Impact of Teachers' Speaking Fluency and Grammar Translation Method on Speaking Skills of ESL Learners: A Study Conducted at BS Level

Abstract

This study investigates the impact of teachers’ speaking fluency and the Grammar Translation Method (GTM) on the speaking skills of ESL learners at the BS level in Rahim Yar Khan, Pakistan. Speaking fluency is essential for ESL learners in higher education. While GTM emphasizes grammar and translation, it often overlooks oral communication. Teachers’ fluency can positively influence students’ pronunciation, confidence, and speaking competence. A quantitative research design was used. Data were collected through a structured Likert-scale questionnaire from 300 ESL teachers and students. Descriptive statistics, Q-Q plots, and SPSS were used for data analysis. Findings showed a strong positive correlation between teachers’ fluency and students’ speaking proficiency. GTM, although effective for grammar, failed to develop interactive speaking skills adequately. A hybrid instructional model combining GTM with communicative and fluency-driven techniques is recommended. Teacher training should emphasize speaking fluency, and ESL curricula should incorporate more interactive speaking activities to improve students’ oral proficiency in higher education contexts.