Perceptions and Challenges of CLT in EFL Classes – Possible Research in Afghan Tertiary EFL Context 
Ghazi Mohammad Takal1, Noor Mala Ibrahim2
1Ghazi Mohammad Takal, Department of English, Faculty of Languages and Literature, Ghazni University, Ghazni City, Afghanistan.
2Noor Mala Ibrahim, Language Academy, UTM, Johor Bahru, Johor, Malaysia.
Manuscript received on 02 September 2019 | Revised Manuscript received on 12 September 2019 | Manuscript Published on 23 September 2019 | PP: 1159-1164 | Volume-8 Issue-5C, May 2019 | Retrieval Number: E11620585C19/19©BEIESP | DOI: 10.35940/ijeat.E1162.0585C19
Open Access | Editorial and Publishing Policies | Cite | Mendeley | Indexing and Abstracting
© The Authors. Blue Eyes Intelligence Engineering and Sciences Publication (BEIESP). This is an open access article under the CC-BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
Abstract: A great deal of research has been conducted regarding Communicative Language Teaching (CLT) in English as a Second Language (ESL) and English as a Foreign Language (EFL) contexts, including in Afghanistan. However, the real status of CLT employed in Afghan context is vague due to the lack of sufficient studies. The aim of this paper is to present a review on CLT in various EFL contexts in general and on the perceptions and challenges in the implementation of CLT in Afghanistan for the purpose of identifying gap for a subsequent investigation of CLT in the country. The results show that there are still many areas that need to be examined in the Afghan EFL setting to improve the quality of English teaching and learning in Afghan universities.
Keywords: CLT, Challenges, Afghan EFL Lecturers, Perceptions.
Scope of the Article: Context Awareness and Personalization