This article explores the influence of the Grammar-Translation Method (GTM) on non-English majors’ grammatical competence and learning motivation at Dong Nai Technical College. The purpose of this study is to determine how effectively the Grammar–Translation Method (GTM) enhances learners’ grammatical proficiency and shapes their attitudes and motivation in the process of learning English grammar. Grounded in theories of second language acquisition and functional-pragmatic translation, the research situates GTM as a method that continues to hold pedagogical value in English as a Foreign Language (EFL) contexts. A quasi-experimental design using quantitative approaches was applied, involving control and experimental groups. Data were gathered through pre-tests and post-tests to assess grammatical gains and through questionnaires to measure learners’ motivational changes. Statistical analyses, including paired and independent t-tests, were employed to interpret the results. The findings reveal that GTM significantly improved students’ grammatical accuracy while fostering confidence, engagement, and positive motivation. These outcomes suggest that GTM can complement communicative approaches by reinforcing accuracy-based learning and supporting learner motivation. The study contributes to EFL pedagogy by reaffirming GTM’s relevance in technical education and offering insights for teachers and curriculum developers seeking to balance form-focused instruction with motivational teaching practices.
Chau et al. (Sat,) studied this question.