Learning English Grammar Research Articles

A Research on the Integration of Traditional Culture into College English Teaching Under the Background of “Internet +”

The advent of the era of “Internet +” has opened up a new channel for college English teaching and improved its quality. However, college students tend to overlook traditional culture as they place greater emphasis on learning English grammar, along with British and American cultures. Teachers should attempt to change students’ attitude in time [1]. College English teachers can utilize the high-quality English resources on the internet, create information-based courses, use micro courses to share British and American film clips, establish English associations, organize English poetry recitation, drama performance, and film dubbing activities, carry out English-Chinese translation training, improve students’ cross-cultural awareness, and ensure that traditional culture takes root in college English classes.

The University Students’ Anxiety in Learning English Grammar

This study had purposes to find out students’ anxiety types, the reason why they got the anxiety and their suggestions for the lecturer who teaches English grammar to release their students’ anxiety. To reach the purposes, a qualitative method was used. Twenty anxious of first year students at university were chosen to be participants of the research. Those students were interviewed by fifteen questions. Most students said that lack knowledge of English Grammar made them anxious in learning the subject. The students suggest the lecturer identified students’ anxiety before the lesson started; creating fun, communicative and less formal class; and overcoming students’ problems in learning Grammar. It is concluded that every students faced anxiety in learning grammar but the lecturer could minimize it.

Investigating the Difficulties of Learning English Grammar and Suggested Methods to Overcome Them

English plays a significant role in developing educational systems worldwide. Grammar is an important aspect of learning English language. Without learning the grammar; the language cannot be practiced properly. English writing is considered as a vital part during the academic life of students. Several grammatical errors and difficulties appeared among students when leaning English because of the poor knowledge and experience of students with lexis and grammar in their daily life. This research aims to investigate the difficulties of learning English grammar and suggested methods to address them. A descriptive methodology was utilized in this research through reviewing the previous literature. The research results indicate that students still suffer from difficulties in learning the English language, especially its grammar, and they suffer from weakness in the grammatical, semantic and pragmatic levels that appear in their spoken or written language. The research finds out that students in various stages face many difficulties and problems in learning English grammar, which can be traced back to the old teaching style, inappropriate curriculum, and the non-enthusiastic psychological state of the student mainly.

A Discussion About How to Improve Students' English Writing Ability

In English learning, "listening, speaking, reading and writing" is an organic unity. English writing is an important part of English learning, and it is a comprehensive reflection of students' basic language knowledge reserve, language organization ability and language application ability. This paper elaborates from three aspects: learning English vocabulary and grammar, enhancing English language sense and cultivating interest in English learning by strengthening English reading and recitation, and strengthening writing practice, so as to comprehensively improve English writing ability.

The Effect of Flipped Classroom on English Preparatory Students’ Autonomous Perceptions and Attitudes Towards Learning Grammar

The aim of this study is to investigate the effects of flipped classroom on students’ autonomous learning perceptions and students’ attitudes towards learning English grammar. In this study, an embedded design, one of the mixed research methods, was employed to determine the effect of the flipped classroom on the English learning process. The study group consisted of 24 preparatory students. Quantitative data of the study was obtained through autonomous learning perception scale and attitude scale towards learning English grammar. Qualitative data was collected by an open-ended questionnaire developed by the researcher in order to describe the students’ views on the learning process of the flipped classroom. The quantitative results of the study showed a statistically significant difference between pre- and post-test scores of the experimental group. In addition, quantitative results showed that the opinions of the students mostly focus on the effect of the flipped classroom on efficiency in learning, time management and motivation.

Investigating the improvement of students' performance and autonomy in problem-solving styles of learning English grammar under the flipped learning pattern

Investigating the improvement of students' performance and autonomy in problem-solving styles of learning English grammar under the flipped learning pattern

Enhancing Students’ Motivation in Learning English Grammar Through A Computer-Supported Learning Classroom Management

This research is to examine the students‘ motivational factors and attitude towards the learning of English grammar in a Computer supported Learning System. Twenty-nine students were taught with a student-centered approach and three grammar learning web sites were used frequently for classroom and individual English grammar practice, whereas another twenty-nine were taught with the traditional teachercentered approach. Both groups were given grammar correction and explanation tests before and after the study. After comparing the results of the pre-test and post-test with those of the control group, it was found that the experimental group excelled over the control group in both grammar correction and grammar explanation. It proved that students‘ implicit and explicit knowledge on English grammar was greatly improved by the computer-supported teaching methods and environment. Further interviews with the students also revealed that the new pedagogical practice had provided many positive motivational factors in supporting students‘ learning process.

Actualizing Learning English Grammar Strategy Using New Inventory for University Students

Learning grammar strategies have been explored by students and teachers. Moreover, research on this issue has been done by several researchers. However, new inventory to measure learning English grammar strategy has been developed and not implemented to identify students’ learning strategy. Thus, the present study aimed to implement and identify the students’ English learning grammar strategy by using new inventory. Besides, this study also wanted to know the challenges of students in implementing those strategies. This study used Mixed method with sequential explanatory. The participants of this research were 30 students of English Language Department in one of the universities in Bengkulu. The instrument of this study used questionnaire of Grammar Learning Strategy Inventory (GLSI) and the interview guideline. Those instruments have been validated by two expert judgments and tried out to another class. The quantitative data were analysed by using simple statistic calculation and using percentage for every learning strategy type. However, the qualitative data analysis comprised several steps namely data collection, data condensation, data display, and conclusion. The result shows that students used all strategies in learning grammar, but the dominant one is cognitive strategy, while the least one is social strategy. The challenges in implementing learning strategy or in learning grammar were poor knowledge of grammar, ineffective time management, less group work, and less sociable because of Covid-19.

Enabling automatic retrieval of schemas from long-term memory in English grammar practice

People are increasingly aware that metacognition can help us solve problems more effectively. Scholars believe that students’ metacognition can be facilitated by promoting the interplay between the unlimited long work memory for holding schemas and limited work memory for processing ongoing activities. In this study, a workshop designed teacher mediation method between English language teachers and students is implemented that focuses on instructional talk supported by a visualized thinking framework in learning English grammar. Consequent to student’s automation from retrieving schemas to engage in the self-regulatory process of English grammar problem-solving, this section involves three English language teachers and students in their taught classes in a secondary school in China. The teachers were equipped with an explicit approach to teacher mediation through researcher-designed workshops. As the teacher mediation approach was implemented in English language classrooms, the researchers made meaning of their experiences through the dialogue and interaction between teachers and students by revealing the essence in the mediation process: dialogic assessment, cognitive scheme construction, automated schema retrieval, and metacognitive schema construction. Through teachers’ English pedagogical grammar practice in the three example cases, metacognitive teachers and learners are expected to be cultivated in an interdisciplinary view.

PENERAPAN METODE GRAMMAR TRANSLATION METHOD (GTM) PADA GURU BAHASA INGGRIS DI SMP NEGERI GUDANG ARANG

The implementation of this community service activity aims to make SMP Gudang Arang students able to understand and know English as a foreign language and provide an understanding of English Learning Methods that are useful for increasing students' interest, willingness and interest in learning English vocabulary and grammar. This service activity was carried out at the SMP Gudang Arang in September 2021, while the population consisted of 20 class VII students of SMP Gudang Arang. There are two methods of implementing this activity, namely training and mentoring. The training materials are divided into two, namely Exposure to Materials on tips to become successful English learners and Application of the Grammar Translation Method (GTM) in English while Mentoring is assisting teachers in implementing the GTM method so that students are interested in learning English. The results of this training showed that most of the students who were involved in English vocabulary and grammar training activities experienced an increase in their ability and motivation to learn English. In addition, an increase in students' motivation and interest in learning was also seen during this training activity. This is indicated by their active involvement in every learning activity and their enthusiasm in carrying out each task given. In mentoring in learning English vocabulary and grammar there are some students who have good English skills. Some of these students can pronounce English vocabulary and English grammar with correct pronunciation, students also tend to be active, students' English learning outcomes are also quite good

The Psychological Factors Influencing the EFL University Students' Development of Grammar Knowledge within the Online Discussion Atmospheres

Within the online learning atmospheres, language learners may confront certain obstacles in learning English grammar. Those obstacles may be associated to psychological factors which represent influential barriers on developing the grammatical knowledge of the EFL learners at the university level. Thus, the aim of the current research is to find out the exact psychological factors that influence the students' grammar knowledge. To achieve that aim, a close-ended questionnaire was designed to investigate the students' responses toward the psychological factors that can influence their grammatical knowledge. The sample of the research was the Iraqi EFL university students at the second year of the academic year (2020/2021) in English Department at the University of Anbar. At the first course, the sample of the participants (n=33) was exposed to online discussion learning activities for thirteen weeks to learn English grammar. At the end of the course, they were asked to respond to the items of the questionnaire. Depending on: T-test formula for one sample; weighted mean and percentage weight of the tenth items of the psychological domain, the collected data were analyzed. Results showed that the priority of some psychological factors like: anxiety, aptitude, attitude, and motivation were prominent and affective within the online discussion environments.
 Accordingly, these factors are necessary to be explored and governed within the language learning process in general and online learning in particular to get better students' performance.

Psychometric Properties of Self-Regulated Learning Strategies in Learning English Grammar and English Grammar Self-Efficacy Scales

The study reports on the psychometric properties of instruments that can measure EFL students’ self-regulated learning strategy use and English grammar self-efficacy and examines the relationship between these two constructs. 350 male and 432 female students, aged between 16 and 17, from two high schools in Vietnam participated in the survey. The participants answered the Questionnaire of Self-Regulated Learning Strategies in Learning English Grammar (QSRLSLEG), and the Questionnaire of English Grammar Self-Efficacy (QEGSE). The disjoint two-stage approach for Partial Least Square-Structural Equation was used to analyze the data. The results showed that the 24-item QSRLSLEG and 8-item QEGSE have face, content, and construct validity and reliability. A moderate relationship between SRL strategies in English grammar learning and English grammar SE was found. Both instruments are reliable and valid assessment tools, providing useful information for researchers and English teachers to investigate important aspects of students’ self-regulation in learning English grammar.

AN ATTITUDE OF STUDENTS TOWARD LEARNING ENGLISH LANGUAGE GRAMMAR AND USAGE: PERCEPTION AND SCALE DEVELOPMENT

The study examined students’ attitudes toward using the English language as a medium and as an official language in Nigerian Universities. The study employed descriptive analysis. Fifty questionnaires were served, and 31 was returned, indicating their attitude towards using and learning English Grammar as a language and official communication medium. The findings suggest that most of the investigated students have been trained using some syntax constructions since childhood without considering grammatical rules or structures. Thus, it was used only in the universities environment, the less grammar. In addition, the result also shows that the students of Federal University, Gashua, Yobe State, have positive attitudes toward learning English grammar. The findings further demonstrated the percentage of Nigerian students who use English grammar in their day-to-day interactions as advantageous despite not being considerate enough. The study recommends future research involves many participants as possible of different ages and universities from other regions in the country.

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.

Speech Acts Analysis Of Pride And Prejudice Novel By Jane Austen

Abstract This study intends to analyze speech act used in Pride and Prejudice novel uttered by the main character. The objectives of this research are: 1) to know the most dominant type of speech act uttered by the main character found in the novel, 2) to know the contribution of the analysis to the EFL learners when learning English grammar. This research used the conversational analysis. The steps of collecting data were reading the Pride and Prejudice novel focusing on Elizabeth Bennet’s utterances in each chapter, selecting data containing speech act based on Searle’s classification, classifying the data, transferring data into a table, analyzing and interpreting the data. The result of the data analysis showed that there were only four types of speech acts; 1) 253 utterances of representatives, 2) 96 utterances of directives, 3) 4 utterances of commissives, and 4) 122 utterances of expressives. From the data can be concluded that the most dominant type is representatives speech act. We indirectly learned grammar in a way we found the speech acts from each sentence.

Motivating English Grammar Learning For Iraqi High Schools

The present study intended to investigate developing and validating a motivation to learn English grammar scale and examining its relation to Iraqi high school EFL learners' grammatical ability. 100 EFL female learners participated to respond the questionnaire in this study. They were around 18-19 years old and were selected randomly from Wasit high school in Kut. To ensure the validity and reliability of the questionnaire, factor analysis was run and Chronbach alpha test was used regarding the reliability. A Pearson Moment Correlation formula was used to see if there was any relationship between the students' motivation and their grammar knowledge in English language. This study confirmed the validity of the questionnaire structure; a confirmatory factor analysis method was used based on the structural equation modeling with Liserel software. The value of t in all cases was greater than 1.96 or less than 1.96 that showed the model was verified and acceptable. The Cronbach's alpha for the questionnaire was more than 0.7. Therefore, the reliability of the questionnaire could be confirmed. The study showed there was a positive and significant relationship between motivation and learners' grammatical ability.

Strategies of Learning English Vocabulary and Grammar by Freshmen University Students: A Case Study of An-Najah National University and Palestine Technical University-Kadoorie(PTUK)\ Tulkarm

This study aimed to investigate the learning strategies practised by Palestinian Arabic-speaking freshmen students of An-Najah National University-Nablus, and Palestine Technical University-Kadoorie (PTUK) - Tulkarm Campus while learning English vocabulary and Grammar. To achieve the purpose of this study, the researchers followed a descriptive quantitative approach, and as a result, a 20 -item questionnaire was constructed and distributed to a random sample of (260) freshmen students who were enrolling in English introductory courses. Findings of this study indicated that students mostly exploit learning strategies that require the minimum effort and toil, and, by the same token, they -the students- follow the same paradigm in enhancing learning strategies that mainly depend on repetition and rote learning, especially while learning English grammar. Findings of this study indicate that the learning strategies practised by students; while learning English grammar and vocabulary are mostly under the effect of those learning strategies which have been acquired during school education. Findings of this study also indicate that there were no statistical differences in regard to the variable of gender, university, and college because of the geographical, cultural, and attitudinal proximities among the subjects of this study. Depending on the findings of this study, the researchers have come to various sets of conclusions and recommendations.

Speedy Grammar: Aplikasi Game untuk Meningkatkan Kemampuan Tata Bahasa Inggris Siswa

This study aims to see the improvement of English grammar by students who practice using the Speedy Grammar game application with students who do not use the application, then compare them. This research design is quantitative with an experimental method between two classes, experimental and control class. The subjects of this study were 20 students. As a result, the ability of students who took advantage of the game application increased significantly than students who did not use the application. It can be proven by the value of the pretest and posttest results. During the pretest, the experimental class had a score of 64.70, and the control class had a score of 65.50. Meanwhile, after practicing for 6 times with a duration of 30-50 minutes, the posttest score for the experimental class was 89.60, and the control class was 79.40. Another accurate proof as the answer to the research results of a 2-way (t-tailed) significance value between the two classes shows the number 0.000 on the posttest, so there is a very significant difference. The conclusion again states that the Speedy Grammar game application can be used as a solution to problems when learning English grammar.

Dynamic Modeling and Analysis of Micro-Video Teaching System Based on Cloud Computing in College English Teaching

The era is developing and the society is improving. The application research of computer technology in the field of education is a hot topic at present. The cultivation of talents required the training of schools and teachers. How to cultivate talented person who meets the needs of society lied in the comprehensive ability of teaching in colleges and universities, so the college English education professional grammar teaching model is studied based on dynamic programming algorithm. After a brief overview of the dynamic rule algorithm, an algorithm for evaluating English grammar learning in colleges and universities is designed by using dynamic algorithm. The algorithm is composed of dynamic rule algorithm, language processing technology, and regular expression. In the subsequent experiments, it is proved that the algorithm has a good evaluation effect and can meet the actual application requirements.

Students' Interest Towards the Use of Padlet in Grammar Class: A Case in Indonesia

Humans have to adapt to the rapid change in technology. The oscillation occurs in all existing sectors, including the education sector. For instance, grammar, which was previously avoided, has now started to be noticed by students due to the development of technology. One of the technologies used in education is Padlet. Padlet is an application that is very easy to use and requires no special training. In contrast with most areas of Indonesia, which are already literate with the technology, in Papua, even though many students’ own laptops and smartphones, the teacher used the technology only for administrative purposes, not for supporting student learners. Hence, this research focuses on students' interest in using Padlet in grammar classes. This study was a qualitative research design, and the data was collected using a questionnaire and interview. The questionnaire and interview results showed that students showed a positive interest in learning English grammar using Padlet.