Teachers’ Practices in Implementing Communicative Language Teaching in Primary EFL Classrooms in The Digital Era

Abstract

This study investigates teachers’ practices in implementing Communicative Language Teaching (CLT) in primary English as a Foreign Language (EFL) classrooms in the digital era. The research aims to explore how teachers apply CLT principles, examine the integration of digital technologies to support communicative learning activities, and identify challenges encountered in primary EFL contexts. A qualitative descriptive research design was employed, involving interviews and classroom observations with three primary school English teachers selected through purposive sampling. The findings reveal that CLT is implemented through communicative activities such as pair and group work, role plays, language games, and short conversations that encourage meaningful language use and active student participation. Digital technologies, including videos, educational applications, online games, and interactive platforms, were found to enhance students’ engagement, motivation, and listening and speaking skills. However, the study also identifies several challenges, such as large class sizes, limited access to digital devices, technical problems, varying levels of students’ digital literacy, and difficulties in classroom management. Overall, the study concludes that the integration of digital technology supports effective CLT implementation in primary EFL classrooms, provided that teachers possess adequate pedagogical competence and are supported by appropriate technological and institutional resources.