the EFL classroom, we are

observing our works by

exchanging materials.

8 14.

8

1

5

27.

8

1

4

25.

9

1

2

22.

2

4 7.4 53 100

8. We students are exercising

the presentation in front of

classmates.

1

4

25.

9

1

3

24.

1

1

5

27.

8

8 14.

8

3 5.6 53 100

9. We are listening to music,

video, audio and, etc. in

English.

6 11.

3

1

3

24.

1

2

1

38.

9

1

0

18.

9

3 5.6 53 100

10. We are working on riddles

(puzzles), map-reading, peer-

interviews, etc.

6 11.

3

1

0

18.

9

2

5

46.

3

6 11.

1

6 11.

1

53 100

11. We learners are calling

things or objects what we

have seen as awesome, funny

or entertainment, etc. in

English classroom.

8 14.

8

4 7.4 1

9

35.

2

1

9

35.

2

3 5.6 53 100

Note: A= Always, U= Usually, S= Sometimes, R= Rarely, N= Never

In the above table 2B item 6, there was the purpose of investigating the frequency how much the

students are practicing the activity of asking and answering questions about the previous lesson. In

connection to this, of the total member of subjects, 10 (18.9%) are always exercising such activity.18

(33.3%) of the participants are usually working by asking and answering on what they learnt in the

previous period. 15 (27.85%) of the respondents answered that they are sometimes taking themselves into

undertaking in this activity to enhance their English language communicatively. 8 (14.8%) of the repliers

reacted that they are rarely engaging in such answering and asking the questions in communicative

English classroom . However, the rest 1 (1.9%) of the respondents said that, they are never trying to be

exposed themselves in requiring and getting the replies each other as well as EFL teacher. The researcher

also supports this activity. The rationale behind is that it might help the students to keep the lesson for

long time and develop their communication skills.

In the above table 2B item 7 was aimed at studying the students’ practices of exchanging their

friends’ materials and observing it. Of the total members, 8 (14.8%) are always practicing it. 15 (27.8%)

are engaging in exchanging classmates’ tools, observing and giving comments on what it has and what it

lack. 14 (25.9%) of the respondents are sometimes training this activity in English language class. 12

(22.2%) of the learners replied that they are rarely working on such activity. The rest 4 (7.4%) of the

students are never involving in the practice of exchanging their materials and giving and taking some

comments revolves around strength as well as weakness from it.

We are learning grammatical rules without EFL teachers’ support was item 10 in the above table

2A to find out the information how much the students are practicing it. From the total respondents, 8

(14.8%) are always practicing grammar learning without teacher’s high helps. 12 (22.2%) of the students

are usually active in practicing the above activity.14 (25.9%) of the students are sometimes working on

learning grammatical points by themselves. 11 (20.4%) of the respondents are rarely spending their time

by practicing such activity. In comparison to this, 8 (14.8%) of the students are never taking them into the

part of the above activity to practice. Generally, it is possible to say that the majority of the students are

practicing grammatical rules by themselves. Therefore, the present researcher understood that practicing

grammatical points perhaps enhance CLT in teaching and learning English as a foreign language since

CLT intends for competence in all language skills.

Item 8 in the above table 2B was intended to get information about how much the students are

practicing presentation in front of the classroom. Among all subjects, 14 (25.9%) are always practicing

the presentation. 13 (24.1%) of the students are usually engaging in practice the presentation in front of

classmates. 15 (27.8%) of them are sometimes working on it. 8 (14.8%) are rarely a part of participants

on presentation. In contrary, 3 (5.6%) of the students are never taking in part of this activity. Hence, it

shows us the majority of the students are practicing the presentation in front of their classmates. From

students’ semi-structured interview questions’, there was similar response obtained. Based on this

response, the researcher in this study generalizes that presentation the topic in course or teacher’s topic,

the incidents that faced them in different circumstances, etc. in the classroom might help students to be

good communicators. If so, the practice of presentation in classroom perhaps promotes the

communicative approach.

In the above table 2B item 9 was designed to find out how much the students are engaging in

practice. Regarding to this item, 6 (11.1%) of the students are always practicing the activity of listening

music through video, audio channels in English. 13 (24.1%) of the respondents are usually involving in

practicing the above activity. 21 (38.9%) of the students replied that they are sometimes practicing it. 10

(18.9%) of the students are rarely listening English music in videos as well as audios. In contrary to these

students, 3 (5.6%) of the remaining are never practicing this activity. In their open-ended and interview

questions, there was similar finding multiplied. The students are practicing the activity of listening to

music in video and audio, watching English film, etc. to develop their English language skills.

Working on riddles (puzzles), map-reading, peer-interviews, etc. was the 10th item in the above

table 2B addressed to students. Regarding to this, 6 (11.1%) of the students are always practicing the

above-mentioned activities. 10 (18.9%) of the subjects replied that they are usually working to be fluent

communicators. 25 (46.3%) of the participants are sometimes engaging in practices of map reading, peer-

interview, etc. 6 (11.1%) respondents are rarely involving in practices of these activities; however,

6(11.1%) are never committing themselves to practice it. Therefore, most of the students are sometimes

practicing such activities. The researcher interprets it spending long time on practicing the activities like

riddles, peer interviews, filling gaps, etc. might encourage CLT. In contrast, the data from the open-

ended, interview and classroom observation, it is strictly mismatching with them for no data were

answered in those tools.

Item 11 was about students’ practices of calling things or objects what they have seen. Of all

students, 8 (14.8%) are always working on mentioning or naming the things that they have seen in

different situations. 4 (7.4%) of the students are usually involving in it. 19 (35.2%) of the respondents are

sometimes rehearsing by naming the objects. 19 (35.2%) of the students are also rarely participating in

the above activity. Whereas, 3 (5.6%) of the rest respondents are never involved in this activity. In terms

of their reactions, the majority of students are sometimes practicing the activity of calling the objects. The

current researcher understands when the students are calling or naming the objects whatever they have

seen in different situations, CLT might be promoted.

Using social media like YouTube, Twitter, Facebook, etc. was the last item included in the second

part of students’ questionnaire regarding to their practices in the above table 2B. In connection to this, of

all students, 6 (11.3%) replied that they are always training it. 7 (13.2%) of the students are usually

committing themselves on this activity. 12 (22.6%) of the respondents answered that they are sometimes

using social media like technologies. 14 (26.4%) of the subjects are rarely practicing it. However, 14

(26.4%) of the students are never engaging into practice to apply this way of improving English language

skills. From semi-structured interview questions, the result shows it is important to use technologies for

educational purpose in order to develop language skills. Finally, the present researcher supposed that even

though technologies might have their own drawback on educational purpose.

4.1.3. Analysis of EFL Teacher’s Reponses Related to Activities to Promote CLT

The data obtained from closed-ended items of the questionnaire were analyzed quantitatively using

tables and graphs through frequency and percentage and open-ended and semi- structured interview

questions were analyzed qualitatively and interpreted through describing in terms of their meanings by

mixing with closed-ended items. Finally, the data from classroom observation were analyzed in

separation at the end of the entire analysis.Table 3A. Data from EFL Teachers Related to Activities

No Items Responses in Frequency and Percentage

N %5 4 3 2 1

F % F % F % F % F %

1. Teaching English language skills

through creating situations like

drama, debating, etc. can motivate

communicative English language.

7 58.3 5 41.

7

0 0 0 0 0 0 12 100

2. Students’ language skills can be

increased if EFL teacher orders the

students to go to the internet and

join a chat group while using CLT.

0 0 5 41.

7

7 58.3 0 0 0 0 12 100

5= Strongly Agree, 4= Agree, 3 =Undecided, 2= Disagree, 1=Strongly Disagre

In the above table 3A, “teaching English language skills through creating situations like drama,

debating, etc. can motivate CLT in English language classroom” was addressed to EFL teachers. They

answered that “strongly agree” and “agree.” 7 (58.3%) and 5(41.7%) can be the reason why they replied

in such a way. Since, activities that the teachers apply when they are teaching English based on the

situations and creating their own ways communicatively can enhance the communicative approach. From

their interview questions, debating, jigsaw, group work, simulation, etc. can encourage CLT in teaching

English as foreign language.

Concerning on the item “students’ English language skills in CLT can be increased if EFL teacher orders

the students to go to the internet and join a chat group,” in the above table 3A was designed for teachers.

To this regard, 5 (41.7%) and 7 (58.3%) of the respondents said that, they “agree” and “undecided.” It

might show us the teachers were doubt to recommend their students to use technology. This might be due

to its negative impacts such as it takes students into anxiety especially when the students are preparing

themselves for examination. Since internet takes them into stress, it bands them from reading their

courses for educational purposes as they are expected. Even though the result from teachers shows

internet and chatting in English may not facilitate the CLT, the present researcher believes it can enhance

communicative approach through applying it for the purpose of education.

Table 3B. Data from EFL Teachers Related to Activities

N

o

Items Responses in Frequency and

Percentage N %

5 4 3 2 1

F % F % F % F % F %

3. Describing a picture to a partner in English

classroom is the way to promote CLT in

English language class.

5 41.

7

7 58.

3

0 0 0 0 0 0 12 100

4. Speaking in pair help students and teachers

to progress CLT in teaching and learning

English language.

5 41.

7

7 58.

3

0 0 0 0 0 0 12 100

5. A story telling in front of the class,

grammar exercises are the pertinent

activities to encourage CLT and to upgrade

language skills.

5 41.

7

7 58.

3

0 0 0 0 0 0 12 100

6. In CLT, using lecture, reading text books,

reading guide books, and using authentic

materials like audio, video, etc. are the

activities to teach English language skills.

5 41.

7

7 58.

3

0 0 0 0 0 0 12 100

“Describing a picture to a partner in English classroom is the way to promote students’ English

language skills in communicative approach was” designed for EFL teachers in the above table 3B.

Regarding to this, 5 (41.7%) the participants replied “agree”, and 7 (58.3%) of the teachers gave their

agreement as “strongly agree.” Therefore, describing the picture in different ways can appreciate English

language skills and promote CLT.

Regarding with item 4 “speaking in pair help students and teachers to progress CLT in teaching

and learning English language skills” in the above table 3B, the respondents said that, they “strongly

agree” and “agree.” Hence, these responses linked with 5 (41.7%) and 7 (58.3%) respectively. Therefore,

this can be inferred that interacting or speaking in pair is the important activity to enhance teaching and

learning English as a foreign language through CLT. Different scholars also agree with this finding; for

example, Chang and Goswami (2011)(29) propose such communicative approach might not work within

large groups because students do not listen each other when they are engaged in large group.

“A story telling in front of the class, grammar exercises are the pertinent activities to encourage

CLT and to upgrade their language skills” in the above table 3B was prepared for EFL teachers. Of all

subjects, 5 (41.7%) and 7 (58.3%) of the respondents answered that “strongly agree” and “agree”

respectively. In relation to this item, the researcher supposed that such the afore-mentioned activities

might be considered as preparation in teaching and learning process. So, students perhaps expand their

language skills when they apply the above-mentioned activities. This was obtained from their interview

questions. In general, we can say that telling the story, exercising grammar in English classroom might be

the activity that enhance CLT in teaching and learning English language.

With reference to the item “in CLT, using lecture, reading text books, reading guide books, and

using authentic materials like audio, video, etc. are the vital ways to teach English language skills in

CLT” was designed for teachers The respondents reacted “strongly agree” showed by their percentage of

agreement 5(41.7%) and “agree” for 7 (58.3%). In the open-ended EFL teacher’s questions also revealed

that authenticity activities are influential to activate English language teaching and learning through

communicative approach. In following their interview questions, there was also similar answer

contributed. Therefore, the current researcher on his side also agreed that these creating and using

authentic, and self-access materials may be the activities to enhance CLT in teaching and learning English

as a foreign language. Some writers like Haddock, et al (2008)(30) suppose using self-access materials that

students can work by themselves.

4.1.4. Analysis of EFL Teachers’ Reflections Related to Practices to Uphold CLT

In this part, closed-ended and open-ended items in the questionnaire revolve around EFL teachers’

practices were presented; and the closed-ended data were analyzed quantitatively by using tables and

graphs. Data from open-ended questions and interview questions were analyzed and interpreted in word

descriptions by mixing with closed–ended data as follows.

0

20

40

60

80

100

120

33.3%

8.3%25%

33.3%

100

Rarely Sometimes Usually Always Total

Figure 1: EFL Teachers’ Responses in Relation to Providing Puzzles, Games, Interviews

As indicated in the above figure 11, 33.3% of the respondents returned “rarely”, 8.3% replied

“sometimes”, 25% answered that “usually”, and 33.3% of the respondents reacted that “always.” From

these responses, it can be inferred that majority of EFL teachers are exercising activities through

providing puzzles, games, map-reading, interviewing, etc. to their students for the purpose of developing

English language skills by applying CLT. Similarly, in open-ended questions, the teachers replied that

they usually give the students free chance to speak about whatever they want to speak. According to this

explanation, it is advisable to motivate the students to engage in practices in different conditions; for

example, when a student comes late, the teacher orders the late comer to tell the reason why coming late

in front of the classroom in English language.

Table 4: EFL Teachers’ Responses with Reference to Appoint Students to Use

Technologies

Scale Frequency Percentage

Rarely 6 50

Sometimes 6 50

Total 12 100

In order to get related information to the problem of “I appoint students to use technologies like

YouTube, Twitter, Facebook on their weekend” in the above table 5, was designed for EFL teachers at

Wollo University. In connection to this, of all respondents 6 (50%) reacted that “rarely” and 6 (50%)

“sometimes.” Even though the present researcher believed that social technologies may be very essential

activities to acquire any extra or supplementary information, most of the time, the teachers do not fully

practice initiating the students to apply. Using YouTube (technology) is supported by Salkin and Tahir

(2017)(31) as they interpreted it as social media which is a collective online communication channel

dedicated to interact, share the contents as well as experiences for others.

Figure 2: EFL Teachers’ Responses on Arranging the Activities like Drills of all Kinds

As figure 12

above

indicated,

teachers were

required to

give the

information

about

“arranging

the activities

like drills of

all kinds (completion, conversion, transformation, substitution, question and answer exercise, short

guided dialogs and conversation, and information-gap, etc.)”. They gave their answers 41.7% “always”

other 41.7% said that, they “usually.” Whereas, 16.7% of the remaining respondents answered that

“sometimes.” Therefore, completion, conversion, transformation, substitution, question and answer

exercise, short guided dialogs and, information-gap, etc. are the activities that the EFL teachers are

practicing. This also supported by, Littlewood (1981)(32) are called the social interaction activities.

0

20

40

60

80

100

120

16.7

41.7 41.7

100Sometimes

Usually

Always

Total

Values

Perc

ent

4.2. Analysis of Data from Teachers’ and students’ Classroom ObservationsThe purpose of observation was to see what activities, materials, instructions were practiced by

both teachers and students into English classroom. The analysis and the interpretation of data from each

two days’ classroom observations were displayed bellow:

4.2.1. Data Analysis from EFL Teachers and Students Classroom Observations

Teacher and students were observed in English Language Improvement Center (ELIC) with the

co-observer. The first point concerned with EFL teacher was teaching the students starting from greeting.

After this, the teacher began from the summary of the earlier lesson. Furthermore, both observers’

observed that the teacher ordered the students to cross-check with their classmates’ work. This was also

the result from students’ and teachers’ semi-structured interview questions. But it is possible to say that

the teacher did not use his/her extra relative materials to teach the course easily. Besides, the teacher gave

equal emphasis for skills according to the situation. This is supported by Hymes (1972) (33) in CLT four

skills should get an equal emphasis.

At the end of the observation, the observers saw the teacher motivated the students to dig out the

errors by themselves. After that, s/he corrected students’ errors by writing the sentences and the paragraph

on the board; and showed the correct things to be included. In other words, students peer correction was

applied. Then, to see what things were occurred by the students, things were presented below.

With regarding to students’ activities and practices, both observers’ check-lists showed that when

the instructor entered into the class and greeted them, some of the students were not glad but others happy

since some students responded teacher’s greeting, but others not. And also, they weren’t interest to

participate in the activities that the teacher ordered them. Most of the students tried to ask and answer

questions in first language.

In contrary, the teacher asked them in English language and sometimes made an attempt to make

clears in first language. Students’ and teacher’s first language in CLT is permitted when it is sensible

(Hymes, 1972)(34). But the current researcher does not agree with hymes’s assumption. The logic is that

student’s first language perhaps having a negative impact on students’ English language skills

improvement. So, CLT might not be facilitated since it is highly interested in using target language

(English). Students have done their homework. It is appreciated in learning English language skills.

4.2.2. Analysis of Data from Teachers and Students Classroom Observation

By the time of T2 classroom observation, the conditions showed that the teacher who was

teaching Basic Writing Skills started with greeting with students, gave clear instructions and examples for

learners, was managing students’ activities closely in each row and group while he was ordering to

participate in group and pair in classroom. However, most of the time, the teacher was talking rather

students in English classroom. By that time, the students asked the teacher with English language when

they are confused. The teacher corrected students’ errors after the students tried to dig out and correct

their errors by themselves. The teacher motivated the students to negotiate meanings and the students.

5. CONCLUSIONS AND RECOMMENDATIONS

5.1. Conclusions Based on the result of the study, the following conclusions were drawn:

There are lots of activities that need practices in teaching and learning English language so as to promote

CLT. The analysis of both teachers’ and students’ data showed that EFL teachers and first and second

year English students are practicing the designed activities. Teachers can use their own activities in

teaching English as foreign language through communicative approach.

If EFL teachers are teaching English language skills in an integrated way, they make different

practices such as giving short note, communicating with students when it is necessary, giving the chance

to the students to study in different options in classroom, etc. Here, the students can learn English

language skills at a phase. Therefore, it is to be concluded that the EFL teachers direct their students how

to practice with these all skills can be the way that the teachers teach English major and minor language

skills. The rationale behind it is that communicative approach as its name indicated that it focuses on

communication competence on listening, speaking, reading, writing, grammar, vocabulary, etc.

Generally, the learners and teachers are exerting many efforts to practice the actions.

5.3. RecommendationsBased on the findings in this study, the following recommendations have been formulated for

promoting CLT in teaching and learning English:

first, English Language and Literature Department at Wollo University should adjust training for teachers

on the current language teaching and learning approach.

EFL teachers have to make students to be interested in learning English as foreign language skills by their

own ways . Finally, the recommendation goes through EFL students should put themselves into practice

and consume any activities and advises.

AcknowledgementsFirst and foremost, my deepest gratitude goes to my almighty God who made everything possible and

always help me in all aspects of my life. Second, I would like to thank my major advisor Yemane Debebe

(PhD) who gave me friendly comments and suggestions for the purpose of completing the study. He

offered me the invaluable, constructive and unambiguous advice whenever I asked him. Next, my thank

goes to my co-advisor Mulu Wondimu (MA) for her professional and very pertinent advice to accomplish

this study. Likewise, I am in gratitude to my beloved families for their unlimited appreciation in all my

academic success. I would like to extend my deepest gratitude to the people who participate in this study

such as respondents, colleagues and the department heads of English language and literature at Debre

Markos University and Wollo University. Finally, my profound thank goes to Ato Minwagaw Temesgen

who is an author of the poem of “Tëlʌ ënʌ këlëlʌ” and novel of “yëtëfäȗw kƊfédʌ” for his comments,

suggestions and adjustment on my instruments development.

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