Effectiveness of the direct teaching method in enhancing language skills and learner autonomy in EFL contexts

Abstract

This study compared two teaching methods in EFL context, Grammar Translation Method (GTM) and Direct Teaching Method (DTM). Research Studies define Grammar Translation Method for vocabulary teaching and accuracy of grammar. On the other side Direct Teaching Method in EFL is context is featured with fluency in speaking and confidence.  The research used quasi-experimental Design. Students were used in two groups with equal strength. Purposive sampling technique was used. Pre-Test and Post-Test was applied on both groups for assessment of creative writing and oral fluency.  Research instruments used for both groups were grammar exercises, role play, dialogue, oral assignments. Duration of experiment was 12 weeks. Both groups were assessed before instructional period with same tasks. After intervention post-test was conducted on both groups with identical task to examine which method produced better results. The findings reveal that experimental group was more confident in oral tasks, more accurate in content organization and self-directed learning. The gains of controlled group, taught through grammar translation method were limited. The score of pre-test and post-test were analyzed using SPSS software. The results suggest that DTM due to its interactive and student-focused approach improves both language skills as well as makes learners more confident. The results suggest that EFL classrooms active learning, teamwork and real-life communication should be used. The study concludes using DTM helps to address challenges in EFL classrooms. It supports students who face low confidence and struggle with language exposure.