Evaluating the Efficacy of the Grammar Translation Method in Enhancing English Vocabulary Acquisition among Senior High School Students: A Case Study

The Grammar Translation Method is widely used in Pakistan to teach English, despite criticism for its focus on rote memorisation and mother-tongue instruction, which may limit communicative competence. The study assesses GTM’s effectiveness in teaching English Vocabulary to senior high school students and explores its limitations in fostering language skills. By examining both the strengths and weaknesses of GTM in this context, the study aims to provide insights into whether this traditional method aligns with the needs of modern English language learners in Pakistan. A mixed-methods approach was employed, involving classroom observations, questionnaires, pretests, and posttests of senior high school students in KP Mardan, Pakistan. Data were analysed using descriptive statistics and a paired t-test to compare pretest and posttest scores. Quantitative data from the pretests and posttests were analysed using descriptive statistics (means and standard deviations) and a paired t-test to determine whether there was a statistically significant difference in vocabulary scores before and after the intervention. Qualitative data from observations and questionnaires were thematically analysed to identify recurring patterns and insights into GTM’s practical limitations. A significant decline in posttest scores (p = 0.002) indicated GTM’s ineffectiveness in vocabulary acquisition. Questionnaire responses revealed students’ dissatisfaction with GTM’s lack of speaking opportunities and heavy reliance on translation. GTM fails to enhance vocabulary learning due to its teacher-centred nature and the neglect of communicative skills. Integrating methods like Communicative Language Teaching and Total Physical Response, which links vocabulary learning with physical actions to enhance retention. However, these methods are recommended to improve English instruction in Pakistan’s senior high schools.