Evaluating ESL Instruction Material Through Communicative Language Teaching Principles

Abstract

This study evaluates how far English language educational resources in Pakistani public primary schools reflect Communicative Language Teaching (CLT) principles. A mixed-method analysis which uses content analysis on surveys studies Pakistan's Multan district elementary schools. A total of 355 teachers (232 males and 123 females) took part in the research by following a systematic selection process. The researcher gathered data by using an adapted CLT-based checklist. SPSS software was used for both descriptive statistical analysis and inferential statistical calculations. Most teaching professionals state that textbooks successfully implement the principles of CLT. The alignment between communicative approaches was verified through textbook content analysis of grades six to eight. The evaluation found many CLT implementation obstacles but teachers successfully resolved most of these issues. The study proposes that researchers should perform analogous assessments at the intermediate and college education