Grammar Translation Method and Communicative Language Teaching Implementation as Predictors on Students Verbal Proficiency

John Mark B. Traña, MALT¹, & James Paglinawan, PhD²
¹College of Teacher Education, Don Carlos Polytechnic College, Philippines
²College of education, Central Mindanao University, Philippines
DOI – http://doi.org/10.37502/IJSMR.2025.81025

Abstract

This study examined the relationship between the Grammar Translation Method (GTM) and Communicative Language Teaching (CLT) implementation on students’ verbal proficiency in secondary education language classrooms. The research specifically aimed to determine the extent of GTM and CLT integration, assess students’ level of verbal proficiency, analyze the correlation among teaching methods and proficiency, and evaluate the predictive influence of each method on students’ verbal performance. Employing a quantitative-correlational design, the study gathered data from Bachelor of Secondary Education students using a validated survey questionnaire. Data were interpreted through descriptive statistics, Pearson correlation, and regression analysis.

Findings revealed that both GTM and CLT are highly implemented, with substantial attention given to rule explanation, translation, interactive tasks, and student-centered activities. Students demonstrated a high level of verbal proficiency, most notably in discourse management. Correlation analysis indicated significant, positive relationships between all key instructional variables and verbal proficiency, with CLT (r=0.393), Student-Centeredness (r=0.363), and GTM (r=0.361) among the strongest, all with highly significant probability values. Regression analysis identified Student-Centeredness (β=0.277, p=0.000) and Translation Practice (β=0.235, p=0.000) as significant predictors. Both GTM and CLT predicted verbal proficiency, with CLT exerting greater influence.

The results conclude that blending GTM and CLT enhances both grammatical mastery and communicative confidence. The study recommends integrative classroom strategies that balance explicit grammar instruction and communicative opportunities to holistically strengthen students’ speaking competence.

Keywords: Grammar Translation Method, Communicative Language Teaching, Verbal Proficiency, Regression Analysis, Language Pedagogy

References

Agao-Agao, A. M., Guiali, J. M., Madi, H. A., & Agao-Agao, A. M. (2023-2024). Applying communicative language teaching in science instruction. Integrated Laboratory Science High School, Mindanao State University-Maguindanao. Randwick International of Education and Linguistics Science Journal, 6(2). https://doi.org/10.47175/rielsj.v6i2.1189
Agao-Agao, A. M., Guiali, J. M., Madi, H. A., & Agao-Agao, A. M. (2024). Applying communicative language teaching in science instruction. Randwick International of Education and Linguistics Science Journal, 5(3), 22–31. https://www.randwickresearch.com/index.php/rielsj/article/view/1189
Alvarado, C. C. P. (2024). Communicative competence in spiral progression curriculum: A study reinforcing the implementation of MATATAG curriculum in the Philippines. International Journal of Humanities and Education Development (IJHED), 6(3), 45–54. https://theshillonga.com/index.php/jhed/article/view/28
Balon, E. G. (2023). Designing a training framework for Filipino teachers using communicative language teaching activities in teaching oral conversation fluency to EFL Chinese adult students. Zenodo. https://zenodo.org/records/8412275
Barrot, J. (2017). Exploring the implementation of communicative language teaching in the Philippines: A tertiary teachers’ perspective. Advanced Science Letters. https://ssrn.com/abstract=3015228
Bernardo Lirio Memorial National High School. (2025). Grammar-translation method in enhancing the comprehensive writing skills of English as second language students.
Cabansag, J. N. (2023). Higher education institution students’ attitude towards communicative language teaching, anxiety, and learning strategy. Migration Letters, 20(S12), 678–693. https://doi.org/10.59670/ml.v20iS12.6315
Capuyan-Castrodes, M. J. B., & Ibojo, D. T. M. (2025). Effectiveness of modified reading module using grammar translation method for catch-up Friday activity: An experimental study. Cognizance Journal of Multidisciplinary Studies (CJMS), 5(7), 120–125. https://doi.org/10.47760/cognizance.2025.v05i07.004
Comparative Literature Review. (2024). Comparing grammar-translation method (GTM) and communicative language teaching (CLT) in EFL context: A qualitative literature review. Research in Applied Linguistics. Retrieved from ResearchGate.
Flores, J. D., & Ong, S. (2023). An impact assessment on a communicative language training program for language teachers. Global Scientific Journal, 11(8), 233–242. https://www.globalscientificjournal.com
Gonzales, J., & Unciano, M. J. (2023). Translation and direct writing methods on the compositions of grade 9 students in the Northern Philippines. BRU ELT Journal, 1(2), 50–66. https://doi.org/10.14456/bej.2023.13
Grammar-translation method in enhancing the comprehensive writing skills of English as second language students. (2025). International Journal of Social Sciences and Humanities Invention, 12(7), 8658–8666. https://doi.org/10.18535/ijsshi/v12i07.03
(2024). Utilizing grammar-translation method in teaching: Quasi-experimental evidence on reading/writing outcomes. International Journal of Innovative Science and Research Technology, 9(4), 55–62. https://ijisrt.com
Khan, A. U. R. (2024). The importance of vocabulary learning to improve speaking proficiency among English students. Pakistan Journal of Life and Social Sciences, 22(2), 23381–23391.
Mahdi, D. A. (2022). Improving speaking and presentation skills through interactive multimedia. SAGE Open, 12(2).
Padua, J. B. (2025a). Investigating the use of communicative language teaching in enhancing the communicative competence of public secondary school students in the Division of Lucena City. EPRA International Journal of Multidisciplinary Research (IJMR), 11(2), 89–98. https://eprajournals.com/IJMR/article/17777
Padua, J. B. (2025b). Investigating the use of communicative language teaching in enhancing the communicative competence of public secondary school students in the Division of Lucena City. EPRA International Journal of Multidisciplinary Research, 11(10). https://doi.org/10.36713/epra24327
Petiluna, S., & Escarda, G. M. (2025). Exploring the realities of communicative language teaching in elementary classrooms: A cross-country phenomenological study of Filipino teachers. International Multidisciplinary Journal of Research for Innovation, Sustainability and Excellence (IMJRISE), 2(4), 449-460. https://doi.org/10.5281/zenodo.15260295
Pathak, S. (2020). The pedagogical application of the grammar translation method in language proficiency.
Qasserras, L. (2023). Systematic review of communicative language teaching in language education. Electronic Journal of Education, 15(2), 77–89.
Quinquino, M., & Ong, C. (2025). Enhancing English learning outcomes through communicative language teaching (CLT): A targeted intervention in a private college in Northern Mindanao. International Journal of Social Sciences & Humanities Research, 8(2). https://doi.org/10.47191/ijsshr/v8-i2-35
Sitoy, J. S., & Sonsona, R. P. J. V. (2024). Investigating the use of communicative language teaching (CLT) strategies to promote innovative teaching and learning approach. Jurnal Pendidikan Indonesia, 12(1), 45–56.
Systematic review of communicative language teaching: Effectiveness and pedagogical insights. (2023). EJ Education Journal.
Tweedie, K., & Johnson, R. (2025). Enhancing English learning outcomes through communicative language teaching. International Journal of Social Science and Humanities Research, 8(2), 102–119.
Yan, X. (2021). Diving deep into the relationship between speech fluency dimensions and L2 outcomes: A meta-analytic synthesis. Language Learning, 71(S1), 1–45. https://doi.org/10.1111/lang.1242