Asian Journal of Language, Literature and Culture Studies

This study examines Communicative Language Teaching (CLT) use among SHS teachers in Wa Municipality. To accomplish the set objectives, a mixed method approach was applied. Questionnaire, interview and observation were used to collect data from the participants. Constructive teaching model was used as a theoretical framework and the data analyzed using descriptive statistics (SPSS) and thematic analysis. The results showed that the majority of SHS teachers were aware of Communicative Language Teaching (CLT) as an approach to teaching English and also recognized the importance of Communicative Language Teaching (CLT) for students' communication skills. However, teachers did not adhere to the principles and teaching  of CLT in their classrooms. This was due to a lack of understanding of the basic principles of Communicative Language Teaching (CLT). For this reason, teachers still rely on traditional approaches to teaching the English language. The majority of teachers used teacher-centered practices instead of learner-centered practices in their classrooms. The study showed that teachers attributed their inability to use CLT in their classrooms to factors related to the teacher, the student, and the CLT approach. Teachers' differing ideas about CLT influenced their attitudes towards the approach. Based on the results, it is recommended that teachers of English try as much as possible to adopt appropriate strategies for teaching the English language and also to motivate their students in language learning to become proficient users of language. In-service teacher training should also be strengthened to keep teachers informed of evolving trends in English as a Second Language (ESL) methodology.