TEACHERS’ PERCEPTIONS AND LEARNERS’ RESPONSES IN COMMUNICATIVE LANGUAGE TEACHING CLASSROOMS: AN EMPIRICAL STUDY FOCUSED ON ODISHA AND EASTERN INDIA

DOI: https://doi.org/10.56815/IRJAHS/2026.V(2026)I1.1-5

Abstract

Communicative Language Teaching (CLT) has been widely advocated as an effective pedagogical approach for developing communicative competence in English language learners. In India, while CLT has been formally incorporated into curricula and policy documents, its classroom implementation varies considerably across regions. This empirical study investigates teachers’ perceptions and learners’ responses toward CLT practices in English classrooms in Odisha and other Eastern parts of India, namely West Bengal, Bihar, and Jharkhand. Using a descriptive-analytical survey design, data were collected from 30 English language teachers and 120 secondary and higher-secondary students through structured questionnaires based on a five-point Likert scale. Key parameters examined include classroom interaction, learner participation, speaking skill development, confidence building, and assessment practices. Quantitative analysis using mean scores, tables, and graphical comparison reveals that both teachers and learners hold positive attitudes toward CLT, particularly in relation to communicative activities and oral proficiency. However, challenges related to assessment alignment, large class size, and infrastructural constraints persist. The study underscores the need for region-sensitive teacher training and assessment reforms to ensure effective CLT implementation in Eastern India.