Shifting Paradigms in English Language Teaching: A Study of the Transition from Grammar-Translation to Communicative Approaches in Pakistan

Abstract

This comparative study focused on the shift from the Grammar-Translation Method to Communicative approaches in teaching English at the secondary level in Pakistan. It explored teachers’ traditional and communicative practices, the transformation of teacher and learner roles, the challenges faced in implementing Communicative Language Teaching (CLT), and possible solutions. A mixed-methods research design was employed. The target population comprised secondary-level English teachers of both sexes throughout Pakistan, while the accessible population included teachers from Punjab and Khyber Pakhtunkhwa. Quantitative data were collected through a survey using a multistage stratified sampling technique, and qualitative data were gathered through semi-structured interviews with 20 purposively selected teachers. Quantitative data were analyzed using frequencies, percentages, means, standard deviations, group-comparison tests, correlation, and regression analysis, while qualitative data were analyzed through Thematic Analysis. The findings demonstrated that the Grammar-Translation Method has continued due to grammar-based tests, large classes, lengthy syllabuses, limited resources, and teacher-centred traditions. Although teachers showed positive attitudes toward communicative teaching, they used role play, information gap activities, authentic listening, group discussion, and students’ controlled communication only at a moderate level.