The present study was conducted in order to investigate to what extent reviving translation use into language teaching and learning can affect the grammar knowledge of EFL learners. In its fresh-look, translation has distanced from the traditional theme of the Grammar Translation Method (GTM), e.g. out-of-context sentence translation and teacher-centeredness. The new GTM and collaborative translation activities are amongst the recently used terms that are attributed to its (translation) re-introduction. This study made an inspection of 44 low-intermediate Iranian EFL learners' grammar learning after the experimental and the control groups' performances were conditioned by collaborative translation activities and individual translation activities respectively during 5 treatment sessions. According to inferences made from T-tests and ANCOVA, comparatively, individual translation was less effective than collaborative translation activities for the development of learners' grammar knowledge and the findings bore out that participants in collaborative translation group outperformed their counterparts in individual translation group. Collaborative translation activity has been concluded as being a safe spot naturally available to second and foreign learners which encourages an equal level of collaboration. Moreover, it adapts the changes that have been taken place in more productive way of teaching grammar.
