Investigating the Effectiveness of Direct Method and Grammar Translation Method in Teaching Reading Skills

Abstract

This study investigates the impact of Grammar Translation Method (GTM) and the Direct Method (DM) on the development of reading skills of the first-year medical students at 21 September University for Medical and Applied Sciences in Sana'a. A total of 120 students enrolled in an English for Medical Purposes (EMP) course were selected through a random sampling technique and divided into three groups, each consisting of 40 participants. The first and second groups are assigned to Direct Method and Grammar Translation Method respectively, and the third (i.e., the control group) to Lecture Method (LM).

The study employed a quasi-experimental design with pre- and post-tests over a two-month intervention period. Data were collected through tests and semi-structured interviews. Test results were analyzed quantitively using SPSS and interview data were analyzed qualitatively to capture teachers’ perspectives. Findings from both quantitative and qualitative analyses indicated that Grammar Translation Method and Direct Method were more effective than Lecture Method in enhancing reading skills. These gains were evident in key reading domains, including comprehension, vocabulary, and grammatical accuracy. The study recommends further longitudinal research into varied instructional methods to assess their long-term effects on medical students’ reading proficiency and to inform EMP curriculum development