The Effect of the Grammar Translation Method on Libyan Secondary School Students’ Communicative Competence

Abstract

This study investigates the effect of the Grammar Translation Method (GTM) on the development of communicative competence among Libyan secondary school students. Despite global shifts toward communicative and skills-based approaches in English language teaching, many Libyan schools continue to rely heavily on GTM. The study employs a mixed-methods design incorporating speaking performance tasks and a student perception questionnaire. The participants were 45 third-year secondary students from two public schools in Msallata city: Rabia Al-Adawya Secondary School for Girls and Othman Al-Gezany Secondary School for Boys. Data analysis revealed that while students demonstrated relatively strong grammatical accuracy, their fluency, interaction, and overall communicative competence were limited. Questionnaire findings further indicated students’ dissatisfaction with the lack of speaking opportunities and their strong dependence on translation. The study concludes that GTM contributes to grammatical knowledge but fails to adequately develop communicative competence. Pedagogical implications and recommendations for integrating communicative practices into Libyan EFL classrooms are discussed.