AN ANALYSIS OF COMMUNICATIVE LANGUAGE TEACHING OF UNDERGRADUATE ENGLISH STUDENTS AT THE DEPARTMENT OF ENGLISH, KUST

Abstract

This study examines the effectiveness of Communicative Language Teaching (CLT) among undergraduate English students at Kohat University of Science and Technology (KUST). Using quantitative, the study compares findings with existing research on CLT, is that 50% of students feel more confident speaking outside the classroom. However, 35% report hesitancy, indicating that CLT’s benefits may not be uniform. The data further reveal a preference for collaborative activities, though logistical issues, including large class sizes, hinder teacher-student interaction. 40% of students find CLT assessments effective, while the other 40% are neutral or dissatisfied, highlighting gaps in addressing specific language needs, such as grammatical accuracy. The study underscores a significant divide on whether CLT should prioritize fluency over accuracy, , with 60% valuing positive feedback, yet 55% indicating that negative feedback decreases motivation. To strengthen CLT at KUST, the study recommends practical measures, including smaller class sizes, diversified assessments, and tailored instructional approaches that balance fluency and accuracy. Policy recommendations advocate for integrating technology, professional development in feedback techniques, and investment in diverse learning materials. These improvements are essential to optimizing CLT for more effective English language acquisition at KUST, aligning classroom practices with communicative goals and accommodating diverse student needs