Afghan EFL Teachers’ perceptions towards Grammar-Translation Method (GTM)

Abstract

The purpose of the present study was to explore the perceptions of Afghan EFL teachers towards the use of Grammar-Translation Method (GTM) in English classrooms. It aimed to investigate the use of different techniques of teaching English to students through the application of GTM in classrooms. Furthermore, the study sought to determine how GTM helped teachers to use translation technique to translate short passages and other language items and effects of GTM on Afghan teaching classrooms through students’ performance. The study also tried to find out differences in the perceptions teachers by gender, age, first language, and teaching experience. The data collected from 150 participants who were teaching English at Takhar University and other English language centers. The study employed Statistical Package for the Social Sciences (SPSS) version 24.0 to analyze the data. The results of the study revealed that teachers liked and welcomed GTM to be applied in English classrooms. Furthermore, the results also showed that participants considered GTM a very important method of teaching because it helped them teach grammar rules properly. Another finding of the study was that teachers would often translate short passages, instructions and any language items into L1 in order to help learners to learn the target language. Moreover, the study revealed that applying Grammar-Translation Method in language classroom affected the students’ performance. It also showed that there were not any statistically significant differences by their gender, age, and teaching experience except their language.

Keywords:

• GTM
• Grammar-Translation Method
• Afghan EFL teachers
• perceptions
• effect

PUBLIC INTEREST STATEMENT

The majority of Afghan EFL instructors still show favorable preferences to Grammar-Translation Method. The study aimed at exploring Afghan EFL instructors’ perceptions towards the use of GTM in English classrooms. It also sought to determine how GTM has helped teachers to use translation techniques to translate short passages and language function through the use of L1 and effects of GTM on Afghan teaching classrooms through students’ performance. The results of the study revealed that teachers liked and welcomed GTM to be applied in English classrooms. Furthermore, the findings also revealed that teachers would often translate short passages, instructions and any language items into L1 in order to help learners to learn the target language using their L1. The study also yielded that through the use of GTM, Afghan EFL teachers were happy to use a variety of techniques in their language classrooms.

1. Introduction

The core purpose of grammar translation method (GTM) is to help students to understand and read foreign language literature successfully (Larsen-Freeman, 2001). More clearly, this method is an efficient method for learning vocabulary and grammatical structures. To focus on the rules of grammar in the target language, students can properly recognize the features of two specific languages that make the learning easier. Although learning while using this method seems challenging because it does not meet the needs of students in different contexts. Moreover, the important role of this method is translating one language into the other and the mastery of grammatical rules and vocabulary building are much emphasized. To get students involved in learning process and make sure they communicate meaningfully with their peers, all practices or any other language items are applied in the class through the application of GTM (Akramy, 2021; Fish, 2003).

The Grammar- Translation Method is an old method since its emergence. It has had different names, but it has been used by language teachers for many years. At one time it was called the Classical Method since it was first used in the teaching of classical languages, Latin and Greek. Earlier in the twentieth century, this method was used for the purpose of helping students to read and appreciate foreign language literature. It was also hoped that through the study of the grammar in the target language students would become more familiar with grammar of the native language and that this familiarity would help them to speak and write their native language better (Larsen-Freeman & Anderson, 2011). The teachers who use GTM do not have to have great English proficiency because GTM more basically focuses on teaching grammar more than any other language skills. Therefore, the following are some important aspects of Grammar-Translation Method:

• Native language is usually the medium of instruction in the class while a foreign language is taught by some exercises.

• The meanings of some difficult words are given as list on the board to let students jot them down.

• Teachers explain grammatical points students find challenging in the classroom.

• Teachers present the right forms of some rules that influence the words to understand.

• Teachers often start teaching students by reading some literary texts, and then apply the grammatical rules on the text being read by students.

• Teachers translate of a variety of sentences using L1 in the class.

• There is little concentration on communicative activities.

The main focus of GTM is often on reading, translation, and grammatical rules with a notable ignoring to the pronunciation (Prator & Celce-Mucia, 1979). More specifically, reading and writing are the primary skills students are required to develop using GTM in their classrooms. Furthermore, activities pertaining to translation will provide students clarity and they will find an opportunity to improve their accuracy in the target language. When the form and meaning of some language functions or items are explained to students, the language awareness of students will be on a rapid rise. The students will also enhance their capabilities to students independently (Akramy, 2022; Fish, 2003). The same like above point, Vermes (2010) stated that translation activities will increase the awareness not only of the mother tongue and the foreign language, but the students will also be acquainted with culture clashes from two separated languages.

2. Literature review

Many studies have been conducted on the area of using Grammar-Translation Method in teaching a foreign language. These studies have contributed a lot to the development of the discipline of language teaching. Chang (2011) conducted a contrastive study of GTM and Communicative Approach in teaching English grammar. 86 students who participated in the study reported that GTM is better than Communicative Approach in accuracy, but the latter is better than in fluency. Hence, the results of study concluded that the ideal approach can be produced by emerging the two methods in teaching. Similarly, Mondal (2012) stated that GTM is an appropriate method although the combination with Communicative Approach will create a new fruitful methodology which can fill the gaps of each previous method as one component of an eclectic approach to language teaching and learning. Moreover, a study carried out bywho found out that English learners experience translation as default method of vocabulary learning. That is, it is a useful teaching and learning tool which can complement the existing pedagogical approaches. However, scholars have pointed out that by using translation students may enhance their knowledge of L2, mainly through contrastive analysis.

GTM is still one of the most important and effective ways of teaching a foreign or second language (Elizabeth & Rao, 2010). This method is also known as translation method and Classical Method of Language Teaching. They further stated that GTM was popular in the past; even today it enjoys the profound popularity among the language teachers. Consequently, it was used to teach the target language by translating short passages into L1 . In addition, Richards (2004) pointed out that GTM can be a way of teaching and studying language through applying different grammar practices which focus more on rules. It also concentrates widely on memorization of few rules and their understanding to manipulate the sentence structure of the target language (Richards & Rodgers, 2001). The proponents of GTM claimed that the second language learners, through GTM, were able to read the literature of target language properly and they could easily translate from one language to another which ultimately enabled learners to develop and excel their writing and reading skills In the Western world, “foreign” language learning in schools was synonymous with the learning of Latin (Greek). Latin was taught by means of what has been called the Classical Method (focusing on grammatical rules, memorization of vocabulary and of various declensions and conjugations translation of texts, and doing written exercises; Brown, 1994; Chastain, 1988).

In opposition to the above ideas, GTM has also been widely criticized by many researchers around the globe. For example, a study conducted by Omar (2019), who investigated to determine the influence of GTM on Libyan students’ English performance in communicative situations by interviewing ten teachers of English. His findings revealed that GTM as an outdated method did not help Libyan students to successfully communicate with their peers in English. The results of the study recommended teachers of English in Libya to apply another useful and helpful teaching method instead of GTM in their classrooms. In the same vein, the results of another two studies showed that GTM is not an optimum teaching method and it focuses on memorization, grammar rules, and translating texts using L1 which is no longer useful for students. The studies also indicated that the students can improve their grammar rules, but they lack in communication which is a very important aspect of language nowadays (Eisa, 2020; Omar, 2018).

Moreover, a study conducted by Abu Srewel (2002), who found that students were poor users of English after graduating from university. The only reason they had lack of communication, poor performance and low English proficiency was following GTM in their language classrooms. Similarly, Shihiba (2011) reported after spending a lot of time giving English training through the application of GTM, students had been found short on good communication and speaking and listening skills. Both studies above showed that students had a wide of range of lecturers in grammar and they had enough time to get acquainted with grammatical rules and structures, vocabulary enhancement, and writing tips, but they were not able to put them into actions. The only problem was that GTM did not create a friendly and communicative environment where they could learn English inductively. There is also another study in support of GTM’s disadvantages and shortages which was conducted by Hazratzad and Gheitanchian (2009), who explored the perceptions of teachers through a questionnaire and interview. Their findings yielded that English instructors had varying attitudes towards EFL teaching methods (i.e., Grammar Translation Method, 42%; Audio Lingual Method, 50%; Silent Way, 81%; Total Physical Response, 82%, communicative language teaching, 73%). It can be concluded that the instructors had less favorable preferences to GTM than other teaching method. The study also showed that the participants did not find GTM helpful for both their teaching and students’ learning processes. Instead, they preferred to welcome total physical response (TPR), Communicative Language Teaching (CLT), Silent Way to their classrooms.

Larsen-Freeman and Anderson (2011) also elaborated more on GTM. They believed that GTM as a traditional method depends on the literature and rules of grammar in the target language. GTM encourages learners to translate passages into and from L1 (Mart, 2013). Mart’s (2013) findings showed that GTM is a highly teacher-centered approach and does not give more chances to students take part in classroom activities. This is because it is not a preferred teaching method in many EFL contexts. Additionally, the teachers through the application of GTM take the control of the class authoritatively and sometimes force students to take part in activities. Therefore, out of the four skills of language, reading and writing can be the primary focus of attention. Little or no attempt will be considered to teach oral skills and pronunciation. To conclude, GTM is not recommended as a suitable teaching approach for EFL learners because it does not persuade students to communicate and enhance their verbal abilities in the target language (Assalahi, 2013; Elizabeth & Rao, 2010).

With regard to GTM’s drawbacks, it has been considered useful for students in second language acquisition that it can enrich one’s vocabulary, increase the number of figures of speech one can use, develop the ability of interpretation, and makes learners able to produce similar good texts through imitation because translation forces us to notice such details as it would escape the attention of a simple reader . In the middle of the 19th century, GTM was opposed in many of the European countries (Richards, 2004). This opposition paved the way for the development of new ways of teaching English language. According to one of the critics of GTM, the method aimed to know “everything about a particular issue” (Richards & Rodgers, 2001). The proponents of GTM claimed that the second language learners, through it, were able to read the literature of target language properly and they could easily translate from one language to another which ultimately enabled these learners to develop and excel their writing and reading skills (Prator & Celce-Mucia, 1979).

Moreover, almost every textbook with grammar translation begins with the vocabulary list which may be bilingual and help the teachers teach basic grammar rules to students that would help them translate the sentences (Richards & Rogers, 2001). Chellapan (1982) pointed out that it is the translation that enables students to have a close grip in the target language. The students get a clear picture with the perception of divergence and convergence by the concurrent awareness of media. As a result, they get a divergent thinking by making themselves clearly with the tools to perceive and analyze. Consequently, Alan Duff (1996) suggested that translation is a natural and essential process. He was of point that it is the translation that helps the learners shape their thinking to use the foreign language. He further stated it is an impact of translation that one can understand how one language influences the other.

3. Methodology

3.1. Afghanistan EFL Context

English language has been one of the main important courses in Afghan schools and universities for long ages (Orfan, 2021). The use of this language has highly increased in Afghanistan since the arrival of the international community, specifically the USA in Afghanistan. Currently English is used in many areas, such as education, business, economy, government, and the media (Akramy, 2021, 2022; Daqiq, 2021; Orfan, 2020).

There are a wide variety of methods for teaching foreign languages specifically English in Afghanistan. Grammar-Translation Method (GTM) aims to teach English by grammar and translation through which learners master the knowledge of languages. To apply GTM in the class, learners find an opportunity to learn a remarkable number of grammatical rules and apply the knowledge for the interpretation of the target texts with the aid of a dictionary. GTM can also help learners to get familiar with both native and target languages (Rivers, 2018). Based on the findings of a study conducted by Zhou and Niu (2015), GTM facilitated language learning and it helped learners to translate the target texts into L1 traditionally.

In relation to Afghanistan EFL context, several factors caused to the widespread use of GTM in English classrooms. A remarkable number of English teachers in Afghanistan, who are currently teaching English in many language learning centers, are not more proficient in English. They live in remote areas and have had less access to facilities to empower themselves (Orfan et al., 2021). That is to say, these teachers learned English from courses in which the textbooks did not meet their needs. At the end of the program, they became teachers of English and started their teaching career in different educational academies. They just learned English and then started teaching without receiving any teacher training or workshops on improving professional development plans in teaching. Another reason, they could not apply appropriate teaching methods, is holding no TESOL (Teaching English to Speakers of Other Languages) certificates by which they get recognized qualified for teaching English. There are no quality English learning centers to provide TESOL instructional issues to train English teachers well. They only apply what they learned when they were students (Akramy, 2022; Orfan, 2020).

Moreover, developing English textbooks for language learning centers by Afghan unqualified teachers is another factor to take the theories and methods into consideration. 99% of the exercises in the textbooks require the teachers to apply GTM in the classroom which leads to more interaction and communication with other peers. Furthermore, language learning centers do not have any specific rules to hire English teachers and then provide them workshops on teaching methods before sending them to the class. Afghanistan was left behind for many years in terms of providing educational opportunities. For a TESOL holder, it would be very hard to teach English to students with less amount of salary. The teachers who have TESOL certificates are less in number and they have well-paid jobs in foreign organizations or they run their own businesses. The government of Afghanistan is not able to provide opportunities outside the country to let Afghans go and take workshops on teaching English (Alimyar, 2015; Orfan et al., 2021).

Another factor did not allow Afghan teachers to develop an appropriate curriculum for English language centers is the controversial and sensitive issues. The people of Afghanistan are much religious and very sensitive to Afghan culture and values if they are left behind and forgotten. The level of content knowledge of students, poor pedagogical skills, and the ever-lasting application of traditional teaching methods particularly Grammar-Translation Method (GTM), the presence of different political and ethical groups do not provide an opportunity to the policy makers and stakeholder develop English textbooks which meet the dire needs of the learners. In addition to learning English, learners need to acquire other skills (e.g., communication, public speaking, preparing seminars in slides) until they can find jobs after the completion of their courses (Akramy, 2022; Alimyar, 2015).

3.2. Research Design

The study is quantitative in nature which aims to explore the Afghan EFL teachers’ perceptions towards Grammar-Translation Methods (GTM) at Takhar University, Language and Literature Faculty, English Department and other language centers. A questionnaire containing 25 items was designed in the study. There were three main sections in the questionnaire in which the first part required to clarify the demographic profile of the participants, (i.e., gender, age, first language, and teaching experience). The second part attempted to explore the perceptions of Afghan EFL teachers towards GTM while the last part of the questionnaire sought to determine the effects of GTM on Afghan teaching classrooms through students’ performances.

3.3. Participants

150 participants composed of male and female took part in the study. They were teaching at Takhar University and other English language centers. The participants’ ages were ranged from 18 to 30 (see, Table 1). Teachers had up to 15 years of teaching experiences which have been around 42 (28%) for three years, 39 (26%) for 4 to 6 years, 37 (24%) for 7 to 10 years while only 32 (21%) of the participants were for 11 to 15 years in different language centers. They were Dari (66.7%), Pashto (5.3%), and Uzbeki (28%) speakers.

Table 1. Demographic profile of the participants

Variables		Frequency	Percent (%)
Gender	Male	89	59.3
	Female	61	40.7
	Total	150	100.0
Age	18–20 Years	33	22.0
	21–25 Years	114	76.0
	26–30 Years	3	2.0
	Total	150	100.0
First Language	Dari	100	66.7
	Pashto	8	5.3
	Uzbeki	42	28.0
	Total	150	100.0
Teaching Experience	0–3 Years	42	28.0
	4–6 Years	39	26.0
	7–10 Years	37	24.7
	11–15 Years	32	21.3
	Total	150	100.0

3.4. Data collection instrument

The questionnaire was adapted from the studies conducted by Orfan et al. (2021), Durrani (2016), Al Refaai (2013), Aqel (2013), and Dagilienè (2012). There were three main sections in the questionnaire in which the first part required to clarify the demographic profile of the participants, (i.e., gender, age, first language, and teaching experience). The second part attempted to explore the perceptions of Afghan EFL teachers towards GTM while the last part of the questionnaire sought to determine the effects of GTM on Afghan teaching classrooms through students’ performances. The participants were asked to indicate to what extent they agreed or disagreed on a four-point Likert scale (1 = strongly disagree, 2 = disagree, 3 = agree, and 4 = strongly agree)

3.5. Validity and reliability

The researchers sent the questionnaire to the research committee of the Faculty of Language and Literature as well as to three colleagues who were experts of research studies to have their comments and feedback for improvement. After the researchers received their feedback and comments, they incorporated them into the instrument to improve the validity of the instrument. To prove the reliability of each item in the questionnaire, the researchers conducted a pilot study among eight English teachers to check whether the items of the questionnaire can respond each participant’s questions.

According to Bonett and Wright (2015), conducting a pilot study is to ensure and assess the clarity, confidentiality, and the stability of the questionnaire items designed in a research study. For further clarification, Table 2 showed the analysis of the pilot study for the teachers’ attitudes towards Grammar-Translation Method (.883) and Effects of GTM on students’ performances (.778) which was greater than 0.07. Therefore, the questionnaire which was employed in the current study was considered appropriate to collect data from the participants.

Table 2. The Reliability test of the questionnaire items

Category	Cronbach’s Alpha	Number of Items
Teaching Grammar & Translating Language Function	.883	11
Different Techniques & Effects of GTM	.778	14
Total		25

3.6. Data collection procedure

The data were collected from Takhar University and language learning centers teachers in which they were teaching English to students of different ages. The questionnaire was distributed in four weeks. Each session was held once a week. During the session, the researchers explained the purpose of the study and received their permission through a consent form. In the consent form, they were assured that their data will be kept confidential and used only for research purposes. While filling in the questionnaire, the participants were asked to read the instruction carefully and share their attitudes related to the topic. They were also informed that there were no true or false responses. What mattered were their responses to the given items in the questionnaire. The researchers encouraged them to ask questions if any part of the questionnaire seemed unclear. It took the respondents 15–20 minutes to fill in the questionnaire.

3.7. Data analysis

Statistical Package for the Social Sciences (SPSS) version 24.0 was used to analyze data in the study. A few types of statistics were employed to investigate (i.e., the frequency, the mean score, and the standard deviation) of the data in the study. Moreover, inferential statistics were also used to determine the gender, age, teaching experience, and language differences in the attitudes of Afghan EFL teachers towards Grammar-Translation Method in terms of its effects on students’ performance and applying different techniques through the application of GTM in Afghan EFL classrooms. To determine the differences, an independent sample t-test and ANOVA test were employed.

4. Results

4.1. Perceptions of Afghan EFL teachers towards the use of Grammar-Translation Method

The first six items of the questionnaire explored the teachers’ experience of teaching grammar through the use Grammar-Translation Method. As Table 3 shows, teachers gave a highly positive answer towards the role of grammar in their teaching. The items number 3 to 5 received a mean score over 3.39 which indicate that teachers considered grammar very important for students to learn and polish their English. Items 1 and 2 in the questionnaire received over 2.91 which reveal that the grammar has been taught using different ways through Grammar-Translation Method (i.e., teacher asks questions in English after explaining the grammar and giving the students full explanations of the grammar in English). However, the last item of the questionnaire, (see, Table 3), received a mean score over 2.49 which shows that teachers while teaching grammar used L1 to give instruction to their students.

Table 3. Teaching grammar through the use of GTM

No	Statements	A	SA	Mean
1	Contextualized grammar practice is relevant in the learning of English grammar.	56%	22%	2.91
2	Rules are important in the study of English grammar.	54%	14%	2.74
3	Grammar plays an important role in learning English.	31.3%	56%	3.39
4	The knowledge of grammar is indispensable to students for a correct use of language.	52%	30%	3.06
5	My explanations are usually in general and useful for the study of grammar.	51.3%	34%	3.13
6	I often use my mother tongue to explain the grammar in case of need.	43.3%	12%	2.49

4.2. Translating language function applying Grammar-Translation Method

Seven to eleven items of the questionnaire attempted to investigate different techniques that teachers use through Grammar-Translation Method (GTM). As it has been seen in Table 4, the first four items received a mean score over 2.72 which reveal using translation through the application of GTM by the teachers, (i.e., teachers translate passages from English to L1, teachers use L1 to fix the problems of students, using L1 when giving instructions to students, and translating the target sentences through translation exercises) in the classroom. However, only item eleventh of the questionnaire received a mean score of over 2.92 which indicates that teachers often corrected the mistakes and errors of the students through L1 instead of the target language.

Table 4. Using translation in the Grammar-Translation Method (GTM)

No	Statements	A	SA	Mean
7	I often translate passages from English to L1.	34.7%	17.3%	2.52
8	While facing difficulty, I usually translate passages into L1 to my students.	42%	21.3%	2.72
9	I often use L1 while giving instruction.	34%	14%	2.45
10	I sometimes force my students to translate English sentences when doing exercises.	55.3%	12.7%	2.71
11	When making mistakes, I often correct my students using L1.	58%	22%	2.92

4.3. Applying different techniques in language classrooms through the use of GTM

The third five items of the questionnaire explored different techniques teachers used to teach English to their students through Grammar-Translation Method (GTM). Table 5 shows that the item sixteen received a mean score of over 2.91. It has been inferred from the statement that for improving the speaking skill of the students, the teachers used oral presentation in the class. The rest of the items in the questionnaire (12–16) received a mean score over 2.85 indicating that for each language function, teachers gave more explanation to students. Furthermore, based on what participants of the study reported, teachers taught the vocabulary as a separate session to students. Teachers also fixed the pronunciation of some target phrases and words through practicing pronunciation in the class. The further reveals that teachers played different songs in the classroom to teach the target language (English) to students.

Table 5. Other techniques teacher use in Grammar-Translation Method (GTM)

No	Statements	A	SA	Mean
12	I teach vocabulary as isolated words.	38.7%	12%	2.48
13	I usually encourage students to pronounce words and phrases when doing exercises.	44%	24%	2.83
14	I sometimes play songs to tell students to practice English in the class.	25.3%	15.3%	2.29
15	For each language function, I deliver more explanations in the class.	55.3%	18.7%	2.85
16	For improving students’ speaking, I often do oral presentations in the class.	52.7%	23.3%	2.91

4.4. The effects of GTM on Afghan teaching Classrooms through students’ performance

The authors used descriptive analysis to find out how GTM affected students’ performance.

As Table 6 shows, GTM has various effects on students’ performance. Around 85% of the teachers thought that knowing grammar is important to write in English well. It has also been shown that around 88% of the teachers reported that their students memorized words when GTM has been practiced and it could also help learners to improve their English skills. Moreover, over 75% of the students’ performance was affected by the Grammar-Translation Method. That is, they were learning grammar for improving their speaking and writing skills. In addition, items from 22 to 25 reveal that over 70% of the teachers were more likely to encourage students to do exercises by taking part in different activities, (i.e., group work, pair work, group discussion, and doing role plays) in the class.

Table 6. The effects of GTM on Afghan teaching classrooms through students’ performances

No	Statements	A	SA	Mean
17	Knowing a lot of grammar is important to write in English well.	38%	47.3%	3.24
18	I ask my students to memorize the words to improve their English skills.	47.3%	41.3%	3.28
19	I focus more on grammar to help students improve their writing and speaking skills.	46.7%	29.3%	3.02
20	I do a lot of translation practice to help students improve their English skills.	53.3%	25.3%	3.01
21	More grammar exercises were conducted in the class to help learners learn English well.	52.7%	24%	2.95
22	Grammar-Translation Method helps students enhance their vocabulary.	56.1%	27.3%	3.07
23	There are a lot of small group work activities for students to practice English in the class.	49.3%	24.1%	2.86
24	I often do role-plays with my students in the class.	46.7%	27.3%	2.94

Table 7 shows results of Afghan EFL teachers’ perceptions towards Grammar-Translation Method (GTM) by their age, teaching experience, and language. Further, an ANOVA test has been conducted to figure out whether there is any significant difference by the participants’ age, teaching experience and language on the widespread use of GTM in Afghan teaching classrooms. As can been seen in Table 7, the p-values for the group variables are greater than the alpha levels (P = 0.001 > 0.05, P = 0.001 > 0.05), and less than (P = 0.001 < 0.05) respectively. It can, therefore, be concluded that there are not any statistically significant differences in the widespread use of GTM in Afghan EFL classrooms through age and teaching experience of the participants except differences in their language. In terms of language of the participants in the study, the table indicated that the P-value is less than the alpha value (P = 0.001 < 0.05). Hence, it can be inferred that there is a statistically significant difference in the application of GTM in Afghan EFL classroom by first language.

Table 7. ANOVA test (age, teaching experience, and language)

Age	Sum of Squares	df	Mean Square	F	Sig.
Between Groups	.113	2	.057	.693	.512
Within Groups	16.896	147	.115
Total	17.009	149
Teaching Experience	Sum of Squares	df	Mean Square	F	Sig.
Between Groups	.448	3	.149	1.317	.271
Within Groups	16.561	146	.113
Total	17.009	149
Language	Sum of Squares	df	Mean Square	F	Sig.
Between Groups	.104	2	.052	.453	.636
Within Groups	16.905	147	.115
Total	17.009	149

An independent sample T-test was conducted to identify whether there is any significant difference in the perceptions of Afghan EFL teacher towards Grammar-Translation Method by their gender (see, Table 8). Therefore, the result of the T-test indicated that the p-value in both Leven’s test (1.232) and t-test (0.281) for the widespread use of GTM in Afghan EFL classrooms was greater than the alpha level (P = 0.05). As a result, there is no statistically significant difference in the widespread use of GTM by males and females in Afghan EFL classrooms.

Table 8. Gender differences of the participants in terms of their attitudes towards GTM

Independent sample t-test	F	Sig.	t	df	Sig. (2-tailed)	Mean Difference	Std. Error Difference
TOTAL MEAN	Equal variances assumed	1.232	.281	.335	213	.476	-.04022	.05625
	Equal variances not assumed			.335	136.066	.469	-.04022	.05534

5. Discussion

The study aimed to explore the perceptions of Afghan EFL teachers towards the use of Grammar-Translation Method (GTM). It also attempted to determine the use of different techniques by Afghan English teachers through the application of GTM in language classrooms. Furthermore, the study sought to find out how GTM helped teachers to translate language functions using L1. The effects of GTM on Afghan teaching classrooms through students’ performance were investigated in the study and differences in the perceptions of the participants towards GTM by their gender, age, first language and teaching experience. Therefore, the findings of the study showed that Afghan EFL teachers had highly positive perceptions towards the use and role of grammar in their learning through the application of Grammar-Translation Method. The results further highlighted that the participants considered grammar important in their language learning process. They believed that understanding grammar help students learn English in a proper manner and requested their teachers to give more explanation about each grammar items through the use of GTM. The finding is in line with the studies conducted by Aqel (2013) and Elmayantie (2015), who investigated the use of Grammar-Translation Method in teaching English. The participants of their studies reported that GTM is a helpful method for both teachers and students in learning the target language. Teachers with low language proficiency can teach English through the application of GTM in their classes. The studies also showed that GTM could help students understand the grammatical rules in English based on the teachers’ perspectives. That is, the students while facing problems asked their teachers for more explanation concerning grammar rules. Additionally, the participants were happy that they helped their students learn English through the applicability of GTM in the classrooms. It means that not only improved their grammar knowledge, but they could also improve their confidence in speaking in front of teachers and students.

In addition to learning grammar through GTM, the study revealed that the majority of Afghan EFL teachers translate the necessary items using L1. The participants of the study acknowledged that their teachers often translated short English passages using L1. They also reported that whenever they face problems, their teachers help them fix the problems by translation technique when GTM is practiced in the classroom. However, some of the participants said that their teachers usually corrected the mistakes and errors of the students through the target language. This finding is in support of other studies conducted by Al Refaai (2013), Aqel (2013), and Dagilienè (2012), who studied the role of translation as a learning method in English language teaching. Their studies reported that the participants expressed positive attitudes towards translation and believed that it is a useful tool in English language learning which can intensify their skills. The studies also showed that the participants enhanced their competence and right performance of language through translation. It has also been clarified that translation is a preferable method for both teachers and students using L1 alongside L2 which meets the needs of students.

The study also yielded that through the use of GTM, Afghan EFL teachers often used a number of different techniques to teach English to their students. That is, for improving different language skills of students, particularly speaking; teachers would usually use oral presentation in the classroom in order to help students improve their public speaking. The teachers also because of teaching vocabulary and grammatical points gave more explanations orally to help students understand all the details of the target items. Furthermore, the study showed that for learning the pronunciation of the target English words, teachers played different songs and requested students listen carefully to the songs to learn the sounds of the words they do not know. The result is in consistent with those of the studies conducted by Akramy (2021), Chang (2011), Mondal (2012), and Al Refaai (2013), who explored different techniques under the shadow of GTM. The findings of their studies showed that teachers used role plays, oral presentation, songs, flashcards, and many other ways to encourage students to learn the target language without any problems. The studies further clarified that when teachers applied GTM in their language classrooms, the students could improve their grammar, writing, speaking and even reading. The students could have access to a number of tangible achievements in the classrooms. That is, the findings indicated that the participants improved a wide range of vocabulary, accuracy and sometimes got engaged in different activities through the use of different techniques when GTM was put into practice. However, the study conducted by Khan and Mansoor (2016), who found in their study that GTM is not helpful for both students and teachers. That is, GTM is a teacher-centered approach which does not provide an opportunity to learners to interact with their peers or teachers. The findings also reported that students were not able to communicate in target language. Based on what the study’s results proposed, GTM as a teaching approach is a big obstacle to learning English and it prevents the students from improving and going forward.

Moreover, the study revealed that applying Grammar-Translation Method in language classroom affected the students’ performance. Around 85% of the teachers thought that knowing grammar is important to students to write in English well (see, Table 5). It has also been shown that around 88% of the teachers encouraged their students to memorize words when GTM method has been put into practice until they could find an opportunity to practice their speaking skills. That is, they were learning grammar for improving their speaking and writing skills. In addition, the participants reported that they were more likely to do exercises by taking part in different activities, (i.e., group work, pair work, group discussion, and doing role plays) in the class. This finding is corroborated by the studies conducted by Orfan et al. (2021), Fereidoni et al. (2018), and Durrani (2016), who investigated teaching English through applying GTM in English classrooms. Their studies found that the participants were more satisfied with the Grammar Translation Method than other ones. However, the study conducted by Orfan et al. (2021), who reported that in the absence of professional English teachers, novice English instructors started teaching English without having enough information about other teaching approaches. The traditional methods they follow are not communicative enough to help learners learn the target language purposefully. Another factor is using the textbooks by English language centers. Many English learning Centers utilized their self-developed English textbooks which have failed to take the learning theories and teaching methods into consideration.

The study also showed the differences in the perceptions of EFL teachers towards Grammar-Translation Method by their gender, age, first language, and teaching experience. Related to the gender as one of the variables, independent sample t-test indicated that the p-value in both Leven’s test (1.232) and t-test (0.281) for the widespread use of GTM in Afghan EFL classrooms was greater than the alpha level (P = 0.05). As a result, there is no statistically significant difference in the widespread use of GTM by males and females in Afghan EFL classrooms. Consequently, inferential statistics were also conducted to extract the results of the differences through ANOVA tests by age, first language, and teaching experience of the participants. As can been indicated in Table 7, the P-values for the group variables are greater than the alpha levels (P = 0.001 > 0.05, P = 0.001 > 0.05), and less than (P = 0.001 < 0.05) respectively. It can, therefore, be concluded that there are not any statistically significant differences in the widespread use of GTM in Afghan EFL classrooms through age and teaching experience of the participants except their differences in their language. In terms of language of the participants in the study, the table indicated that the P-value is less than the alpha value (P = 0.001 < 0.05). Hence, it can be inferred that there is a statistically significant difference in the application of GTM in Afghan EFL classroom by first language. In support of the finding the study, no studies have been found to report the differences in the attitudes of EFL instructors towards GTM by their, age, first language, and teaching experiences. For gender differences, a study was carried out by Orfan et al. (2021), who investigated Afghan EFL instructors’ use of teaching methods. Their finding showed that there were not any statistically significant differences between participants’ responses by their gender.

6. Conclusion

The main purpose of the study was to explore the perceptions of Afghan EFL teachers towards the use of Grammar-Translation Method (GTM) in English classrooms. The study also aimed to investigate the use of different techniques of teaching English to students through the application of GTM in classrooms. Furthermore, the study sought to determine how GTM helped teachers to use translation technique to translate short passages and language function through the use of L1. Another variable the study aimed to investigate was determining the effects of GTM on Afghan teaching classrooms through students’ performance and difference by their gender, age, first language, and teaching experience to find out whether there is any statistically significant difference. The findings, therefore, revealed that teachers liked and welcomed GTM to be applied in English classrooms. Furthermore, the results also showed that participants considered GTM a very important method of teaching because it helped students learn grammar rules properly. Another finding of the study was that teachers would often translate short passages, instructions and any language items into L1 in order to help learners to learn the target language using their L1.

The study also yielded that through the use of GTM, Afghan EFL teachers were happy to use a variety of techniques in English classrooms. That is, for improving different language skills of students, particularly speaking; teachers would usually use oral presentation in the classroom in order to help students improve their public speaking. Teachers also because of teaching vocabulary and grammatical points gave more explanations orally to help students understand all the details of the target items. Moreover, the study revealed that applying Grammar-Translation Method in language classroom affected the students’ performance. It helped the participants improve their grammar knowledge as be able to write in English, memorize words by following and applying GTM, and improve their language accuracy. However, some of the participants believed that GTM does not help them improve their communicative skills, particularly speaking. This is because GTM mainly focuses on accuracy of students not the fluency. The study also determined that gender, age, teaching experience except first language did not have any significant differences in the perceptions of Afghan EFL teachers towards the use of GTM in teaching classrooms.

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No potential conflict of interest was reported by the author(s).

Additional information

Funding

The authors received no funding for this research.

Notes on contributors

Sayeed Asif Akramy

Sayeed Asif Akramy Sayeed Asif Akramy is a senior lecturer and Head of English Department of Language and Literature Faculty at Takhar University, Takhar, Afghanistan. He teaches linguistics, research, teaching methodologies, language acquisition and composition. He holds a BA in English Language and Literature and a Master’s Degree in M. Ed. TESOL. He is also one of the British Council certified English teachers. He was a master trainer from 2017 to 2019 at British Council Afghanistan. He has been teaching English for eight years in different local and international sectors. He is also one of the civil society members working voluntarily for advocacy, education, and human rights. His areas of research are language attitudes, language learning and teaching, inclusive education, student-centered learning approaches, equality, diversity, inclusion (EDI), and online learning.