FROM GRAMMAR-TRANSLATION TO TASK-BASED LEARNING: A COMPARATIVE STUDY IN RURAL CLASSROOMS

Abstract

The aim of this study is to explore the pedagogical shift from the traditional Grammar-Translation Method (GTM) to more contemporary, Task-Based Language Teaching (TBLT) in English as a Foreign Language (EFL) instruction, specifically in rural school environments. In many post-Soviet and developing educational systems, GTM continues to dominate due to teacher training legacies, exam-driven curricula, and limited access to modern materials. GTM often focuses on translating texts, memorizing vocabulary, and learning grammar rules in isolation—practices that do not always support communicative competence or practical language use. By contrast, Task-Based Learning engages learners through meaningful, real-world tasks such as role-playing, problem-solving, and collaborative dialogues. It encourages fluency, autonomy, and context-based language application. This study contributes to the growing body of research that challenges outdated instructional models and promotes student-centered methodologies—even in under-resourced environments. It also provides actionable recommendations for rural English teachers, policymakers, and curriculum developers seeking to modernize rural ELT without requiring expensive materials or digital infrastructure. Ultimately, the research advocates for pedagogical innovation rooted in context, recognizing the potential of rural learners to thrive under communicative and interactive language instruction.