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Analysis of EFL Learners’ Attitudes towards Communicative Language Teaching (CLT) Approach and Its Impact to their Academic Performance

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  • Alvin G. Datugan

    (Nakhon Phanom University, Thailand)

Abstract

This study explores the attitudes of first-year EFL learners at the Faculty of Education, Nakhon Phanom University towards the Communicative Language Teaching (CLT) approach and analyzes the relationship between the attitudes and their academic performance. The research revealed that a majority of the respondents value the interactive opportunities provided by CLT, suggesting that such interaction enhances their learning experience. However, a weak positive correlation (Pearson coefficient of 0.234, p-value of 0.488) between students’ attitudes and academic performance indicates that while positive attitudes may contribute to improved outcomes, the association is not statistically significant. This finding highlights the importance of other influencing factors and suggests a room for further research needed to fully understand the complex relationship between attitudes and academic performances. The study emphasizes the potential of CLT to foster positive learning attitudes through interactive, culturally relevant, and technologically integrated teaching strategies, which may ultimately enhance both language proficiency and academic performance.

Suggested Citation

  • Alvin G. Datugan, 2024. "Analysis of EFL Learners’ Attitudes towards Communicative Language Teaching (CLT) Approach and Its Impact to their Academic Performance," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 8(8), pages 3456-3462, August.
    • Handle: RePEc:bcp:journl:v:8:y:2024:i:8:p:3456-3462
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    Cited by:

    1. Jason Philip B. Capacio & Alvin Gueco Datugan, 2024. "Investigating English Language Difficulties Faced by EFL University Students among Fourth-Year BA English Major," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 8(9), pages 2637-2646, September.

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