Challenges in the Application of Communicative Language Teaching Approach in Writing Skills within Secondary Schools

Abstract

Writing proficiency is a crucial component of human growth. The use of communicative language teaching (CLT) approach to improve writing skills is examined in this research. This paper is based on research done on application of CLT approach to the teaching of writing skills in English in selected secondary schools in Marakwet East and West sub-counties of Elgeyo-Marakwet county, Kenya. The study's primary objectives were to identify the difficulties teachers face when teaching writing skills using CLT and the difficulties students face while learning writing during CLT-based classroom activities. The Input Hypothesis from Krashen's Monitor Model of Second Language Acquisition guided this study which emphasises on the use of language for learning that is accomplished through communicative activities. Thirty-three secondary schools were the target population for the descriptive survey used in the study. A sample of one hundred and twenty-one form three students from eleven schools were selected using simple random sampling. Eleven teachers and form three students were purposefully selected from the chosen schools. Data obtained through questionnaires were analysed using SPSS and those through interviews and class observation schedules were coded and analysed descriptively. Frequency tables were used to present the data, which was then thematically explored. A number of challenges were found including insufficient teaching-learning resources, over-whelming class sizes and a lack of time devoted to teaching writing. The results lead to the conclusion that despite the benefits of CLT, there are many challenges that limit its application and should be mitigated. The study recommends that the government should provide and/or subsidize adequate teaching-learning resources, teachers should innovate locally affordable resources, enough time should be allocated for writing and teachers should adopt learner- centric techniques to improve their' experiences with writing content. This paper contributes to knowledge on the challenges CLT applications in developing writing face.