THE EFFECTIVENESS OF PEDAGOGICAL METHODS IN TEACHING ENGLISH AS A FOREIGN LANGUAGE
Keywords:
English as a foreign language, pedagogical methods, communicative language teaching, task-based learning, learner engagement, language proficiency, EFL teachingAbstract
The teaching of English as a foreign language (EFL) relies heavily on pedagogical methods to enhance learners’ linguistic competence and communicative abilities. This paper investigates the effectiveness of various pedagogical approaches in EFL classrooms, including traditional grammar-translation methods, communicative language teaching (CLT), task-based language teaching (TBLT), and modern technology-assisted methods. The study examines how each method contributes to learners’ reading, writing, listening, and speaking skills, highlighting their strengths and limitations. Moreover, the paper explores the role of teacher expertise, learner motivation, and classroom interaction in determining instructional effectiveness. Findings indicate that methods emphasizing active communication, contextualized practice, and learner engagement produce better outcomes in both proficiency and confidence. The study concludes by recommending a balanced, context-sensitive approach that integrates multiple pedagogical strategies to meet diverse learner needs.
References
1.Brown, H. D. (2007). Principles of language learning and teaching (5th ed.). Pearson Education.
2.Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press.
3.Larsen-Freeman, D., & Anderson, M. (2011). Techniques and principles in language teaching (3rd ed.). Oxford University Press.
4.Littlewood, W. (2004). The task-based approach: Some questions and suggestions. ELT Journal, 58(4), 319–326. https://doi.org/10.1093/elt/58.4.319
5.Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching (3rd ed.). Cambridge University Press.
6.Savignon, S. J. (2002). Interpreting communicative language teaching: Contexts and concerns in teacher education. Yale University Press.
7.Stockwell, G. (2012). Using mobile phones for vocabulary activities: Examining the effect of the platform. Language Learning & Technology, 16(3), 1–24.
