March 3, 2026

An Exploratory Study on the Use of the Communicative Approach in the EFL Grammar Classes in Saudi Arabia

Key Points

The research reveals that teachers struggle with effectively implementing the communicative language teaching approach in Saudi EFL classrooms.
Key evidence shows that understanding of CLT varies among 30 teachers surveyed, impacting their teaching effectiveness.
Analysis of classroom practices demonstrates challenges in integrating grammar instruction within CLT frameworks as perceived by both educators and learners.
The findings highlight the need for improved teacher support from the Ministry of Education to enhance grammar instruction using CLT methodologies.

Abstract

This study explores how English teachers in Saudi Arabia use the Communicative Language Teaching (CLT) approach in English as a Foreign Language (EFL) classes. The paper opens with a series of definitions and features regarding CLT, along with the rationale behind its development. Following that, a section will discuss the importance of teaching grammar in CLT classrooms. The study also investigates how English teachers and learners perceive the CLT approach as a pedagogical technique and how their understanding shapes its implementation in EFL classrooms. Subsequently, the research describes how grammar is taught within CLT frameworks in Saudi classrooms. The paper highlights the challenges teachers face when employing this method and examines the Ministry of Education’s role in reducing these challenges. It concludes with suggestions and recommendations for improving grammar instruction within CLT classrooms. Keywords: communicative language teaching; EFL learners; English teachers; grammar; Saudi Arabia DOI: 10.7176/JLLL/106-01 Publication date: May 30th 2025

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An Exploratory Study on the Use of the Communicative Approach in the EFL Grammar Classes in Saudi Arabia

Key Points

Abstract

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