This study critically examines the perceptions and classroom practices of English language teaching methodologies in Pakistani educational institutions, with a particular emphasis on the implementation of Communicative Language Teaching (CLT). Grounded in the theoretical framework of language pedagogy and second language acquisition, the research employs a quantitative survey-based design to investigate the alignment between teachers’ stated beliefs and their instructional practices. Data were collected from 50 English language instructors across ten diverse institutions in Pakistan. The study explores four core dimensions: the adoption of communicative instructional strategies, teachers’ perceptions of language proficiency outcomes, motivational factors influencing pedagogical choices, and the extent of technology integration in language instruction. Descriptive and inferential statistical analyses reveal that while educators generally express favorable attitudes toward CLT and student-centered pedagogy, significant discrepancies persist between their perceptions and actual classroom practices. Structural challenges, such as limited technological infrastructure, rigid curricular constraints, and inadequate professional development opportunities, hinder the effective implementation of communicative methodologies. The findings underscore the necessity for systemic educational reform, including sustained teacher training programs, policy-level support for pedagogical innovation, and increased investment in digital learning tools. This study contributes to the growing body of literature on ELT in South Asia and offers empirically grounded recommendations for enhancing English language education in the Pakistani context.
Jabeen et al. (Thu,) studied this question.