Barriers to Implementing Communicative Language Teaching for Developing Oral English Communicative Competence in EFL Higher Education: A Systematic Review

This systematic review synthesizes 25 empirical studies published between 1992 and 2025 to examine barriers affecting the implementation of Communicative Language Teaching (CLT) for developing oral English communicative competence (OCC) in higher education English-as-a-Foreign-Language (EFL) contexts. Following PRISMA 2020 guidelines, the review identifies three interconnected barrier categories: institutional (examination-driven curricula, large class sizes, limited resources), socio-cultural (communication anxiety, face-saving concerns, teacher-centered norms), and teacher-related (insufficient pedagogical training, linguistic insecurity, low self-efficacy). Examination pressures and communication anxiety emerged as the most recurrent barriers. Findings also highlight the unique contributions of non-native English-speaking teachers (NNESTs), particularly their empathy and shared language learning experiences, which help foster psychologically safe communicative environments. The review emphasizes that successful CLT implementation requires coordinated reforms across institutional policy, teacher education, and culturally responsive pedagogical adaptation.

communicative language teaching, oral communicative competence

1. Abdullaev, Z., & Isanova, G. (2022). Teaching of spoken English in non-native context. International Journal of Linguistics, Literature and Culture, 8(4), 45-52. [Google Scholar] [Crossref]

2. Aldizeeri, M. M., Nur’Aini, S., & Susanto, D. A. (2023). Investigating communicative language teaching barriers for English students in higher education. Journal of English Language Teaching and Learning, 7(2), 348-360. https://doi.org/10.21303 [Google Scholar] [Crossref]

3. Bax, S. (2003). The end of CLT: A context approach to language teaching. ELT Journal, 57(3), 278-287. [Google Scholar] [Crossref]

4. Butler, Y. G. (2011). The implementation of communicative and task-based language teaching in the Asia-Pacific region. Annual Review of Applied Linguistics, 31, 36-57. [Google Scholar] [Crossref]

5. Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1-47. [Google Scholar] [Crossref]

6. Chen, Y. (2025). To what extent can communicative language teaching (CLT) be applied as a language teaching approach. Applied Linguistics Review, 16(2), 245-268. [Google Scholar] [Crossref]

7. Chen, Z., & Goh, C. (2011). Teaching oral English in higher education: Challenges to EFL teachers. Teaching in Higher Education, 16(3), 333-345. https://doi.org/10.1080/13562517.2010.546527 [Google Scholar] [Crossref]

8. Chen, Z., & Goh, C. (2014). Teacher knowledge about oral English instruction and teacher profiles: An EFL perspective. Teacher Development, 18(1), 81-99. [Google Scholar] [Crossref]

9. Ellis, R. (1994). The study of second language acquisition. Oxford University Press. [Google Scholar] [Crossref]

10. Emon, S. A. (2024). Using communicative language teaching to instruct ESL at the university level. Journal of Applied Linguistics and Language Research, 10(2), 112-125. [Google Scholar] [Crossref]

11. Hasanah, U., & Utami, N. D. (2020). Emerging challenges of teaching English in non-native English-speaking countries: Teachers’ view. Journal of Language and Linguistic Studies, 16(3), 1546-1559. [Google Scholar] [Crossref]

12. Hymes, D. (1972). On communicative competence. In J. Pride & J. Holmes (Eds.), Sociolinguistics (pp. 269-293). Penguin Books. [Google Scholar] [Crossref]

13. Khodamoradi, A. (2024). Constructing and validating a questionnaire on perceived barriers to implementing CLT in the Iranian EFL context. Asian-Pacific Journal of Second and Foreign Language Education, 9, Article 67. https://doi.org/10.1007/s42321-024-00189-6 [Google Scholar] [Crossref]

14. Li, D. (1998). It’s always more difficult than you plan and imagine: Teachers’ perceived difficulties in introducing the communicative approach in South Korea. TESOL Quarterly, 32(4), 677-703. [Google Scholar] [Crossref]

15. Li, D., Noordin, N., & Ismail, L. (2025). Exploring issues in developing EFL learners’ oral English communicative competence: A systematic review. International Journal of Academic Research in Progressive Education and Development, 14(1), 525-560. https://doi.org/10.6007/IJARPED/v14-i1/24349 [Google Scholar] [Crossref]

16. Li, J., & Peng, X. (2022). Chinese EFL teachers’ cognition of CLT in elementary schools. Journal of Language Teaching and Research, 13(4), Article 4. https://doi.org/10.17507/jltr.1304.18 [Google Scholar] [Crossref]

17. Li, Z., & Zhao, Y. (2022). Three factors leading to the poor English oral performance of Chinese teenage English learners. Frontiers in Psychology, 13, Article 897431. [Google Scholar] [Crossref]

18. Liu, J. (2007). Empowering non-native English-speaking teachers through collaboration with their native English-speaking colleagues in EFL settings. In J. Liu (Ed.), English language teaching in China: New approaches, perspectives and standards (pp. 107-123). Continuum. [Google Scholar] [Crossref]

19. Ma, T. (2009). On communicative language teaching—Theoretical foundations and principles. Asian Social Science, 5(4), 40-45. [Google Scholar] [Crossref]

20. Medgyes, P. (1992). Native or non-native: Who’s worth more? ELT Journal, 46(4), 340-349. [Google Scholar] [Crossref]

21. Pan, L., & Nunan, D. (2025). CLT and TBLT: Looking back and looking forward with Professor David Nunan. Language Learning Journal, 53(6), 694-701. https://doi.org/10.1080/09571736.2025.2553019 [Google Scholar] [Crossref]

22. Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching (2nd ed.). Cambridge University Press. [Google Scholar] [Crossref]

23. Saengboon, S. (2006). CLT revisited. NIDA Language and Communication Journal, 11(11), 136-148. [Google Scholar] [Crossref]

24. Savignon, S. J. (2002). Interpreting communicative language teaching. Yale University Press. [Google Scholar] [Crossref]

25. Scarcella, R. C., & Oxford, R. L. (1992). The tapestry of language learning. Heinle & Heinle. [Google Scholar] [Crossref]

26. Sun, T., & Buripakdi, A. (2024). Cultural education in transition: Re-envisaging national English curricula of China from a global citizenship perspective. Asia-Pacific Education Researcher, 33(6), 1433-1444. https://doi.org/10.1007/s40299-024-00824-7 [Google Scholar] [Crossref]

27. Thamarana, S. (2023). Systematic review of communicative language teaching (CLT) in language education: A balanced perspective. European Journal of Education, 7(2), Article 763. https://doi.org/10.55014/ej.v7i2.763 [Google Scholar] [Crossref]

28. Wang, L., & Fang, F. (2020). Native-speakerism policy in English language teaching revisited: Chinese university teachers’ and students’ attitudes towards native and non-native English-speaking teachers. Cogent Education, 7(1), Article 1778374. https://doi.org/10.1080/2331186X.2020.1778374 [Google Scholar] [Crossref]

29. Wu, Y. (2001). English language teaching in China: Trends and challenges. TESOL Quarterly, 35(1), 191-194. [Google Scholar] [Crossref]

30. Xu, K. (2023). Chasing back and moving on—A comprehensive overview on communicative language teaching. The Educational Review, USA, 7(3), 321-324. https://doi.org/10.26855/er.2023.03.006 [Google Scholar] [Crossref]

31. Xu, W. (2025). “They prefer white people and American English”: Racialized English language teaching, African English teachers and identity insecurity in China. TESOL Quarterly, 59(4), 1841-1863. https://doi.org/10.1002/tesq.3385 [Google Scholar] [Crossref]

32. Yu, L. (2001). Communicative language teaching in China: Progress and resistance. TESOL Quarterly, 35(1), 194-198. https://doi.org/10.2307/3587868 [Google Scholar] [Crossref]

33. Zhao, T., & Baharom, S. (2023). The effect of autonomy-supportive teaching on Chinese architectural higher vocational non-English majored students’ intrinsic motivation and oral English achievement. Eurasian Journal of Educational Research, (108), 143-171. https://doi.org/10.14689/ejer.2023.108.009 [Google Scholar] [Crossref]

34. Zheng, X., & Davison, C. (2008). Changing pedagogy: Analysing ELT teachers in China. Continuum. [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study