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AbstractThe purpose of the present study was to explore the perceptions of Afghan EFL teachers towards the use of Grammar-Translation Method (GTM) in English classrooms. It aimed to investigate the use of different techniques of teaching English to students through the application of GTM in classrooms. Furthermore, the study sought to determine how GTM helped teachers to use translation technique to translate short passages and other language items and effects of GTM on Afghan teaching classrooms through students’ performance. The study also tried to find out differences in the perceptions teachers by gender, age, first language, and teaching experience. The data collected from 150 participants who were teaching English at Takhar University and other English language centers. The study employed Statistical Package for the Social Sciences (SPSS) version 24.0 to analyze the data. The results of the study revealed that teachers liked and welcomed GTM to be applied in English classrooms. Furthermore, the results also showed that participants considered GTM a very important method of teaching because it helped them teach grammar rules properly. Another finding of the study was that teachers would often translate short passages, instructions and any language items into L1 in order to help learners to learn the target language. Moreover, the study revealed that applying Grammar-Translation Method in language classroom affected the students’ performance. It also showed that there were not any statistically significant differences by their gender, age, and teaching experience except their language.

Abstract The present study investigated effective techniques of teaching vocabulary in an Afghan EFL setting. It also attempts to determine the impacts of the participants’ demographic profile ((i.e., gender, age, first language, and teaching experiences) on their responses. The data were collected from 93 randomly selected English teachers through a questionnaire containing 25 items. Statistical Package for the Social Sciences (SPSS) version 26.0 was employed to analyze the data. To answer the reserach questions, descriptive and inferential statistics (independent sample T-test and one-way ANOVA tests) were used. The findings revealed that the overall attitude of Afghan EFL instructors towards applying effective techniques of teaching vocabulary in an Afghan EFL setting is positive. The respondents also reported that they warmly welcomed the techniques which led students to enhance their motivation for learning English vocabulary. Moreover, the study revealed that the participants’ gender, age, first language, and teaching experiences had a signficant impact on their responses.

The purpose of the present study was to explore the perceptions of Afghan EFL teachers towards the use of Grammar-Translation Method (GTM) in English classrooms. It aimed to investigate the use of different techniques of teaching English to students through the application of GTM in classrooms. Furthermore, the study sought to determine how GTM helped teachers to use translation technique to translate short passages and other language items and effects of GTM on Afghan teaching classrooms through students’ performance. The study also tried to find out differences in the perceptions teachers by gender, age, first language, and teaching experience. The data collected from 150 participants who were teaching English at Takhar University and other English language centers. The study employed Statistical Package for the Social Sciences (SPSS) version 24.0 to analyze the data. The results of the study revealed that teachers liked and welcomed GTM to be applied in English classrooms. Furthermore, the results also showed that participants considered GTM a very important method of teaching because it helped them teach grammar rules properly. Another finding of the study was that teachers would often translate short passages, instructions and any language items into L1 in order to help learners to learn the target language. Moreover, the study revealed that applying Grammar-Translation Method in language classroom affected the students’ performance. It also showed that there were not any statistically significant differences by their gender, age, and teaching experience except their language.

The present study investigated effective techniques of teaching vocabulary in an Afghan EFL setting. It also attempts to determine the impacts of the participants' demographic profile ((i.e., gender, age, first language, and teaching experiences) on their responses. The data were collected from 93 randomly selected English teachers through a questionnaire containing 25 items. Statistical Package for the Social Sciences (SPSS) version 26.0 was employed to analyze the data. To answer the reserach questions, descriptive and inferential statistics (independent sample T-test and one-way ANOVA tests) were used. The findings revealed that the overall attitude of Afghan EFL instructors towards applying effective techniques of teaching vocabulary in an Afghan EFL setting is positive. The respondents also reported that they warmly welcomed the techniques which led students to enhance their motivation for learning English vocabulary. Moreover, the study revealed that the participants' gender, age, first language, and teaching experiences had a signficant impact on their responses. [ABSTRACT FROM AUTHOR]