This study aimed to investigate teachers' perceptions of Communicative Grammar Testing and the extent to which test items reflect Communicative Language Testing principles. To achieve the study's objective, a descriptive research design with mixed-method approaches aligned with the pragmatist paradigm was employed. Questionnaires were used as the research instruments for the 74 Grade Ten English teachers in the 15 purposively selected secondary schools. Interviews were also conducted among 10 conveniently selected respondents. In addition, test item analysis was carried out to evaluate the communicativeness of grammar Testing. Quantitative data were analyzed through descriptive quantitative analysis using frequencies and percentages calculated through the SPSS version 27 program. The data collected through interviews were narratively analyzed. The findings of the study revealed that teachers have overall favorable perceptions of the Communicative Grammar Testing approach since they understand its value in the development of the students’ communicative competencies. However, the analysis of the items prepared for the test revealed partial implementation of the approach. Accurate and relevant challenges were identified, such as limited usage of context-based grammar tests, limited imaginative and flexible approaches, and limited focus on critical thinking and learner autonomy. The persistence of traditional rote memorization methods, for example, was identified as being potentially limiting for students' ability to apply grammatical rules to communicative situations. The study also recommends that schools provide professional development courses focusing on communicative grammar tests, context-based grammar tests, and flexible tests, along with critical thinking and learner autonomy, for students' best grammatical abilities.
Dabi et al. (2026) studied this question.