Technologies Supported Communicative Grammar Translation Model: A Motivational Agent for English Learning

This paper reports on the qualitative part of a larger experimental study in which three groups that is, Control Group (taught through traditional method), Experimental Group I (taught through communicative grammar translation model), and, Experimental Group II (taught through information and communication technologies supported communicative grammar translation model) were compared to examine the effect of technologies supported communicative grammar translation model on students’ motivation for learning English language. A total of 15 students from a public sector university were interviewed. The data were analyzed using inductive thematic analysis. The findings revealed awareness among students from all groups about the importance of English as an international language and the use of translation method with focus on grammar before the intervention. However, after the intervention, the three groups showed commonalities and differences in themes contributing towards motivation of language learning. The Experimental Group II showed increased motivation for language learning due to use of technology oriented methodology that enhanced learning all language skills (listening, speaking, reading, and writing). The findings also indicated that Experimental Group I was greatly motivated through the use of communicative skills that enhanced speaking and writing skills compared to other two groups. The results have important implications for increasing motivation in English language learning through technology in Pakistan and other countries with similar contexts.