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Abstract
Annotation: With the rapid globalization of the travel industry, English has firmly established itself as the global lingua franca for tourism and hospitality professionals. Traditional grammar-translation methodologies often fail to equip students with the practical, real-time oral skills needed to navigate fluid workplace encounters. This study evaluates the empirical effectiveness of Communicative Language Teaching (CLT) methodologies—specifically role-plays, situational simulations, and project-based interactive learning—within an English for Tourism (EfT) curriculum.
References
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