THE PERSISTENT PEDAGOGY: AN INVESTIGATION INTO THE CONTINUED USE OF THE GRAMMAR-TRANSLATION METHOD (GTM) BY PAKISTANI EFL TEACHERS

Abstract

This study investigates the persistent use of the Grammar-Translation Method (GTM) by Pakistani EFL teachers, despite a global pedagogical shift towards Communicative Language Teaching (CLT). It argues that GTM's prevalence is not a failure of professional development but a rational adaptation to a complex ecosystem. Using a mixed-methods design, the research confirms the overwhelming dominance of GTM practices and explores the underlying reasons. Findings reveal a powerful convergence of three reinforcing factors: teachers' deep-seated beliefs shaped by their own schooling; the powerful washback effect from a national examination system that prioritizes grammatical accuracy; and severe contextual constraints, such as large class sizes, that make GTM a pragmatic classroom management strategy. The study concludes that teachers’ adherence to GTM is a logical response to an environment that validates, mandates, and rewards its use. Meaningful reform, therefore, requires a systemic overhaul of assessments and curricula rather than focusing solely on changing individual teacher practices.