Communicative Language Teaching (CLT) in English as Foreign Language (EFL) Classrooms: A Systematic Review of Its Pedagogical Effectiveness and Classroom Implementation

This study presents a systematic review of empirical research on Communicative Language Teaching (CLT) in EFL contexts, with the aim of examining how CLT is implemented in classroom settings, how it influences students’ language proficiency, and what contextual challenges shape its effectiveness. The review followed the PRISMA 2020 framework and included studies published between 2015 and 2025 that were retrieved from Scopus and Google Scholar using combinations of keywords related to CLT, EFL classrooms, instructional effectiveness, implementation challenges, and language proficiency development. The selection process involved title–abstract screening and full-text eligibility assessment based on predefined inclusion and exclusion criteria, resulting in 18 empirical studies retained from an initial pool of 309 records. The included studies were further classified by thematic focus, research method, and research location, and three key thematic areas were identified: (1) pedagogical effectiveness, (2) impact on students’ English proficiency, and (3) implementation challenges. The findings indicate that CLT promotes interaction-oriented instruction and contributes positively to students’ communicative competence, particularly in speaking, listening, and classroom engagement, while evidence for grammar, reading, and writing development remains less consistent due to variation in instructional design and assessment emphasis across studies. The review also shows that implementation outcomes are strongly influenced by contextual constraints such as limited teacher training, mixed-ability classes, large enrollments, restricted instructional time, and exam-driven curricula. Overall, the findings suggest that CLT remains a valuable pedagogical approach in EFL contexts, and its effectiveness depends on appropriate implementation and alignment between instructional practices and learners’ proficiency levels and classroom realities.

Communicative Language Teaching (CLT), Language Proficiency, Classroom Interaction, Instructional Challenges, Systematic Review

1. Adem, H., & Berkessa, M. (2022). A case study of EFL teachers’ practice of teaching speaking skills vis-à-vis the principles of Communicative Language Teaching (CLT). Cogent Education, 9(1), 2087458. https://doi.org/10.1080/2331186X.2022.2087458 [Google Scholar] [Crossref]

2. Ahmad, S., & Rao, C. (2013). Applying communicative approach in teaching English as a foreign language: a case study of Pakistan. Porta Linguarum. 20(1). 187-203. https://doi.org/10.30827/digibug.24882 [Google Scholar] [Crossref]

3. Akdağ-Çimen, T., & Çeşme, H. (2022). Effect of TPR and CLT on young EFL learners’ speaking anxiety, oral proficiency, and vocabulary learning. Electronic Journal of Foreign Language Teaching, 19(2). https://doi.org/10.56040/akce1924 [Google Scholar] [Crossref]

4. Asmari, A. A. A. (2015). Communicative Language Teaching in EFL University Context: Challenges for Teachers. Journal of Language Teaching and Research, 6(5), 976. https://doi.org/10.17507/jltr.0605.09 [Google Scholar] [Crossref]

5. Berezenko, V., Cherkhava, O., & Musiienko, Y. (2022). COMMUNICATIVE LANGUAGE TEACHING APPROACH IN PROMOTING THE LINGUISTIC COMPETENCE OF EFL LEARNERS. Advanced Education, 88–96. https://doi.org/10.20535/2410-8286.224016 [Google Scholar] [Crossref]

6. 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. https://doi.org/10.1017/S0267190511000122 [Google Scholar] [Crossref]

7. Chen, Y.-M. (2020). How a Teacher Education Program Through Action Research Can Support English as a Foreign Language Teachers in Implementing Communicative Approaches: A Case From Taiwan. Sage Open, 10(1), 2158244019900167. https://doi.org/10.1177/2158244019900167 [Google Scholar] [Crossref]

8. Chiroque Chero, C. A. (2022). EFL Teachers' Beliefs about Grammar Teaching within the Communicative Approach. MEXTESOL Journal, 46(3), n3. https://doi.org/10.61871/mj.v46n3-12 [Google Scholar] [Crossref]

9. Desai, A. (2015). Characteristics and principles of communicative language teaching. International Journal of Research in Humanities and Social Sciences, 3(7), 4850 [Google Scholar] [Crossref]

10. Doeur, B. (2022). Implementation of communicative language teaching: Cambodian EFL teachers’ attitudes toward communicative language teaching. International Journal of Instruction, 15(2), 155-170. https://doi.org/10.29333/iji.2022.1529a [Google Scholar] [Crossref]

11. Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press. [Google Scholar] [Crossref]

12. Ellis, R. (2016). Focus on Form: A Critical Review. Language Teaching Research, 20, 405-428. https://doi.org/10.1177/1362168816628627 [Google Scholar] [Crossref]

13. Ewha Womans University, Korea, Jeon, J., & Yin, J. (2022). Revisiting Key Issues in Applying the Communicative Approach in Korea: Follow up after 26 Years of Implementation. The Journal of AsiaTEFL, 19(3), 962–976. https://doi.org/10.18823/asiatefl.2022.19.3.12.962 [Google Scholar] [Crossref]

14. Farooq, M. U. (2015). Creating a Communicative Language Teaching Environment for Improving Students’ Communicative Competence at EFL/EAP University Level. International Education Studies, 8(4), p179. https://doi.org/10.5539/ies.v8n4p179 [Google Scholar] [Crossref]

15. Fattah, A., & Saidalvi, A. (2019). The implementation of communicative language teaching by Iraqi English language teachers. International Journal of Engineering and Advanced Technology, 8(5), 1140-1147. https://doi.org/10.35940/ijeat.E1159.0585C19 [Google Scholar] [Crossref]

16. Goh, C. C. M., & Burns, A. (2012). Teaching speaking: A holistic approach. Cambridge University Press. [Google Scholar] [Crossref]

17. Gu, M. (2025). Challenges for EFL Teachers in Designing Communication Activities: A Chinese Perspective. Sage Open, 15(2), 21582440251341286. https://doi.org/10.1177/21582440251341286 [Google Scholar] [Crossref]

18. Harmer, J. (2015). The practice of English language teaching (5th ed.). Pearson. [Google Scholar] [Crossref]

19. Huang, S. H. (2016). Communicative Language Teaching: Practical Difficulties in the Rural EFL Classrooms in Taiwan. Journal of Education and Practice, 7(24), 186-202. [Google Scholar] [Crossref]

20. Hyland, K. (2007). Genre pedagogy: Language, literacy and L2 writing instruction. Journal of Second Language Writing, 16(3), 148–164. https://doi.org/10.1016/j.jslw.2007.07.005 [Google Scholar] [Crossref]

21. Islam Khan, M. E., Nitu, N. A., Haroon, A., & Nessa, M. (2024). Moving Beyond CLT: Revisiting the Scopes, Ideologies and Setbacks of Post-Method in Secondary EFL Teaching. International Research Journal of Multidisciplinary Scope, 05(04), 402–413. https://doi.org/10.47857/irjms.2024.05i04.01548 [Google Scholar] [Crossref]

22. Islam, M. (2021). PROBLEMS REGARDING CLT IMPLEMENTATION AT HIGHER SECONDARY LEVEL: A CASE STUDY IN BOTH URBAN AND RURAL AREAS IN BANGLADESH. LLT Journal:A Journal on Language and Language Teaching, 24(2), 628–639. https://doi.org/10.24071/llt.v24i2.3266 [Google Scholar] [Crossref]

23. Kwon, Y. (2017). A Study of Thai Teachers' Perceptions Toward the Implementation of Communicative Language Teaching of English. HRD JOURNAL, 8(1), 114-125. [Google Scholar] [Crossref]

24. Littlewood, W. (2007). Communicative and task-based language teaching in East Asian classrooms. Language Teaching, 40(3), 243–249. https://doi.org/10.1017/S0261444807004363 [Google Scholar] [Crossref]

25. Littlewood, W. (2014). Communication-oriented language teaching: Where are we now? Where do we go from here? Language Teaching, 47(3), 349–362. https://doi.org/10.1017/s0261444812000134 [Google Scholar] [Crossref]

26. Liu, K., & Diana Deris, F. (2023). Teachers’ Perceptions of Communicative Language Teaching Approach in English Grammar Teaching. Arab World English Journal, 14(3), 124-136. https://doi.org/10.24093/awej/vol14no3.8 [Google Scholar] [Crossref]

27. Mora, J. C., & Mora-Plaza, I. (2023). From Research in the Lab to Pedagogical Practices in the EFL Classroom: The Case of Task-Based Pronunciation Teaching. Education Sciences, 13(10), 1042. https://doi.org/10.3390/educsci13101042 [Google Scholar] [Crossref]

28. Nation, I. S. P. (2013). Learning vocabulary in another language (2nd ed.). Cambridge University Press. [Google Scholar] [Crossref]

29. Noori, A. (2018). Communicative Language Teaching (CLT) In EFL Context: Exploring Afghan EFL Lecturers’ Perceived Challenges in Implementing CLT. International Journal of Research, 5(16), 1049-1063. [Google Scholar] [Crossref]

30. Peng, J.-E., & Woodrow, L. (2010). Willingness to communicate in English: A model in Chinese EFL classroom context. Language Learning, 60(4), 834–876. https://doi.org/10.1111/j.1467-9922.2010.00576.x [Google Scholar] [Crossref]

31. Polrodi, S., & Pourhosein Gilakjani, A. (2021). THE EFFECT OF AUDIOLINGUAL-BASED VERSUS COMMUNICATIVE LANGUAGE TEACHING-ORIENTED TECHNIQUES ON INTERMEDIATE EFL LEARNERS’ LISTENING COMPREHENSION. LLT Journal: A Journal on Language and Language Teaching, 24(2), 493–513. https://doi.org/10.24071/llt.v24i2.3492 [Google Scholar] [Crossref]

32. Shi, L., Delahunty, J., & Gao, X. (2019). Constraints preventing Chinese EFL teachers from putting their stated beliefs into teaching practice. Professional Development in Education, 45(5), 774–789. https://doi.org/10.1080/19415257.2018.1511455 [Google Scholar] [Crossref]

33. Takal, G. M., Ibrahim, N. M., & Jamal, M. (2021). Communicative Language Teaching in Public Universities in Afghanistan: Perceptions and Challenges. Theory and Practice in Language Studies, 11(11), 1434–1444. https://doi.org/10.17507/tpls.1111.11 [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