Tunisian Secondary EFL School Teachers’ perceptions regarding Communicative Language Teaching: An exploratory survey

Asma Ounis, Tesnim Ounis


The communicative approach represents a change of focus in language teaching from linguistic structures to learners’ need for developing communication skills. As such, teachers in many English foreign language contexts are expected to use the CLT approach in their classes due to the high demand for developing learners’ communicative competence. The present study investigates secondary school EFL teachers’ perceptions of CLT principles and practices in the Tunisian context. It seeks to explore EFL teachers’ attitudes toward CLT as well as the difficulties they may encounter in implementing the approach in their classrooms. In order to address the purpose of this study, a combination of quantitative and qualitative data using a semi-structured questionnaire with 30 Tunisian English language teachers was carried out. The results of this study reveal that EFL teachers have a positive attitude toward the CLT approach. However, the findings also show that EFL teachers perceive many difficulties in implementing CLT in their classrooms. The identified factors that prevent the implementation of CLT are consistently associated with the class size, number of class hours and lack of teaching materials for communicative activities in the education system and so forth. 


Communicative language teaching (CLT), English as a foreign language (EFL), EFL school teachers, perceptions.

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