The Grammar Translation Method (GTM) remains a widely used approach to English teaching in Pakistan, despite the global shift toward communicative methods. This study aims to investigate why secondary school teachers in District Lakki Marwat continue to prefer GTM in modern classrooms. An explanatory sequential mixed-methods design was used in the study. Data came from questionnaires filled out by 26 teachers, along with semi-structured interviews. Results show that teachers see GTM as useful for teaching grammar, reading, and writing. It also helps in exam preparation and works well in classrooms with few resources. At the same time, teachers admitted that the method is not effective in speaking and listening skills. Its continued use is due to several reasons: reliance on translation, large class sizes, exam-focused curricula, and the absence of audio-visual tools. While many teachers showed interest in new approaches, they also stressed the need for proper training and institutional support. It is suggested that GTM can be kept for some areas, while communicative methods can be added for speaking and real-life use of language. This way, both exam needs and daily language needs in rural areas like Lakki Marwat can be met.
Iqbal et al. (Sun,) studied this question.
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