APPENDIX-A: TEACHERS’ QUESTIONNAIRE

University of Malaysia Sabah

Faculty of Psychology & Education
Department of English
Master of TESL

Dear Teacher,
This questionnaire is designed to find out the understandings, attitudes and practices of
English teachers with regards to communicative language teaching (CLT). Your
contribution is important for the success of this study. The researcher would like to assure
you that all the responses you give will be kept confidential and used only for the research
purpose. As a further assurance, you will not be obliged to provide your name.
Thank you in advance for your valuable time and co-operation.
The researcher

PART 1: Personal Information

(√) Mark in the appropriate box where necessary.

1. Name of the school

2. Gender (a) Male (b) Female
3. Age (a) 21 – 29 (b) 30 – 39
(c) 40 – 49 (d) 50 or more
4. teaching experience: (a) 1-5 years (b) 6-10 years
(c) 11-20 years (d) 21- 30 years
(e) 31-40 91
5. Name of University/College
graduated from
1. Have you ever participated in any CLT-related seminar, workshop or orientation?

(a) Yes (b) No

2. If your answer is YES, how useful have you found them to implement language teaching

based on the principles of CLT?

(a) Very useful (b) moderately useful (c) useful

(d) Not that much useful (e) not useful (f) Undecided
PART II: UNDERSTANDINGS OF TEACHERS’ REGARDING CLT
CLT Dimension

Items 1-32 in the table below are accompanied with five options: Strongly Agree, Agree,

and Undecided, Disagree and Strongly Disagree.

Respond to these items by putting a tick mark (√) in the appropriate box

Keys: - 5 = Strongly Agree 4 = Agree 3= Undecided 2 = Disagree

1= Strongly Disagree

No. Items Response

Likert Scale
I CONCEPTUAL PERSPECTIVE 5 4 3 2 1
1 Good ESL instruction is virtually synonymous with
Communicative Language Teaching (CLT) method.
2 A Communicative perspective is the most progressive
instructional approach in the field of EFL.
3 The communicative approach gives equal attention to
all language skills rather than attention only to
productive skills.
4 CLT help learners to take responsibility of their
learning process more than teacher centered
approaches.
5 The CLT approach to language teaching encourages
responsibility and self-discipline and allows each
student to develop his/her full potential.
Likert Scale
II STUDENTS’ LEARNING PERSPECTIVE 5 4 3 2 1
6 Students’ involvement is best promoted in
communicative EFL classroom.
7 Students’ social development is best promoted in
communicative EFL classroom.
8 Students are more willing to take risk in communicative
EFL classes than teacher fronted (lockstep) classes.
9 The communicative approach to language teaching
produces fluent learners.
PERSPECTIVE ON INSTRUCTIONAL Likert Scale
III ACTIVITIES 5 4 3 2 1
10 In ESL programs, content learning is best accomplished
with a communicative approach.
 11 English speaking proficiency is more easily achieved in
a communicative class.
12 Learning skills are best developed in a communicative
ESL classroom.
13 In CLT, group work activities are essential in providing
opportunities for co-operative relationships to emerge
and in promoting genuine interaction among students
14 In CLT, group work activities take too long to organize
and waste a lot of valuable teaching time.
15 Students do their best when taught as a whole class by
their teacher.
PERSPECTIVE ON THE IMPORTANCE OF Likert Scale
IV GRAMMAR 5 4 3 2 1
16 Grammar is best taught in a communicative EFL class.
17 In CLT, grammar should be taught only as a means to
an end and not as an end in itself.
18 Knowledge of grammar in language does not guarantee
the ability to use language for communicative purpose.

PART III: ATTITUDES OF TEACHERS’ REGARDING CLT

No. Items Response

Likert Scale
1 2 3 4 5
1 The texts which I use in my classes are mostly passages
from existing course books, which I do not modify to any
great extent.
2 Foreign language study is mainly necessary to sharpen
cognitive skills; it is helpful; it is helpful for
mastering practical learning skills
3 A significant amount of grammar comprehension is
necessary in order to develop other language learning
skills (reading, writing etc.).
4 I prefer teaching grammar to teaching other skills.
5 I teach grammar more than other skills.
6 If grammar is incorrect, communication is disrupted.
7 My students feel insecure about foreign language use due
to a lack of grammar comprehension
8 Students in my class acquire grammar comprehension
cumulatively, step-by-step, in accordance with my
grammar instruction.
 9 The use of grammatical terminology is unnecessary in
learning grammatical structures.
PERSPECTIVE ON INSTRUCTIONAL Likert Scale
III ACTIVITIES 1 2 3 4 5
10 I prefer my students to discover and formulate grammar
rules themselves, before I explain grammar structures
explicitly.
11 Students in my class acquire the language cumulatively,
step-by-step, in accordance with my instruction on the
different language skills (reading, listening etc.).
12 I prefer my students to learn to correct their own mistakes.
13 I discuss mistakes made by individuals in a larger group
or classroom context.
14 My students are allowed to sacrifice grammatical accuracy
if this leads to immediate communicative effectiveness.
15 My students’ language competence is mainly evaluated on
fluency rather than on grammatical accuracy.
16Second language study is mainly important for students who
wish to communicate in international contexts.

PART 4 : TEACHERS’ CLASSROOM PRACTICE

No. Items Response

Likert Scale
5 4 3 2 1
1 The chairs and desks are adequate for all students in the
classroom
2 The chairs and desks are comfortable for group
discussion
3 The number of students in your class is large

4 Students frequently discuss in pair or group in English

class room
5 You give your students adequate time to do pair / group
work.
6 You facilitates the group discussion by moving in the
classroom while your students are discussing in
pair/group.
7 You speaks more in English classroom than students.

8 You presents authentic materials such as newspaper,

magazines, pictures, photos etc. in English classroom.
 9 Your students are motivated to actively participate in
English classroom
10 Your students are encouraged to talk whatever you want
in classroom.
11Your students are inspired to ask questions and respond to
ideas that they have got from the classroom activities
and to discuss in pair and group.
12 Your students are encouraged to guess meaning of words
from context
13 You immediately supply the vocabulary answers instead
of encouraging students to discover the meaning of
words by themselves
14 Use audio-visual materials to support your lesson

15 You explain new words and phrases and let you do the
exercises in the textbook
16You explain new grammatical terminologies or forms and
patterns (rules) and let the let you be engaged in doing
exercises.
17 You give the students explanation of rules with model
sentences to illustrate them
18 You use individual–seat work.

19 You introduce the new language item in context and

demonstrate the use and meaning of the new language
and let the students try to produce, reproduce and
communicate with the language.
20 Involve the students in questioning and answering
activities.
21 Involve the students in role play, simulation or any
kind of drama.
22 Involve the students in problem-solving activities.

23 Involve the students in activities as identifying

similarities and differences of pictures in group.
24 Use different kinds of language games e.g. word
dominoes.
25 Involve the students in conversation and discussion on
some issues.
Appendix B : Lesson Observation Schedule for the Teachers

Name of the Teacher : ________________________________________

School : ____________________________________________________

Class : ............... Unit : ................

Sr. Components of CLT 1 2 3 4 5

No. (20%) (40%) (60%) (80%) (100%)

1. Congenial atmosphere in
the class
2. Use of precommunicative activities
(Questioning)
3. Facilitation for communication process.
(coordination among
activities, participants
and texts)
4. Teaching with various communicative
activities (pair work, role play, group
work, language games, etc.)

5. Creating different real life situations

6. Use of audio visual aids and authentic
material (cue cards, newspaper cuttings,
symbols, charts, etc.)
7. CLT principle- ‘to learn it, do it’ is
followed.
8. Pupils’ errors are tolerated
9. Teacher as a guide, participant and a
motivator
10. Judicious use of mother tongue by the
pupils.

Total

Total Sum :

Date : Place : Observer :

Appendix C : Interview Schedule for the Experts

(1) According to you, what are the important features of Communicative

Approach ?

(2) What, according to you, are the barriers in using Communicative

Approach for teaching English?

(3) What is your opinion about teachers' reluctance to use Communicative

Approach for teaching English ?

(4) If the teachers are reluctant to use Communicative Approach to teach

English, what could be the reasons for that ?

(5) What sort of training is required for the teachers to enable them to use

Communicative Approach effectively ?

(6) Which aspects of Communicative Approach would you suggest to be

emphasized while giving in-service and pre-service training to the

teachers ?

(7) What references would you like to suggest for using Communicative

Approach for teaching English ?

(8) What remedies would you suggest to overcome the barriers in using

Communicative Approach?

(9) What should be the role of the teacher, according to you, for effective

use of Communicative Approach?

(10) Do you think that Communicative Language Teaching is really beneficial to

bring out changes in English language teaching scenario? What are the

changes?
Appendix D : Interview Schedule for the Headmasters

(1) Do you observe the lessons of English teachers of your school ?

(2) As per your observation, which methods and approaches are used by

the teachers to teach English ?

(3) Do the teachers use Communicative Approach for teaching English ?

(4) If they are not using Communicative Approach to teach English, what

could be the reasons for it?

(5) Does your school have different teaching aids to teach English ?

(6) Does the school have audio visual aids to teach English ?

(7) Do the teachers get proper in-service training ? If not, what are the

reasons ?

(8) What reference material do the teachers use to teach English ?

(9) What, accourding to you, may be the barriers in using Communicative

Approach to teach English ?

(10) What efforts would you like to take to enable the teachers to use

Communicative Approach to teach English ?