Résumé:
This research study investigated the implementation of Communicative Language Activities (CLAs) in teaching English as Foreign Language (EFL) writing at the Department of English,University of Jijel. It particularly aimed to examine whether the teachers implement CLAs in teaching EFL writing, what type of activities they use and how they integrate these activities in their writing classes. To achieve this, a descriptive research method was adopted and data were collected through a classroom observation of 13 writing sessions during the second semester of the academic year 2024/2025 and a teacher questionnaire administered to eight (08) Written Expression teachers at the undergraduate level at the department. Some discrepancies were detected in the results of the two data collection tools. The observation findings clearly demonstrated that although certain principles of Communicative Language Teaching (CLT) are recognized in writing classes, the teaching practices as a whole fell short of reflecting the main objectives of communicative language teaching. The findings revealed
limited use of communicative activities as far as group work, dialogues, and role plays are
concerned, with little focus on real-world audiences or purposes. Teachers prioritized
accuracy over fluency, and interactive feedback was infrequent in their writing classes. The
questionnaire revealed that Written Expression teachers believe CLAs enhance EFL students’ writing and support their use in EFL writing classes despite the fact that various problems affect these’ activities implementation such as class size ,time constraints, and classroom management challenges. For a more successful integration of CLAs into writing education,many recommendations have been set forth based on the analysis of the classroom observation and teacher questionnaire such as increasing the use of communicative language activities (CLAs) in writing classes, and conducting experimental study on the effectiveness of such activities in developing the writing skill.
