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Shliakhtina, O., Kyselova, T., Mudra, S., Talalay, Y., & Oleksiienko, A. (2023). The effectiveness of the grammar translation method

Abstract

The aim of the article is to investigate the impact of the Grammar-Translation Method, an approach

prioritizing translation and grammatical understanding in language learning, on the development of foreign

language writing competence among students studying English in higher education institutions (HEIs).

Testing methods, expert evaluations, and statistical analysis were employed. Significant differences were

found across all criteria (p≤0.01) using both the Mann-Whitney test and the Wilcoxon test. The data

foreign language.

Resumen

como con la prueba de Wilcoxon. Los datos obtenidos respaldan la alta efectividad del método de traducción

gramatical para desarrollar competencias de escritura en idiomas extranjeros en estudiantes de IES. Este

resultado se atribuye a la universalidad del método, que enfatiza el trabajo con el texto y sus características

gramaticales. Se propone que investigaciones futuras se orienten a identificar métodos efectivos para

desarrollar varios componentes de la competencia en idiomas extranjeros en las IES.

Palabras claves: Competencia en lengua extranjera, educación superior, educación innovadora, didáctica

lingüística, lengua extranjera.

is a number of qualification requirements for English language skills (reading foreign literature,

correspondence with foreign colleagues, self-presentation). Therefore, the education system is tasked to

find effective approaches to high-quality teaching of the English language in HEIs.

It was established based on the results of the review of scientific literature and pedagogical experience

that the issue of building students’ foreign language written speech competence remains poorly studied.

The essence and structural components of the written foreign language competence of students of HEIs

was not determined. A single set of didactic tools for building students’ foreign language written speech

competence was not defined. Approaches, principles and organizational and pedagogical conditions of

learning foreign language written communication using the grammar translation method were not

identified, criteria and levels of students’ foreign language written communication competence were not

passive verb form, impersonal sentences). Even with excellently developed communication skills, it is quite

difficult for future graduates of HEIs to understand academic English in the scientific field. Therefore,

teaching English should include a detailed and thorough study of the grammatical system (Djauhar, 2021).

A grammar translation method is currently one of the effective means of building foreign language

competences in English (Ishchenko et al., 2022; Rose et al., 2021).

The general trend of educational interest of the generation of students born in the 2000’s is worth noting.

Young people have low learning motivation. Accordingly, the education system must accept the challenge

of finding an effective and modern educational method that would satisfy all participants of the educational

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Students of HEIs willingly study grammar, the specifics of their thinking enables them to perceive

information in the form of tables and charts well. Most often, they build their own system of learning,

memorizing and using language rules (Khamkaew, 2022). This analytical approach extends to the study of

vocabulary — students build analogies, analyse the composition of words, willingly work with a dictionary.

Spontaneous speech is, however, more difficult for them. Students usually try to build utterances from

ready-made blocks of tokens and grammatical constructions. Their accuracy in the use of words and rules

is significantly higher, but such a selection significantly increases the time of completing the assignment

(Rachman, 2021).

Comprehension of written speech is improved through the use of translation in classes. As students tend

It is worth noting that it is advisable to use the grammar translation method at the initial stages of learning

English in HEIs. It is necessary to lay a solid foundation for further language learning in the first year of

study. The level of knowledge of yesterday’s schoolchildren can, first, be significantly different, and second,

this knowledge is often not enough for further study of English for special purposes (Lestary, 2019).

Therefore, the first block of training should consist of learning and repeating grammar rules, where the

grammar translation method has the highest productivity. Relying on translation enables learning the rules

based on your native language, and also closes gaps in vocabulary knowledge. The speed of information

perception in English gradually increases, which enables moving on to narrower topics at the next stages

(Milan, 2019).

The aim of the article is to study the effectiveness of the use of the grammar translation method in

business communication. Chen (2018) and Menaka and Sankar (2019) emphasize a great importance of

main thoughts and ideas from a text is considered important.

In turn, Kahramonovna (2021) discusses the importance of developing methods for building foreign

language written competence. The author examines the set of methods of teaching English, distinguishing

the approaches to studying writing skills. The author insists on the need to develop methods of teaching

written communication. This is connected with the development of didactic science and the possibilities of

technical support of the educational process. Spahiu and Kryeziu (2021) considered the use of the grammar

translation method in HEIs. The authors see the approach as an effective tool, regardless of its traditionality.

Biletska (2022) holds the same opinion regarding the use of traditional methods. The author believes that

an effective combination of traditional and innovative methods of teaching English can give a high academic

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where f1 and f2 — frequencies of compared samples (Plomp, 2020).

Wilcoxon test for paired samples were used.

Ethical Criteria

The research was based on the principles of academic integrity and ethics. All research participants gave

their informed consent for the processing of the obtained data and their subsequent publication. Tools and

methods correspond to the aim and objectives of the research, meet the criteria of validity, consistency,

professionalism and objectivity.

(German) language of 3rd-year students was carried out at the summative stage of the experiment. Table

Table 2.

Source: compiled by the authors based on research results.

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written language.

So, an insufficient level of theoretical and methodical knowledge necessary for adequate use of the written

language was found during the summative stage of the experiment. A low level of methodological skills

was also stated through the fact that most students were unable to conduct a multi-aspect analysis of text

fragments aimed at teaching the use of prepositions. In most cases, students could not offer adequate

techniques and methods that contribute to overcoming the interference that occurs in the process of

learning prepositions where English was being learnt as a foreign language. It should also be noted that

the data in Table 2 confirm the same level of knowledge and skills for each indicator in the control and

experimental groups at the summative stage of the experiment. The level of written foreign language

skills. Developing the ability to anticipate and correct possible errors is very important for effective written

obtained empirical data of the chi-squared test show a reliable coincidence of the levels of the studied

indicators with a 5 percent probability of error, which indicates a slight change in the indicators in the

Table 4.

Moreover, the indicators of written foreign language competence were also compared in the course of the

experiment based on the results of the summative and formative stages (Table 5). The obtained results

testify to the reliability of the differences in the levels of the experimental group according to the studied

indicators, which is 95%. This indicates a significant increase in the number of students with high indicators

that testify to the high levels of written foreign language competence during training in the experimental

group at the final stage of the experiment.

Table 5.

Source: compiled by the authors based on research results.

The obtained results indicate the need for further improvement of the methodology of learning written

English in order to increase its efficiency. The pedagogical experiment also involved checking the

effectiveness of the developed algorithm and the system of assignments and supports that were used when

implementing the grammar translation method. Table 6 presents a comparative analysis of the results of

students according to the criteria of written foreign language competence in the experimental and control

samples from the non-parametric Mann-Whitney test after the implementation of the experimental training

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Olena Shliakhtina, Tetiana Kyselova, Svitlana Mudra, Yuliya Talalay, Alla Oleksiienko

Source: compiled by the authors based on research results.

The Mann-Whitney non-parametric test revealed that the differences in indicators of written foreign

language competence in EG and CG after the experimental training are within the range of statistical

significance. The results obtained during the experiment confirm the assumption that the applied method

of building foreign written language competence of students of HEIs is effective. So, it can be stated that

the aim of the research has been achieved.

method contributes to the development of all components of written foreign language competence. This

of studies in which the effectiveness of the grammar translation method is treated quite sceptical. For

the need to find new, more effective technologies for teaching written speech and academic style in HEIs.

main reason is outdated methods and approaches to studying modern English grammar.