Communicative Language Teaching in Public Universities in Afghanistan: Perceptions and Challenges


  • Ghazi Mohammad Takal Ghazni University
  • Noor Mala Ibrahim Universiti Teknologi Malaysia
  • Mujtaba Jamal Ghazni University



Afghanistan, communicative language teaching, post-war education, EFL classroom, EFL Lecturers’ perceptions


While Communicative Language Teaching (CLT) has been advocated in Afghanistan, little is known about the perception of Afghan EFL (English as a Foreign Language) teachers on CLT. This study aims to investigate the perceptions and challenges of CLT in Afghan public universities from the perspectives of EFL teachers. The study employed a mixed-method approach comprising survey questionnaires and a qualitative interview. A sample of sixty-two Afghan EFL teachers was selected to participate in a survey questionnaire, while five were interviewed. Findings from the questionnaires and interview showed that Afghan EFL teachers have positive perceptions regarding CLT. The results also showed that the education system is one of the significant challenges for CLT implementation in Afghan public universities. The current study is valuable for policymakers, teachers, and students for improvement of EFL classes in Afghanistan.

Author Biographies

Ghazi Mohammad Takal, Ghazni University

Department of English Language and Literature,

Noor Mala Ibrahim, Universiti Teknologi Malaysia

Language Academy

Mujtaba Jamal, Ghazni University

Department of English Language and Literature


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