Communicative language teaching in EFL contexts: Learner attitudes and perceptions

Reflecting a trend in Asian contexts generally, the Taiwan Ministry of Education has recently initiated curricular changes intended to reflect a more communicative approach to English language learning. The impact of this policy initiative awaits documentation. Research has highlighted the challenges associated with the adoption of communicative language teaching in EFL contexts. However, while many studies report on teachers' perceptions in implementing communicative language teaching, few have looked at learner attitudes and perceptions with respect to classroom practice. This study investigates Taiwanese EFL learners' attitudes and perceptions with regard to classroom practices identified as primarily meaning-based and form-focused. Findings suggest a mismatch between learner needs and preferences and their reported experience of classroom instruction. Interest in communicative language teaching, particularly among those learners who began learning English at an early age, offers support for the curricular changes currently being implemented. In this and other EFL contexts planning or implementing reform, careful exploration of the concordance of classroom practice with the attitudes and perceptions of learners is seen to be crucial in determining the success of these changes.

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