Students’ Knowledge, Thinking and Beliefs of CLT in Selected Secondary Schools in Oromia State, Ethiopia

Abstract

Though communicative approach (CLT) has been widely popular in ESL/EFL contexts, research entails that, curricular innovation promoted by the adaptation of CLT in EFL countries has generally been difficult. The literature in curriculum innovation suggests that the practitioners’ understanding of the same is central to its success. Thus, the current study focuses on students’ knowledge, thinking and beliefs concerning the approach. Thus the study stresses on few basic principles of the approach (students’ and teachers’ roles, roles of grammar, error correction and assessment, roles of instructional activities, and the role of mother tongue). Thus the inclusive analysis indicates that the majority of the respondents have quite considerate perceptions to the approach. Thus, it is possible to infer that the subjects can possible practices the approach in their respective instructional context. Moreover, on the bases of the findings brief recommendations were made.