Elnaz Moghadam Fard - Department of English, University of Zabol, Zabol, Iran
Ali Ghorbani - Department of English, University of Zabol, Zabol, Iran

This study investigates the extent of Communicative Language Teaching (CLT) implementation amongIranian English as a Foreign Language (EFL) teachers, exploring both theoretical knowledge and practicalapplication. Despite the global shift towards communicative approaches, many Iranian classrooms continueto rely on traditional methods such as Audiolingualism. Through qualitative classroom observations ofexperienced teachers, this research highlights the adherence to and deviations from CLT principles in practice.Findings reveal a significant gap between the teachers' understanding of CLT and their ability to apply thesemethodologies effectively in classroom settings. Key barriers identified include large class sizes, insufficientresources, and a lack of comprehensive training. This study underscores the need for targeted professionaldevelopment and resource allocation to bridge the gap between CLT theory and practice, ultimately enhancingthe communicative competence of Iranian EFL learners. Recommendations for educational policymakersinclude reducing class sizes, providing adequate materials, and ensuring continuous teacher training to alignclassroom practices with modern communicative methodologies.

Communicative Language Teaching, EFL, Iranian education, language pedagogy, teachertraining, classroom implementation