Research Article

Comparative Analysis of TESOL Methods within the Context of English Language Education in Kuwaiti Universities


  • Fajer Alhajiri The Public Authority for Applied Education and Training, Kuwait City, Kuwait
  • Anwar Alshuraiaan Language Center, Kuwait University, Kuwait City, Kuwait


This research paper investigates the effectiveness of three prominent Teaching English to Speakers of Other Languages (TESOL) methodologies—Communicative Language Teaching (CLT), Task-Based Learning (TBL), and Content-Based Instruction (CBI)—within the context of English language education in Kuwaiti universities. The study aims to understand their impact on language proficiency development, student engagement, and long-term retention. Data were collected through interviews with experienced English teachers from diverse universities in Kuwait. The interviews provided insights into educators' experiences, perspectives, and practices employing these methodologies. Thematic analysis of the interview data revealed distinct patterns for each methodology. CLT enhanced authentic communication and fluency, TBL emphasized task-oriented language use and collaboration, and CBI integrated language learning with subject matter knowledge. The study's findings highlight the significance of context-specific adaptations and offer practical implications for language education in Kuwait. Additionally, the research contributes to the broader field of TESOL by providing insights into the diverse impacts of these methodologies within a specific cultural and educational context.

Article information


Journal of World Englishes and Educational Practices

Volume (Issue)

5 (3)





How to Cite

Alhajiri, F., & Alshuraiaan, A. (2023). Comparative Analysis of TESOL Methods within the Context of English Language Education in Kuwaiti Universities. Journal of World Englishes and Educational Practices, 5(3), 25–34.



TESOL methodologies; Communicative Language Teaching (CLT); Task-Based Learning (TBL); Content-Based Instruction (CBI); Language proficiency development