Comparing GTM and Direct Method for Enhancing Creative Writing and Speaking in Pakistani EFL Learners

Abstract

This literature review discusses two widely used methods for teaching English in Pakistan: The Grammar Translation Method (GTM) and the Direct Method. GTM is commonly applied in Pakistani classrooms and focuses on grammar rules, memorizing vocabulary, and translating English into the native language. While this approach helps students understand sentence structures and perform well in exams, it often falls short in enhancing their ability to speak or write creatively. In contrast, the Direct Method encourages the exclusive use of English and emphasizes real-life communication through speaking and listening activities. This approach supports natural language use and fluency. Drawing on both national and international studies, the review compares the strengths and weaknesses of these methods. GTM is found to be effective for exam-oriented learning and grammatical accuracy, whereas the Direct Method proves more beneficial for developing confidence in speaking and encouraging creative expression. Overall, while both methods have their advantages, the Direct Method is considered more effective in fostering active and creative language use. The findings suggest that neither method alone fully addresses the complex needs of EFL learners in Pakistan. Therefore, the review recommends an integrated pedagogical approach that combines the structural rigor of GTM with the communicative strength of the Direct Method to promote both accuracy and fluency in language learning.