Abstract

The primary objective of the study was to seek the effectiveness of Communicative Language Teaching (CLT) approach and Grammar Translation Method (GTM) on students’ achievement in English grammar in an EEL context. The study at hand focused on linguistic competence only. The nature of the study was experimental, and a pretest-posttest control group design was used. All seventy-six participants of the seventh class(session 2019-2020) from Govt. Girls Elementary School Ghazi Abad, Okara (Punjab, Pakistan) were selected as the sample of the study. Students were assigned randomly to the experimental or control group based on their pretest scores in the English grammar achievement test. A self-developed Grammar Achievement Test (GAT) was used as both a pre-test and post-test. Pretest scores ensured the equality of groups before the treatment. The experimental group was taught through shallow end approach of Communicative Language Teaching (CLT) whereas the control group was instructed through Grammar Translation Method (GTM). Post-test results showed that students taught through CLT performed better. Therefore, the shallow end approach of Communicative Language Teaching (CLT) is recommended to improve students’ achievement in English grammar in terms of linguistic competence as well.