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Several authors highlighted the centrality and fundamentality of communicative language proficiency (CLP) for English teachers today (Al-Mekhlafi, 2007; Cullen 1994; de Lima, 2001; Fahmy & Bilton, 1992; Tuzel &Akcan, 2009)and considered it as the “main goal” (Cullen, 1994), “backbone” (Al-Mekhlafi, 2007), and a “prerequisite” (Tuzel & Akcan, 2009) of any English language teacher education program (Cullen, 1994) to meet the current serious professional and social challenges, changes, demands, and expectations, despite the complexity of the process, especially in contexts where English is a foreign language (EFL), like the Arab World, for example (Al-Mekhlafi, 2007).

khazar journal of humanities and social sciences

Qualitative Perspectives on the English Language Content Knowledge and Methods on Communicative Language Proficiency, Implications for Succeeding in the IELTS