English Grammar Course Research Articles

The Integration of Traditional Chinese Culture into the English Grammar Course in Regular Higher Education: A Practical Case Study

In the interconnected global society today, the significance of integrating traditional Chinese culture into English grammar education cannot be overstated, but it is often ignored in the practical teaching and theoretical research. Hence, this study aims to explore this integration in regular higher education to promote ideological and political education and their intercultural competence. Research questions include how traditional Chinese culture is practically integrated into the English grammar course in regular higher education and whether this integration is effectively achieved as well as what suggestions can be proposed for the future English grammar course and research. Considering this, a practical case study in the context of Xianda College of Economics and Humanities, Shanghai International Studies University in China is employed to address these questions. Twenty-nine first-year English majors, both females and males, voluntarily participate as research subjects. The specific research methods mainly involve a two-round questionnaire survey and a one-round interview. One of the conclusion is that traditional Chinese culture can be practically integrated into the English grammar course in regular education by the the strategy of “4-R”, namely “Revise Teaching Goals and Objectives, Refine Teaching Content, Revitalize Teaching Methods and Reform Teaching Evaluation”. This study focuses on adopting Chinese ancient poetry, Chinese opera, Chinese architecture, and Chinese festival customs as the main materials for traditional Chinese culture related to grammar points in this course. Moreover, based on the participants’ feedback from the second-round questionnaire survey and one-round interview, it is effectively carried out and attains the quality goals in the overall teaching syllabus to a large extent. Another conclusion is that some suggestions from students and the teacher are provided for the future English grammar course and relevant research.

Developing A Flipbook for Introduction to English Grammar Course with Project-Based Learning Approach

This study aimed to create a digital coursebook as a flipbook for the Introduction to English Grammar course using Project-Based Learning (PJBL). Utilizing the ADDIE model, a needs analysis was conducted to gather student preferences on language focus, learning setting, lecturer roles, and flipbook features. The resulting flipbook, consisting of 13 units, was designed to enhance students' grammatical skills for real-world communication and was validated by experts for its quality. The research emphasizes the potential of innovative, student-centered approaches in grammar education. Embedding grammar lessons into real-life scenarios through PJBL helps students recognize the practical applications of grammar and enhances retention and comprehension. The study successfully developed the flipbook in the initial phases of the ADDIE model, with future phases set to evaluate its effectiveness comprehensively. Initial findings provide valuable insights into effective grammar learning, suggesting the need for further research and development of innovative learning materials. The next phase involves piloting the flipbook in classrooms, with iterative refinements based on student feedback and outcomes to ensure it meets educational standards and student needs. This study highlights the importance of incorporating technology in educational resources to foster active learning and improve grammar proficiency among students

Students’ Perception on Online Learning of English Grammar Course: Determining the Challenges Faced by The Students

The purpose of this research is to elaborate on students' perceptions of online learning in the English grammar course, Department of English, State University of Gorontalo. The participants in this study were 15 students from all classes for the 2020/2021 academic year, 3 of whom were taken from each class. This study uses qualitative research method, the data obtained from the results of written interviews. Next, this this study uses thematic analysis to analyze the data. The results of this study found 6 themes consisting of implementing online classes, advantages of online classes, disadvantages of online classes, constraints on using online classes, independent learning, and suggestions. Online learning has been implemented since the Covid¬19 pandemic. And this raises various perceptions from students regarding online learning itself. This is evidenced by the perceptions of students who have been given to this research. Then this online learning has positive and negative impacts. In other words, online learning has advantages and disadvantages. Furthermore, the results of this study indicate that most students strongly disagree if online learning can be used on an ongoing basis. Considered the disadvantages and obstacles are more than the advantages.

The Strategies Used By English Language Learners To Learn Grammar

This study sought to identify the various types of learning techniques used by Muhammadiyah Sidenreng Rappang University students enrolled in the English education study program. Seventy-five first-semester students who were enrolled in a basic English grammar course served as the study's subjects. Data collection and analysis were conducted using descriptive quantitative. The study's findings indicated that metacognition (20, 93%), cognitive (18, 49%), social (17, 83%), affective (16, 48%), memory (15, 97%), and compensatory (10, 25%) were the learning strategies that students used the least when studying grammar. Additionally, the ability to focus on a specific grammar pattern, attempt to grasp it, and make connections to previously learned material is another reason why students frequently employ metacognitive strategies when studying grammar. As a result, it is recommended that teachers should be aware of the various learning strategies and then assist the students as they study in order to improve learning outcomes.

Grammar Learning Strategies Applied by English Foreign Language Students

The purpose of this research was to find out types of learning strategies applied by students of English education study program at Hamzanwadi University. The subjects of research taken were 75 students of the first semester who took basic English grammar course. Descriptive quantitative was used to obtain and analyze data. The research result showed that the most dominant learning strategy in studying grammar was metacognitive (20, 93%), followed by cognitive (18, 49%), social (17, 83%), affective (16, 48%), memory (15, 97%) and the least applied by the students was compensation (10, 25%). Furthermore, the reason why the students tend to apply metacognitive strategy in learning grammar because it enables them to pay attention on a particular grammar pattern, try to understand and relate it to the previous materials which have been familiar to the students’ minds. Thus, it is implied to the teachers to understand the types of learning strategies then guide the students during their study for a better learning outcome.

Syntactic Complexity Development in English Grammar Pedagogy

In line with the recommendation that syntactic complexity-focused instruction should be provided to EFL learners at the university level, the present study modified the traditional teaching content of English grammar in China into a syntactic complexity-focused syllabus. We examined translations by 52 first-year undergraduate students enrolled in an English Grammar course in pre- and post-tests to determine whether explicit teaching of syntactically complex structures could lead to the development of syntactic complexity. The results demonstrate that the mean length of clauses, the number of appositive clauses and sophisticated structures in the post-test were significantly higher than the ones in the pretest, while the number of clause, adverbial clauses and attributive clauses decreased, which means students used fewer subordinate clauses but more reduced structures. In addition, linguistic descriptions for the differences between two tests as well as students’ responses to syntactic complexity-focused instruction, were provided to fully understand the nature and characteristics of their syntactical change and pedagogical implications are drawn from these findings.

Impact of e-Learning utilization on students’ learning achievement in Basic of English grammar course

This research aims to find out the impact of using e-Learning on students' learning achievement and discover the perspective of students on using e-Learning in basic English grammar course UIN Alauddin Makassar. The population of this research consisted of 106 students, of which 25 were taken from the English education department 1 and 2 as experimental group and 25 students from English education department 3 and 4 as controlled group. The method that was used in this research was quasi-experimental, pre-test, post-test controlled group design. The research result indicated that there was a difference between the students' post-test in the experimental group and the controlled group in basic English grammar courses. It could be seen from the t-test that the value of the t-test obtained sig. 0.01 < 0.05. It meant that there were significant differences between the two groups. From the results of the data analysis of students' responses, it was found that it was positive for e-learning because of the percentage of students who scored 80%. From the results of the questionnaire, it was found that most of the students were interested, motivated and agreed to use e-learning in studying grammar. Based on the finding and discussion of the research, the researcher recommended that there was an impact on Students learning achievement and an improvement in students ability on the Basic of English Grammar Course after using e-Learning. In Addition, students are also interested, motivated, and agreed to use e-Learning in studying grammar.

Analysis of Gender Stereotyping in English Textbook from A Sociolinguistics Perspective

Human language learning is inextricably linked to its cultural environment. Therefore, the Male-oriented perspective of language bias can give rise to invisible gender stereotypes and internalize them in the minds of language learners. The New English Grammar Course, as a commonly used textbook for English-related majors at the university level, is bound to have a profound impact on college students' values and ways of thinking, and its gender perspective has profound research value. This thesis will build a text corpus of A New English Grammar Coursebook based on quantitative method and text analysis, analyze the linguistic phenomena containing gender stereotypes, and explore the defects of the textbook in several aspects such as masculine subject personal pronouns, strong masculine vocabulary, collocative adjectives, and references to professions and famous people. It also extrapolates past research experiences to finally propose effective ways to address gender stereotyping in textbook texts.

An analysis on students’ difficulties in Intermediate English Grammar course

The objective of this research is to analyze the students’ difficulties in learning intermediate grammar courses, especially in modal auxiliaries and reported speech materials as well as the factors of students’ difficulties in learning grammar in English Education Department at IAIN Sultan Amai Gorontalo. This research study used the qualitative method. The population was 10 students of third semester in English Education Department at IAIN Sultan Amai Gorontalo. Next, techniques of data collection were observation sheet and interview. The result showed that most students have not understood and confused to use all the modal auxiliaries, the use of “to” and without “to”, and they did not memorize the formulas pattern of positive, negative and interrogative sentence. Also, students were confused in displacement of tenses because they did not know the formula, and were confused how to use pronoun and time pronoun because they did not memorize. Furthermore, factors that affect the students’ difficulties in learning grammar start from a lack motivation, learning strategies, teaching methods, educational background and family environment.

A NEEDS ANALYSIS OF TECHNOLOGY-INTEGRATED BASIC ENGLISH GRAMMAR COURSE IN THE INDONESIAN CONTEXT

Needs analysis is essential for developing a curriculum and teaching materials. Integration of technology in courses provides a supportive environment for learners across a wide range of courses. However, the needs analysis on the technology-integrated Basic English Grammar course learning is insufficient. This report aims to determine students' needs for studying Basic English Grammar courses through technology integration. For this purpose, the researchers used a descriptive qualitative design by distributing questionnaires. Twenty-four students completed the questionnaire, and the researchers recruited several students for interviews. The results of this study reveal students' expectations for technology-integrated assignments, such as submitting writing caption chores to Instagram, with a 48 per cent success rate. The technology-integrated Basic English Grammar course learning presences depict the most commonly used technologies such as YouTube, Instagram, the Quiz app, Google Classroom, Webbing, and e-Books. The researchers identified the lack of internet connection and an overabundance of information that perplexes students—this suggests the necessity to provide training to cope with the technological challenges of learning Basic English Grammar. The study proposes a teaching-learning situation in the Basic English Grammar course with technology integration as learning activities materials in the syllabus so that the teachers as the curriculum makers can develop the curriculum according to the needs of students. This report highlights that lecturers and universities perform periodic assessments of their students' needs as a basis for developing a curriculum with these reflective needs. In addition, the pedagogical implications for technology-integrated tools in the Basic English Grammar course are discussed.

Optimization of College English Classroom Teaching Process from the Perspective of Educational Psychology Based on Multi-feature Blended Learning

In the traditional English teaching process, instructors tend to conduct teacher-centered classroom activities. This is convenient for teachers to play a leading role in the teaching process, and effectively organize and control the entire classroom instructional process. The initiative of students is neglected and the creativity and imagination of students is limited, which cannot focus on student individual differences in accordance with their aptitude. As a result, the use of the computer-assisted learning should be paid more attention. Compared with traditional classroom learning, online learning not only has no time and space constraints, but more importantly, students can choose their own learning content and learning according to their own conditions during the online learning process, in order to give full play to the initiative of students in learning. This study combines the practical teaching of the English grammar course of educational psychology, focuses on the correlation between English classroom teaching and learning level, major, and gender. Data will be collected, organized and analysed by mathematical statistics. The optimization process is designed by mixing multiple features and multiple methods. The results indicate that only 26% of freshmen believe that educational psychology has played a significant role in English teaching, while 72% of seniors believe that educational psychology is very important for learning English. It can be seen that teaching English to students from the perspective of educational psychology is very important for students. Meanwhile, it can be said that the blended learning mode is a new and optimized learning method under the background of e-learning, which can effectively improve the current English classroom teaching effect at tertiary level.

Team-based learning and English grammar: Building community and lowering affect

This paper explores the initial use of Team-Based Learning (TBL) and Ungrading approaches in a synchronous on-line basic English grammar course for non-linguistics majors. The study employs TBL and Ungrading approaches to create a supportive learning community, address students’ fear of grammar, and provide more effective formative and summative assessments. Qualitative analysis of students’ reflective writing suggests that implementation of both TBL and Ungrading has a positive effect on students’ learning experiences.

THE IMPACT OF USING INFOGRAPHICS TO TEACH GRAMMAR ON EFL STUDENTS’ LEARNING MOTIVATION

Infographics have increasingly been used in English language teaching. However, few studies have been conducted to explore the use of infographics in improving students’ motivation in learning grammar. The objective of this study was to evaluate the impact of Infographics-based learning on students’ motivation on an English language grammar course. The study employed an experimental research design and the participation of sixty grade-11 students studying in a high school in Mekong Delta, Vietnam. There are two groups including one experimental group (n = 30) that used the Infographics-based learning; and the other a controlled group (n = 30) which was instructed using non- Infographics-based learning technique. A questionnaire was designed to measure students’ motivation after the treatment. 
 
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Integrating the deductive method and holistic assessment approach to teaching English grammar in English education programmes

Mastery of English grammar for students in English education departments has a dual purpose, namely to improve their ability to communicate in English fluently and accurately, and to prepare them for becoming English teachers capable of explaining aspects of the English language. Thus, the English grammar course series is expected to equip students with the ability to use the language at the same time as explaining elements of the English language. This investigation aims to improve the learning, learning process, and the results of English grammar courses by integrating the deductive method and holistic assessment approach. This consists of assessment for learning (AfL), assessment as learning (AaL), and assessment of learning (AoL). The study was conducted among 72 fourth-semester students in the English education department at the University of Mataram. Data were collected using various techniques such as tests, observations, portfolios, and documentation, and were analysed qualitatively and quantitatively. From the analysis it was concluded that (1) the materials of EG were designed to fulfil the teaching and learning process by integrating the deductive method and the holistic assessment approach, with the proportion of AfL and AaL higher than that of AoL; (2) the integration produced a significant improvement in the TOEFL test (SWE section), with an increase of 63.24 points – from an average 388.84 on the pre-test to 452.01 on the post-test; (3) students responded positively to both the model used and the implementation of the deductive method and holistic assessment. The practical implication of this research is that those teaching grammar in English education need to consider applying holistic assessment in both design and implementation.

Promoting Learning from Home Environments Through Google Classroom Application for EFL Undergraduates

<p>As the world has been shocked by the unexpected rapid disease named COVID-19, several emergency actions are conducted in all aspects of human lives, including in the education field. In Indonesia, all colleges, particularly in several red-zone areas such as Jakarta, are restricted accessed for several months ahead. All activities inside the institutions’ building are limited, and face-to-face classrooms are forbidden and changed into virtual classrooms or called Learning from Home Environments (LHE). Regarding the situation, this research is promoting LHE with the use of Google Classroom application as a free available media in teaching English basic grammar course for EFL undergraduates. This research was participated by 60 students of English Education Program, Universitas Indraprasta PGRI (Unindra), located in Jakarta, Indonesia. The research administered a convergent mixed-method research design by collecting data in two cycles that accumulated through tests and questionnaires. Based on research questions, a correlational analysis and a narrative analysis were allocated. The results indicate an interesting output on students’ course engagement and course understanding. Supported by several practical and simple features, Google Classroom becomes a promising and favorite tool in learning English from home environments during the pandemic period.</p><p>Keywords: Learning from home environments, google classroom application, EFL undergraduates, virtual classroom, pandemic period</p>

A Case of Flipped Learning in a College Students’ Grammar Class

This study aimed to examine the effects of the flipped learning approach in an EFL English grammar course and the perceptions of students’ experience in the flipped classroom. Twentyseven students majoring in English participated in flipped learning English classes for one semester. Grammar tests and a questionnaire were given to the participants. The results showed that the grammar test scores in the flipped learning English classes were higher than those of the regular class. Flipped learning appeared to be effective in improving EFL students’ grammar achievement according to the t-test result. In addition, the flipped learning classes were helpful due to the repetitive review and self-directed learning through online lessons. Despite the positive aspects of flipped learning which promoted the students’ learning motivation and class satisfaction, problems and -challenges were also reported.

A STUDY OF STUDENTS’ ERRORS IN USING WRITTEN PASSIVE SENTENCE

The aim of this research is to invesitgate students’ error in using English written passive sentence. The subjetcs of this research were ten second semester students of English department setudents of STKIP Al Hikmah Surabaya who took Basic English Grammar course. The objectives of this course were the students had ability in using accurate English grammar either in spoken and written for formal (scientifict and academic) or informal (daily communication) context. Passive sentence was one of grammar materials taught in this course. The objective of the material was the students were able to use passive sentence in spoken and written context. The research used descriptive quantitaive method as design of this research. The instrument of this research were documentation. The data of this research were students’ work in writing sentence using accurate passive sentence. The result of this research showed many students made errors in composing passive sentence. There were 80 errors found from students’ sentences. 45% errors made by the students when they could not use correct past participle on their sentence. The result also showed that 22,5% error found from students’ work when they omitted be as the main component of passive sentence. There were also 17,5% errors found from students sentence in using correct be form on their sentence. 15% errors were also found based on the use of accurate singular and plural component of passive sentence.

Basic Need Analysis in Practical English Grammar: An Effort on Creating and Empowering Autonomy Learners

This paper presents the students’ need analysis in Practical English Grammar course. The data were collected through questionnaires and interview by individual or group assessment. It involves 34 Indonesian undergraduate students who were majoring in English, took, join Grammar class and conducted classroom interaction in English teaching and learning process in IAIN Tulungagung, East Java, Indonesia. The data were analyzed using descriptive qualitative approach. The finding revealed some students’ perspectives on Practical English Grammar course (lack of learning media, ineffective teaching strategy, unsupportive class atmosphere, and Grammar as difficult course); some student-considered effective ways to learn Practical English grammar (YouTube, discussion, appropriate learning techniques, progress report, peer assessment, and game); and students’ results on their need analysis in learning Practical English Grammar in form of independent option on: learning media, learning strategy, learning material, and creating own questions and its answers.

教員養成課程における「英文法」の授業実践： 「主体的・対話的で深い学び」を目指して

教員養成課程における「英文法」の授業実践： 「主体的・対話的で深い学び」を目指して

Assessing English Grammar Assessment and Feedback: A Case Study of King Khalid University (KKU) Students

This article investigates strategies to improve communicative grammar feedback effectiveness. The motivation for the study is that instructing communicative grammar has been regarded as crucial to the ability to use language by English language learners (ELL). As the fundamental organizing principle of language, grammar plays a critical role in establishing communicative tasks, proficiency, and accuracy. It facilitates the syntactic system of the language, the structure which holds the language together. Moreover, a recent research literature review supports the contextualized grammar effectiveness, especially with EFL learners’ instruction, and has a considerable impact on the writing performance of adult English language learners (ELL). A renewed interest in grammar from teaching, learning and research perspectives has created the need for new approaches to assessing the grammatical ability of the ELL and evaluating the outcome of the assessment. The objective of this study is to provide insight into how to motivate English as a Foreign Language (EFL) students to welcome the assessment of their grammar in the student-centered and teacher-guided environment. It has been made based on the research, performed at the King Khalid University with basic level students, taking Intensive English Grammar course at the KKU. The article questions whether assessing Grammar appropriately in a well-organized, effective manner leads to the productive steps forward for EFL learners. Ultimately, the information obtained endorses, that the targeted grammar feedback tailored to the needs of the students of the particular EFL levels, should be organized in a certain constructive positive and practical way to meet the content of the instruction, and, finally, fit the target of the University education.