Understanding ESL Lecturers’ Beliefs and Teaching Methodologies in the Context of Communicative Language Teaching (CLT) in Karachi

Abstract

This research study examines the beliefs of Pakistani ESL lecturers about Communicative Language Teaching (CLT) and how these beliefs are reflected in their teaching practices within Communication and Presentation Skill (CPS) courses. The study utilized semi-structured interviews, classroom observations, and field notes for data collection. The research involved ten (10) English lecturers from various universities who participated in interviews, while their classroom teaching practices were observed in three public sector universities located in Karachi, Pakistan. Participants were selected using a purposive sampling method, and the data was analyzed through an interpretive lens and thematic analysis. The results indicate that the lecturers held strong beliefs that largely aligned with CLT principles, particularly due to the advantages gained in enhancing students’ communicative competence. While the lecturers implemented the CLT approach in their teaching, they applied only some of the CLT principles. The teaching practices of the lecturers did not fully correspond with their beliefs about CLT, impacted by several factors related to the local teaching environments which have shaped their practices.