CLT-CALL Integration for Communicative English Readiness among Pakistani Students

Abstract

This quantitative study examines the impact of instructional materials, pedagogical approaches, and technological gap in the teaching of English. In total, 145 intermediate learners from a local institution in Lahore, Pakistan, were involved in the study. The study comprised four steps: 1. English Language Learning Challenges Survey; 2. Contextual Briefing; 3. Training; and 4. CLT-CALL Integration Survey. The Challenges Survey was used to determine the main obstacles in the students’ English language learning. A contextual briefing phase facilitated understanding of the elements and nuances of integrating CLT and CALL as potential solutions to their challenges. The participants were given four training sessions in which CLT activities were conducted through CALL with iSpring Suite Software, including role-playing, dialogues and discussion sessions. Lastly, the CLT-CALL Integration Survey assessed students’ challenges and their thoughts about integrating CLT and CALL as a solution to their challenges. The findings reveal that the problems encountered by Pakistani intermediate ESL learners include fluency issues, inadequate teaching strategies, and cultural barriers. The results also show that the integration of CLT-CALL is positively accepted by the students, and they believe this integration could be highly effective for learning English as a second language (ESL). Furthermore, this study provides pedagogical suggestions to students, teachers, and education researchers.