This study investigates the implementation and effectiveness of Communicative Language Teaching (CLT) in high-fee private schools of Hyderabad, Sindh, focusing on students in grades 9 and 10. Despite policy-level emphasis on communicative competence, English teaching in Pakistan often remains dominated by grammar-translation methods and exam-driven practices. To address this gap, a mixed-method design was employed, integrating quantitative and qualitative data to provide a holistic view of classroom realities. The quantitative component involved structured Likert-scale surveys distributed to 200 students and 20 teachers, analyzed using SPSS to generate descriptive and inferential statistics. Findings revealed that while 72% of students felt encouraged to communicate in English and 73% reported participation in pair/group activities, only 64% expressed confidence in spoken English. Teachers endorsed CLT’s value (80%) but cited exam pressure and parental expectations as barriers. The qualitative strand included semi-structured interviews with teachers and 15 classroom observations, analyzed thematically. Three recurring themes emerged: (1) Partial implementation of CLT, with teachers reverting to translation methods during exam preparation; (2) Institutional and cultural barriers, such as large class sizes and parental emphasis on rote learning; and (3) Student motivation, as learners consistently preferred communicative activities over traditional instruction. By triangulating both data strands, the study demonstrates a clear theory–practice gap in the adoption of CLT. While learners exhibit readiness and enthusiasm for interactive approaches, systemic constraints limit full implementation. The paper recommends teacher training, curriculum reform, and parental awareness programs to strengthen communicative outcomes. The findings hold significance for policymakers, administrators, and educators aiming to align classroom practices with global pedagogical standards.
Solangi et al. (Fri,) studied this question.