Teachers and Learners’ Roles in Implementing Communicative Language Teaching (CLT): A Case Study at the University of Benghazi – Al-Abyar Campus
DOI:
https://doi.org/10.37376/ajhas.vi5.7660Keywords:
Communicative Language Teaching, Teacher role, Learner role, Classroom Interaction, English Language TeachingAbstract
English language teaching has shifted from rule-based instruction toward communication as the core of language use. Communicative Language Teaching places interaction at the center of learning and reshapes the roles of teachers and learners. Yet classroom implementation remains uneven in many university contexts. This study examines how CLT is applied and how teachers and learners enact their roles in practice. The study used a quantitative design based on structured questionnaires administered to 80 undergraduate students and seven English language instructors at the Faculty of Arts and Sciences in Al-Abyar.
Here we show that teachers report frequent use of interactive practices such as group work and role-play, while students associate these practices with improved language use and higher participation. The findings indicate that effective language learning depends on shared responsibility between teachers and learners. The study highlights the need for supportive classroom environments that increase speaking opportunities and strengthen communicative competence in higher education contexts.
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