Date
12-7-2023
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Michelle Barthlow
Keywords
Grammar Translate Method, Grammar Translation Method, Communicative Language Teaching, Living Language, Language Teaching, Second Language Acquisition, SLA, Anxiety, Motivation, Language Learning Experience, Self-efficacy, Reading, Ancient Greek, Biblical Greek
Disciplines
Education | Linguistics
Recommended Citation
Humphreys, Dustin J., "The Effects of Communicative Language Teaching Methods (CLT) of Teaching Ancient Greek on Student Motivation, Language Learning Experience, Self-Efficacy, Facilitating Anxiety, and Debilitating Anxiety Compared to the Grammar Translation Method (GTM)" (2023). Doctoral Dissertations and Projects. 5002.
https://digitalcommons.liberty.edu/doctoral/5002
Abstract
The purpose of this quantitative, causal-comparative study was to determine if ancient Greek language programs that use communicative language teaching methods (CLT) produce different student motivation, language learning experience, self-efficacy, facilitating anxiety and debilitating anxiety scores than programs that primarily use the grammar-translation method (GTM) of teaching ancient Greek. This study is critical because the comprehensive teaching of the ancient Greek language has been on the decline in recent decades. This research aims to inform colleges, seminaries, and other language learning schools that teach classical languages, such as ancient Greek, about the potential positive effects of CLT on student motivation, language learning experience, self-efficacy, facilitating anxiety, and debilitating anxiety among their ancient Greek language students. This positive impact could lead to higher retention rates and prolonged usage of language skills beyond graduation. This study had 123 participants and took place in several ancient Greek language programs. A MANOVA was used to determine whether two groups (GTM vs. CLT) differed in student motivation, language learning experience, self-efficacy, facilitating anxiety, and debilitating anxiety. Analysis of the data indicated there was a statistically significant difference between CLT and GTM in regard to language learning experience, self-efficacy, and debilitating anxiety in which CLT produced higher scores than GTM. Post hoc analysis also found that CLT produced higher reading self-efficacy scores than GTM.
