An evaluative study for communicative language teaching (CLT) on online teaching and learning in higher education: Indonesian and Malaysian university context

The higher education landscape is continually evolving, with educators adapting to meet the needs, aspirations, and expectations of their students. Data technology and virtual-learning systems have become vital components in higher education operations, with many institutions incorporating online frameworks and innovations. The aims of the study to evaluate the effectiveness of Communicative Language Teaching (CLT) using university platforms for online teaching and learning in Indonesia and Malaysia, focusing on students' perspectives. The research utilizes the CIPP, which stands for Context, Input, Process, and Product appraisal framework proposed by Stufflebeam (Journal of Research and Development in Education, 5, 19-25, 1971). The study includes all students who take English as their subject in the English Department Program, as well as English lecturers. The stratified random sampling approach was employed for data collection. Qualitative data gathered through interviews with educators from both institutions, while written papers provide additional insights. For quantitative data, a modified questionnaire with 63 items divided into six sections and five score scales were disseminated online through the Survey123 program. Descriptive and inferential statistics were used to analyze the questionnaire results. Smart-PLS was utilized for barrier element analysis, using PLS-SEM for causal predictive analysis and consideration of reflective and formative factors. Figure 1 presents the conceptual model, illustrating the connections between exogenous and endogenous latent components in the study. By integrating qualitative and quantitative approaches, this research provides valuable contributions to the understanding of CLT's impact on online education in these settings.

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Data availability

The datasets generated and/or analyzed during this study are not publicly available because the data are part of an officially unfinished reported project to MORA but are available from the corresponding author upon reasonable request.

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Acknowledgements

The authors thank the lecturers and students who participated in the survey from both universities, and great appreciation to the two anonymous reviewers and their comments.

Author information

Authors and Affiliations

1. Department of English, School of Postgraduate Program, Universitas Islam Negeri Sulthan Thaha Saifuddin, Jambi, Indonesia Muhamad Taridi & Meilisa Khairani
2. Department of Educational Management, School of Postgraduate Program, Universitas Islam Negeri Sulthan Thaha Saifuddin, Jambi, Indonesia Risnita
3. Department of Educational Management, School of Education, Universiti Utara Malaysia, Kedah, Malaysia Mohd Faiz Mohd Yaakob

1. Muhamad Taridi