This research examines classroom methodologies aligned with the communicative approach, gauging the perspectives of English teachers working within vocational high schools (VHSs). The study, employing a qualitative case study research design, engaged 10 teachers from diverse backgrounds. The participants volunteered for the study and were selected through a maximum diversity sampling technique, a purposeful sampling method. The research methodology encompassed data collection through interviews, observations, and document analysis. Content analysis was applied to scrutinize interview data, whereas observational and document‐based findings were subjected to descriptive analysis techniques. The study revealed a prevalent utilization of teacher‐controlled activities and a predominant teacher‐centric classroom layout among teachers. Notably, a considerable proportion of in‐class time was allocated to grammar instruction, whereas comparatively lesser emphasis was placed on fostering reading, speaking, writing, and listening skills. Moreover, it was found that multiple‐choice tests and alternative assessment formats such as performance evaluations and projects were exclusively employed; using other alternative assessment approaches like observations, interviews, learning diaries, and portfolios was rare. It is also found that English instruction in VHSs heavily relies on textbooks, supplemented by the occasional integration of audiovisual materials. Overall, teachers expressed a consensus that there exists a need for enhancement in curricular frameworks, teaching aids, as well as assessment and evaluation tools within the English instruction domain.

中文翻译：

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交际法的力量：职业高中英语教师课堂实践调查

这项研究考察了与交际方法相一致的课堂方法，衡量了职业高中 (VHS) 英语教师的观点。该研究采用定性案例研究设计，聘请了来自不同背景的 10 名教师。参与者自愿参加这项研究，并通过最大多样性抽样技术（一种有目的的抽样方法）进行选择。研究方法包括通过访谈、观察和文件分析收集数据。内容分析用于审查访谈数据，而观察和基于文档的发现则采用描述性分析技术。研究表明，教师普遍采用教师控制的活动，并且以教师为中心的课堂布局占主导地位。值得注意的是，相当一部分的课堂时间被分配给语法教学，而相对较少的重点放在培养阅读、口语、写作和听力技能上。此外，我们还发现，只采用了多项选择测试和绩效评估、项目等替代评估形式；使用观察、访谈、学习日记和档案袋等其他替代评估方法的情况很少见。研究还发现，录像带中的英语教学严重依赖教科书，偶尔会结合视听材料作为补充。总体而言，教师们一致认为英语教学领域的课程框架、教具以及评估和评价工具需要加强。