Comparative study of traditional grammar-translation vs. communicative language teaching

This study examines how two language teaching methods, the Grammar-Translation Method (GTM) and Communicative Language Teaching (CLT), affect student motivation, classroom involvement, and language skills. Conducted in a classroom, the study involved two student groups—one learning through GTM, the other through CLT. Data was gathered using student and teacher surveys, before-and-after tests, and open-ended feedback. Results revealed that students taught with CLT improved significantly in speaking and listening skills. They showed higher motivation and class participation. In contrast, those taught using GTM improved in grammar and vocabulary but had limited progress in speaking. Teachers observed more enthusiasm and participation in CLT lessons, but they also faced challenges managing large classes and keeping students engaged. The study concludes that CLT is more effective for developing communication skills and creating an interactive learning environment, while GTM is beneficial for enhancing grammatical knowledge. This research underscores the importance of balancing grammar instruction with interactive learning activities for successful language teaching.