Evaluating Teacher Readiness for the Implementation of Communicative Language Teaching in Malaysian Secondary Schools

Abstract

This study aims to systematically assess ESL teachers’ preparedness to modify their instructional approaches in line with CLT principles, focusing on key influencing factors such as teachers’ knowledge and understanding of CLT, their formal training backgrounds, access to classroom resources, and the level of support provided by their institutions. Employing a mixed-methods research design, the study combines both quantitative and qualitative data to gain a comprehensive view of the current landscape. Findings from the study reveal significant gaps in ESL teachers’ theoretical understanding and practical training related to CLT, highlighting the disconnect between policy expectations and classroom realities. Moreover, the data show a strong correlation between institutional support and teacher confidence in using CLT techniques, underscoring the need for more robust and directed professional development initiatives. It is recommended that future training programs not only emphasize the theoretical foundations of CLT but also provide hands-on, context-specific strategies for managing challenges such as large class sizes, limited teaching materials, and diverse learner needs. By identifying these critical areas for intervention, the study offers valuable insights to inform policy decisions and teacher education practices.