Communicative Language Teaching in Higher Education: A Descriptive Qualitative Analysis of EFL Instruction

• Heridayani Heridayani

  Akademi Manajemen Informatika dan Komputer ITMI , Academy of Informatics and Computer Management ITMI

  Author

This study investigates the implementation of Communicative Language Teaching (CLT) in English as a Foreign Language (EFL) instruction within higher education. Employing a descriptive qualitative design, the research aims to explore how CLT is enacted in classroom practices, the pedagogical strategies employed by lecturers, and the challenges encountered during its implementation. Data were collected through classroom observations, semi-structured interviews with lecturers and students, and document analysis of instructional materials. The data were analyzed using thematic analysis to identify recurring patterns and themes related to CLT practices. The findings reveal that CLT is conceptually recognized but implemented in a partial and adaptive manner. Lecturers frequently incorporate communicative activities such as group discussions, role plays, and collaborative tasks to promote student interaction and engagement. However, these practices are often combined with traditional grammar-focused instruction, resulting in a hybrid pedagogical approach. The study also identifies several contextual challenges, including large class sizes, limited instructional time, and students’ low confidence in using English, which influence the extent to which CLT can be effectively applied. Additionally, a gap was observed between planned instruction and actual classroom implementation, indicating the dynamic nature of teaching practices. This study contributes to the existing literature by providing a context-sensitive analysis of CLT implementation in Indonesian higher education. It introduces the concept of adaptive CLT and highlights the role of pedagogical hybridity as a strategic response to contextual constraints. The findings suggest that effective EFL teaching requires flexible and contextually grounded approaches rather than strict adherence to theoretical models. These insights offer practical implications for improving English language teaching practices in similar educational contexts.

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