The effects of communicative language teaching and grammar translation method on achievement and self-efficacy in foreign language

In this study, with the hypothesis of lessons that handled with communicative language teaching have positive outputs over lessons that handled with grammar-translation method, an experiment has been executed in a two-group experimental design. Before the experiment, equal groups have been determined and then lessons for control group have been conducted within the grammar translation method and for treatment group have been conducted within the communicative language teaching. The lessons have been made by appropriate techniques and the contents of CEFR (A1-A2). Data have been collected via Foreign Language Achievement Test 1-2 which have been developed by the researcher and Foreign Language Self-Efficacy Scale which has been developed by Yanar and Bumen (2012). Achievement tests have been developed through CEFR (A1-A2) contents and degree. The construct validity and reliability of the achievement tests have been done by expert opinions and items' coefficient of concordance has been found as 1,00. The Foreign Language Self-Efficacy Scale's reliability has been determined as 0,97 by the developer. At the end of the study, after post-tests have been applied, the data have been evaluated by descriptive statistics and as the significance level of the tests, p<, 05 value has been seen sufficient. Accordingly, the lessons that handled with communicative language teaching have shown statistically significant difference on overall performance, listening achievement, overall self-efficacy, listening and speaking self-efficacy over grammar translation method. These findings match up with the studies in literature.