Task-Based Language Teaching and Grammar Translation Method: Comparative Study at Secondary School Level in Mardan District, Pakistan

Abstract

Efforts to improve the achievement of students in the learning of the English language is an on-going practice in Pakistan with stakeholders and curriculum designers alike engaging in a continuous effort to promote viable ways that can facilitate the teaching and learning of the global language. This study was conducted as to ascertain the differences in achievement when using Task-Based Language Teaching (TBLT) and the Grammar Translation Method (GTM) for English language teaching and learning at secondary level in the Mardan District in Pakistan. Using an experimental technique to identify improvements in speaking performance among secondary school students, sixty students were divided into (1) the experimental group which was taught using TBLT comprising task-based activities, and (2) the control group which was taught using GMT. Pre-test and post-test were conducted administered on both sets of students. SPSS was utilized for data analysis of both tests on both the groups. The results of both the groups (experimental and control) explained a substantial improvement in the method of learning speaking skills of the Experimental group. The data analysis proofed the suitability of TBLT approach in ESL context. This study shows that the second language theory i.e. constructivism in which TBLT falls should be implemented at secondary school level for improvement of English language speaking skills. This study also proves the effectiveness in improving speaking skill of low proficient English language learners.