The present study aimed to explore the challenges faced by Afghan and Indian English Language Teachers (ELTs) while implementing Communicative Language Teaching (CLT).The study used a descriptive quantitative research design, employing a survey questionnaire.A total of N=40 ELTs participated in this research from various Afghan and Indian universities.The analysis revealed that both Afghan and Indian ELTs had utterly positive perceptions of CLT implementation since they reported a number of major CLT activities utilized in their classroom practices.The findings also projected certain challenges (challenges related to students, teachers, the education system, and CLT itself) that prevented the Afghan and Indian ELTs from the effective implementation of CLT.
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Wali et al. (2023) studied this question.
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