This study investigates English language teaching (ELT) methodologies and their impact on developing communication skills among students in Iraqi schools. While English is increasingly vital for academic, professional, and social success globally, traditional teaching methods in Iraqi schools focus on rote memorization and grammar instruction, neglecting practical language use. As a result, students are often unprepared for real-world communication. This research explores alternative methodologies, particularly Communicative Language Teaching (CLT), which emphasizes meaningful interaction and real-life language application. Using a qualitative research design, the study collected data through semi-structured interviews with English teachers and classroom observations. The findings reveal that traditional methods provide a grammatical foundation but fail to improve students’ speaking and listening skills. Barriers such as resource limitations, large class sizes, and resistance to change prevent the adoption of communicative approaches. Classroom observations confirmed that instruction remains predominantly teacher-centered, with limited student engagement. Despite these challenges, CLT strategies showed potential in fostering fluency, confidence, and active participation. To enhance communication skills, Iraqi schools must transition to interactive, student-centered teaching methodologies. Complementing traditional methods with real-life language applications and addressing systemic challenges, such as inadequate resources and teacher training, will better prepare students for success in an interconnected global society.
Jihad Jaafar Waham (2024) studied this question.