International Journal of Language and Linguistics Vol. 4, No. 4, December 2017 240 Learner Conformity to Communicative Language Teaching Approach in EFL Contexts: A Case Study in Saudi Arabia Dr. Mohammad Abdul Wajid English Language Institute King Abdulaziz University, Jeddah Kingdom of Saudi Arabia Dr. Mohammad Saleem Department of English, Faculty of Sciences & Arts King Abdulaziz University- Rabigh branch Rabigh, Kingdom of Saudi Arabia Abstract The present study is an outcome of a concern for the status of English language teaching in Saudi Arabia. It is felt that the standard of English in Saudi Arabia has deteriorated over time (Al-Seghayer, 2011). CLT is the major approach followed to teach English in the kingdom, and it is also felt that among others, learners’ lack of interest in an approach that places higher demands on them is the chief reason for the dismal scenario of English teaching. The present study explored the opinions of a small group of learners of English at a university to measure their conformity behaviour, and its level, towards CLT. The results of the study show that learners display a high level of conformity behaviour to the CLT activities carried out in English classes. This study is a small step, and if larger frame studies are conducted on the issue, we can have a better picture, pinpoint the exact reasons, and find a solution to the problem of deteriorating standards of English in Saudi Arabia. Keywords: communicative language teaching, conformity behaviour, English as a foreign language teaching, English teaching in Saudi Arabia Introduction The present study takes off in the backdrop of another study we conducted with teachers of English using CLT approach at colleges in Saudi Arabia, the results of which showed that teachers displayed conflict in their attitude towards CLT theory and practice, that is, teachers‟ beliefs in CLT and their practice of it in classrooms were found to be conflicting (Wajid & Saleem, 2016). So, it rather became imperative upon us to look at the issue of CLT in Saudi Arabia from the perspective of learners as well. What we call „the issue of CLT‟ is a broader framework envisaged to analyse the complexities arising out of introducing CLT as the most favoured approach to teach English in Saudi Arabia while many teachers hesitate to use CLT in full letter and spirit, owing to numerous hindrances in its use in the classroom. Thus, the present analysis of learners‟ perspectives is just one facet of the larger issue we have taken up for research. There are ample research studies on English teachers‟ perspective on the use of CLT in Saudi Arabian classrooms, commonly coming up with the findings that mostly teachers are not fully conversant with the use of CLT in their classrooms, for multiple reasons, and therefore, they use mixed methods and approach. Teaching/learning a language is an interactive process, and since the major emphasis of CLT as an approach is on learner interaction leading to communicative competence, learners form an integral part of the process for the approach to be successful. Unless learners are actively involved in the learning process with deep faith and interest in the activities that form part of CLT, it is bound to be a failure. But, to my surprise, there is very little research in this area, especially in Saudi Arabian context. There has been very little effort to understand what maybe the level of learners‟ conformity to learn English language through the activities involving their essential participation. Therefore, the objective of the present study is to gauge the learners‟ level of conformity to the tenets of CLT practically applied in English language classrooms.