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

Attitudes of EFL Learners towards Communicative Language Teaching

“…They do not know how to implement some of the CLT principles in their teaching context. For further clarification, while teaching grammar, teachers usually, (Akramy et al, 2022a) teach their students deductively (focusing on structures). Instead of getting their students involved in classroom activities, they themselves give lectures which are no longer useful and helpful without any relevant and practical activities.…”

“…That is to say, motivation is a fundamental and essential step to succeed in most fields of learning. Without motivation, the learners will not be able to make efforts to learn a specific language in a specific context (Akramy et al, 2022a) According to Sreehari (2012), a wide variety of activities (e.g., role plays, interviews, discussions, information gap activities, language games, language learning simulations, problem solving tasks, quizzes, and surveys) are used in language classroom because all the above mentioned activities have the aspects of communication and raise the motivation of students in an EFL context while they are paying a close attention to learn languages. Related to the point, Wajid and Saleem (2017) learners are actively involved in the learning process through making positive changes in teaching practices, the students will surely show their interest and get their motivation through participation in different activities.…”

“…To add more, this teaching approach also extracts meaningful engagement of EFL learners to convey meaning more accurately and properly (Akramy, 2021). EFL teachers' dissatisfaction of the previously-held approaches to language teaching is decreasing dramatically e.g., Grammar-Translation Method, Audio-lingual Method, and Direct Method (Akramy et al, 2022a).…”

“…Students of all majors are required to study English for at least two semesters. Furthermore, an increasing number of private English language centers have been established since 2001 throughout Afghanistan to provide English education for English learners including old people (Akramy, et al, 2022a;Orfan, 2020b;Noori et al, 2022).…”

“…The language centers here in Afghanistan utilize different English textbooks, particularly their own developed English textbooks which are lack of requirements necessary for developing English textbooks. The individuals who develop textbooks are shortage of expertise in learning theories and teaching methods (Akramy et al, 2022a). Although the Ministry of Higher Education (MoHE) recommended Communicative Language Teaching (CLT) to all universities where English is taught as a foreign language in English Departments, but many Afghan EFL teachers cannot implement or do not know how to apply CLT in their classrooms.…”