ENHANCING READING, WRITING, AND LEARNER AUTONOMY THROUGH COMMUNICATIVE AND INNOVATIVE TEACHING APPROACHES IN EFL CLASSROOMS
Keywords:
Communicative Language Teaching, learner autonomy, student passivity, reading skills, writing skills, innovative teaching methods, EFLAbstract
In many English as a Foreign Language (EFL) classrooms, teachers face significant challenges such as student passivity, low motivation toward reading and writing skills, and limited learner autonomy. These issues often stem from traditional teacher-centered methodologies that emphasize grammar instruction and rote learning over meaningful communication. As a result, students remain passive recipients of knowledge rather than active participants in the learning process. This article examines the role of Communicative Language Teaching (CLT) and innovative teaching approaches in addressing these challenges. It explores how communicative and learner-centered methodologies can enhance students’ engagement in reading and writing activities while simultaneously fostering learner autonomy. Drawing on theoretical perspectives and classroom-based practices, the study highlights the effectiveness of Task-Based Learning, gamification, and the Flipped Classroom model in reducing student passivity and promoting independent learning. The findings suggest that integrating CLT with innovative teaching strategies creates a more dynamic and supportive learning environment, leading to improved language proficiency, higher motivation, and the development of autonomous learners. The article concludes that such approaches are essential for improving the overall quality of EFL instruction and preparing learners for real-life communication.
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