English is embedded, as a core and compulsory subject from years 1-12, in Bangladeshi education system. Keeping English in this position indicates that an increased emphasis is placed on learning English. In order to strengthen students’ communicative competence in English, moreover, the Government substituted CLT for GTM in 2001. However, many argued that, despite this change, most of the students are still unable to communicate in English effectively. This communicative inability of students generates a question that is whether or not students and teachers actually want CLT. Therefore, this study aimed to investigate teachers’ and students’ perceptions of whether they desire CLT or not, and of how they perceive CLT. To achieve this aim, nine participants (three teachers and six students) were selected to obtain data through conducting semi-structured in-depth interviews. Qualitative technique was followed to analyse the data. The results of this study indicated that the students and teachers desire CLT, and they also expect the problems with CLT to be resolved. Even, they also have drawn some recommendations for improving CLT in Bangladesh.
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