Teaching English Grammar Research Articles

Exploring the Needs and Challenges in Teaching English Grammar Communicatively in Albanian Context

The aim of this study is to explore through details of teaching English grammar communicatively within the Albanian context. With the global trend for communicative language teaching, Albanian teachers of English as a foreign language face specific challenges in attempting to integrate this approach effectively in their classes. The research applies a mixed-methods approach, including a questionnaire and structured interviews with teachers from several districts in Albania. Both cases intend to assess the actual situation of teaching grammar of English as a Foreign Language, identify main obstacles, and highlight opportunities for integrating communicative grammar. Findings indicate that even though the teachers are aware of the theoretical aspects of communicative methods, sometimes they find it hard to implement them due to limited resources, insufficient teacher training, and traditional teaching curricula. Additionally, the study emphasizes the need for professional development programs and appropriate classroom materials that align with the communicative approach. By addressing these challenges, the research aims to provide concrete recommendations for teachers and policymakers to improve English grammar teaching in Albanian schools, so as to improve language proficiency and communicative competence among learners of different ages and educational levels in a larger context.

Enhancing Active Grammar Learning in a Synchronous Online EFL Undergraduate Classroom: Development and Assessment of the LPCR Online Instructional Model

In synchronous online EFL classrooms, students often exhibit passive participation and boredom when learning grammar. This research study presents the development of an online active grammar learning instructional model, named LPCR, which incorporates Byrne’s Presentation-Practice- Production (PPP) approach and Fink’s holistic view of active learning. LPCR was employed as an eclectic approach for teaching grammar and utilized four online applications in a synchronous online classroom. The study involved 40 second-year nursing students enrolled in an EFL undergraduate course at a public university in Thailand from January to April 2022. The effectiveness of LPCR was assessed through a grammar test, a questionnaire, and semi-structured interviews. The students’ grammar scores were analyzed using the Paired Samples t-Test and Cohen’s d, which revealed the positive effect of LPCR with a medium effect size. Also, students’ attitudes toward LPCR were assessed through a seven-point Likert-scale questionnaire and semi-structured interviews, employing the Technology Acceptance Model (TAM) as the theoretical framework. The results indicated that, on average, students considered LPCR useful and easy to use, and they had positive attitudes toward using LPCR and behavioral intention to use it. Additionally, the results of a path analysis with the students’ questionnaire responses showed both significant and non-significant direct and indirect effects of the four TAM variables: perceived usefulness, perceived ease of use, attitude toward use, and behavioral intention to use. Pedagogical and research implications are drawn from the findings, and recommendations for implementing LPCR in future instances of English grammar instruction in synchronous online classrooms are offered.

The Role of Mother Tongue and Its Impact on Learning English Grammar at Elementary Level A Case Study of District Karak

The mother tongue plays a vital role in facilitating the understanding of English grammar, making it easier for students to grasp complex concepts. Its use in teaching can bridge linguistic gaps, leading to more effective language acquisition. Therefore, the current study investigates the role of the mother tongue (L1) and its impact on learning English grammar, particularly Tenses, at the elementary level in District Karak. The main objective was to examine how using the native language, Pashto, affects students' understanding of English grammar. The research was experimental, employing a pre-test and post-test equivalent-groups design. Two groups of students were formed: an experimental group, taught using a combination of the target language (English), national language, and mother tongue, and a control group, taught exclusively in English. Students were assigned to these groups based on random sampling, ensuring balanced placement. The findings revealed no significant difference in the pre-test and post-test results of the control group, while the experimental group showed notable improvement in their post-test scores. The study recommends incorporating the mother tongue in English grammar instruction at the elementary level and suggests similar investigations in girls' schools.

The Teacher’s difficulties In Teaching English Grammar and Pronounciation in Speaking Skills of Middle High School Students In Karanganyar

The Teacher’s difficulties In Teaching English Grammar and Pronounciation in Speaking Skills of Middle High School Students In Karanganyar

A Study of College English Grammar Teaching Strategies Based on Interactive Teaching

A Study of College English Grammar Teaching Strategies Based on Interactive Teaching

Implementation of Flipped Classroom in Increasing Students’ Grammar Ability of Islamic Economic Department Student in UIN Datokarama Palu

The aim of this research was to describe the effect of the flipped classroom on increasing students’ ability in grammar. This research belonged to quasi-experimental research with a group pre-post-test design involving 50 bachelor degree students from the Islamic Economic Department at UIN Datokarama Palu as the sample. The sampling technique was total sampling with the experimental group (25 students) and control group (25 students). To assess the students’ ability in grammar, four components were measured: accuracy in tense usage, consistency, understanding of tense form, and contextual appropriateness. The students’ scores were classified into five categories: very good, good, medium, low, and failed. After treatment, the grammar ability scores increased for the experimental group. The percentage increased in all aspects: accuracy in tense usage increased by 45%, consistency by 40.6%, understanding of tense form by 31%, and contextual appropriateness by 32.8% from the pre-test scores. The Flipped Classroom model revolutionized the teaching of English grammar, offering practical strategies for implementation, and emphasizing the need for collaborative and independent learning experiences to enhance students' language proficiency and overall learning outcomes.

Efficiency of Deductive and Inductive Approaches to Teaching English Grammar:

The necessity of grammar, how it is taught and how much it should be incorporated into language teaching remain matters of discussion in most ELT classes. Considering this fact, knowing teachers' beliefs towards teaching grammar is significantly beneficial for researchers. Thus, this research studied English as Foreign Language (EFL) teachers' beliefs towards teaching grammar in deductive and inductive approaches in the Sunrise curriculum in Duhok high schools. The study used a mixed-method (qualitative and quantitative) strategy for data gathering and analysis. The participants were EFL teachers of Duhok governorate high schools. The results showed that Duhok EFL teachers of Sunrise curriculum preferred using an inductive approach to teaching but they use the deductive approach because of some reasons such as the time of the lesson, number of students in a class, etc. This study might help EFL instructors employ appropriate approaches to teaching in the classroom.

The Application of English Grammar Teaching Based on the Thematic Contexts in Junior High Schools

Grammar is an important part of the language. It directly affects the accuracy and appropriateness of language comprehension and expression. English Curriculum Standards for Compulsory Education (2022 Edition) offers suggestions for grammar teaching. Students are encouraged to explore grammar in the context based on their understanding of the theme. However, teachers may neglect the role of thematic meaning in grammar teaching, also they fail to create the context in teaching practice. As a result, students have difficulty applying grammar properly in their lives. Based on the concept of three-dimensional dynamic grammar and teaching examples, the paper explores the strategies and specific methods of grammar teaching in thematic contexts. Through relevant literature on the thematic context and the application of some progressive activities in thematic contextualization, it is made clear that the connotation of grammar learning is to perceive grammar forms, explore grammar rules, understand grammatical meanings and further express them in correct ways. The conclusions are summarized as follows. English grammar teaching based on the thematic contexts helps to stimulate students' interest in grammar learning, while students’ ability to transfer knowledge, their cultural awareness and the quality of thinking are all enhanced.

Teaching Design and Analysis of the Guided Discovery Method in English Grammar Class in Senior Middle School

English grammar teaching has always been a crucial part of senior middle school English teaching. However, the teaching method in traditional grammar class is relatively single, and the cramming teaching method overemphasizes the teacher-centered teaching mode and ignores the importance of students as the main body of learning in the teaching process of the grammar class, thus resulting in students’ lack of interest in grammar learning and low classroom participation. This teaching design selects Unit 1 from FLTRP senior English Book 2 as the design object, and aims to use the guided discovery method to explore its application and related teaching plan designs in English grammar class. In the end the author makes specific self-evaluation and teaching reflection, hoping to provide certain reference value for English grammar teaching in senior middle school.

A Study of English Grammar Teaching and Cultural Introduction from the Perspective of Applied Linguistics

Grammar teaching is the main content of university English teaching, and the quality of teaching will affect the effect of university talent cultivation. Based on the perspective of applied linguistics, it is crucial to use cultural introduction teaching for English grammar teaching. This paper will combine the basic concepts of applied linguistics and cultural introduction teaching, analyze the role of using the cultural introduction teaching method to innovate grammar teaching mode under the perspective of applied linguistics, and put forward a scientific English grammar teaching strategy with the goal of improving teaching quality.

The Feasibility of Problem-based Learning (PBL) in Junior High School English Teaching—A Case Study of Seventh Grade English Grammar Class

This study explores the application of Problem-based Learning (hereinafter referred to as PBL) in junior high school English grammar teaching. Currently, English teaching in junior high schools in China is undergoing reform, emphasizing that English education should not only serve as a communication tool but also focus on cultivating students' core literacy. Originating in medical education, the PBL model has expanded to language teaching, highlighting student-centered, cooperative inquiry, and problem-solving. Through empirical case analysis, this study examines the effectiveness of PBL in enhancing students’ language skills, cultural awareness, thinking quality, and learning capabilities. The study finds that the PBL model can stimulate students’ interest, promote active learning, and critical thinking, but it also sets higher requirements for teacher quality and the teaching environment. The conclusion indicates that the PBL model is in line with the cultivation of English subject core literacy, which is beneficial for the comprehensive development of students and provides an effective way for holistic education.

Teaching Grammar Through Project based Learning: Empowering Students' English Proficiency

Project based Learning (PjBL), which emphasizes experiential learning, introduces a contrast between the structure of grammar and the open-ended nature of projects. This combination offers teachers with numerous hurdles, changing standard grammar education paradigms. English communication is essential in an increasingly international society. This study investigates the difficulties in incorporating PjBL into English grammar instruction in higher education. It investigates the contradictions between structured grammar and project flexibility, reconciling thorough comprehension with project constraints, and cultivating both grammar mastery and critical thinking. Managing time restrictions and providing direction are critical concerns. To overcome these obstacles, projects must be aligned with curriculum goals, and resources must be available to assist students' investigation. Virtual project experiences via learning platforms and Web 2.0 tools are among the future directions. The success of grammar projects is dependent on proper topic selection, skill integration, and proficiency alignment. They go beyond solitary practice by immersing pupils in real-life language skills. This comprehensive approach connects theoretical grammar understanding with practical language application. Finally, the combination of PjBL and grammar instruction brings education into a new era of transformation. This trip enriches language training by providing learners with communication skills and problem-solving abilities in preparation for the dynamic world ahead.

Perspectives on The Application of educational Games to Teaching English Grammar to non-English major Students at HUIT

This study aims to explore the effectiveness of using educational games in teaching and learnig grammar structures to non-English major students at HoChiMinh city university of Industry and Trade (HUIT). The use of educational games could help learners better understand the significance and relevance of mastering new grammatical knowledge easily in English lessons. From the perspective of EFL teachers, teachers’ options collect data and further еxaminng thе issuеs and outcomes, quеstionnairеs and intеrviеws wеrе еmployеd through quantitative methodology. The survey concluded 10 non-major students and teacher’ instruction in the process of teaching and learning English to measure non-major students’ grammar abilities. In conclusion, the application of educational games in English lessons can create an effectve learning grammar environment for non-major students.

Investigating the Role of Interactive Activities in Enhancing Pre-Intermediate English Grammar Learning: A Qualitative Inquiry at Universitas Klabat

This research aims to analyze Investigating the Role of Interactive Activities in Enhancing Pre-Intermediate English Grammar Learning: A Qualitative Inquiry at Klabat University. The type of research is descriptive qualitative. Data collection techniques using observation, interviews and documentation. Data analysis techniques using data reduction, data display and conclusions. research results The qualitative inquiry conducted at Klabat University delves into the significant role of interactive activities in bolstering pre-intermediate English grammar learning. Through meticulous observation and analysis, it becomes evident that interactive activities not only engage learners actively in the learning process but also facilitate a deeper understanding and retention of grammatical concepts. By fostering collaborative learning environments and promoting meaningful interactions, these activities cater to diverse learning styles and encourage students to actively participate in their own language acquisition journey. Thus, integrating interactive activities into English grammar instruction proves instrumental in enhancing the overall learning experience and proficiency levels of pre-intermediate learners at Klabat University.

An Exploration of Interdisciplinary Thinking Patterns in Secondary English Grammar Teaching-- Tenses

Interdisciplinary thinking is a way of thinking that utilizes the intersection and fusion between internal and external knowledge of disciplines to solve problems through cross-border integration of knowledge. The penetration of interdisciplinary thinking in secondary school grammar teaching is of great significance, which is conducive to change the conception of teacher’s focusing on the teaching and research of their own disciplines merely, enhances students' interest in grammar learning, and promotes the development of students' multiple intelligence. In this paper, the author takes the tenses in secondary school English grammar as an example to explore the penetration of interdisciplinary thinking in grammar teaching. Specifically, the author takes the combination of mathematical and physical thinking in mathematics as an starting point, combining the "coordinate axes" with the "union sets" in the set to discuss the use of single mathematical model and the multiple mathematical models during the teaching of English tenses.

Developing Macbox Media in Teaching English Grammar for Indonesian Students

This research aims to develop a learning media namely, Macbox. This media is a kind of flashcard built with the appropriate concept of matching box. This research is a Research and Develoment (R&D) research with four steps, 1) Definition, 2) Design, 3) Development, 4) Dissemination. Interview, observation and test were used to obtain the data. The data results show that the macbox media was suitable for use by students. It can be seen from the validation from the material and media experts. Besides, in the media trial, the pretest results the average score in the control class is 48,02. Meanwhile in the experimental class the average value is 48,47. Then in the posttest score the average score in the control class is 62,76. Meanwhile in the experimental class the average value is 75,41. The data show that it increased students’ grammar mastery who taught using macbox media. Thus, it can be concluded that the development of macbox media is very feasible and effective to used in teaching grammar.

An Investigation into Flipped Learning Classroom (FLC) of EFL Sixth Grade Students’ Grammar Literacy Development: Implications for Student-Centered Approach

The educational landscape has undergone tremendous change due to the rapid development of technology, with virtual learning emerging as a prominent teaching method. In this regard, the Flipped Learning Class (FLC) model has recently been adopted as a cutting-edge approach. In this model, traditional classroom activities are logically reversed compared to tasks in conventional classrooms, often integrating teaching materials in the form of videos or PowerPoint presentations. The objective of this study is to clarify the impacts of FLC instruction on sixth-grade students’ grammar literacy, comparing it to traditional face-to-face teaching through two distinct methodologies. Quantitative research approach was employed for this study. From a pool of 120 male sixth-grade elementary students aged 12-13, 100 were selected based on their scores in the Quick Oxford Placement Test. These students were divided into control and experimental groups. The control group experienced traditional face-to-face teaching without a social platform, completing homework at home. Conversely, the experimental group underwent FLC instruction using the Shad application as a social platform. A two-month teaching program was designed to cover the main English Grammar teaching objectives. As the primary instruments of the study, an English grammar test was used as both pretest and posttest for data collection. The pre-test was administered to both groups at the beginning of the study. After 16 sessions of teaching grammar to sixth-grade students, the post-test was given to assess any differences between the two groups due to the treatment. Independent-Samples t-tests were used to compare the means of the independent groups (experimental vs. control) for the post-test. The results indicated that the experimental group performed significantly better than the control group. Additionally, the findings suggest several pedagogical considerations for educators, learners, curriculum developers, and administrators. Educators, policymakers, and institutions can leverage these findings to optimize instructional approaches and enhance students’ self-efficacy, academic literacy, and positive perceptions of the flipped learning experience in virtual learning contexts. Further study is recommended to explore the prolonged impacts of FLC model and assess its adaptability in various educational settings.

The Effective Implementation of Educational Games in Teaching English Grammar

The Effective Implementation of Educational Games in Teaching English Grammar

Research on the Application of Internet+-based Blended Teaching Mode in English Grammar Teaching

Abstract Emerging from the advancements of the Internet+ era, the blended teaching mode synergistically combines online and offline methodologies, thereby fostering innovative pathways for the enhancement of English grammar instruction. The architecture of a hybrid model for English grammar teaching is presented in this paper that seamlessly integrates digital and traditional educational practices. We structured the implementation of this model through a three-part framework: initial pedagogical analysis, development of teaching resources, and design of teaching practices. Our approach involves extracting English grammar data from the Baidu Encyclopedia and authoritative grammar texts, followed by the construction of an English grammar knowledge graph utilizing a BiLSTM-CRF method for grammar entity extraction and a BERT-BiLSTM-Attention model for delineating grammar relationships. We assessed the accuracy of extracting grammar concepts and validated the effectiveness of our blended teaching model through a combination of student self-assessment, peer reviews, and instructor evaluations. Statistical analysis of self and peer assessments reveals that 50% of the evaluated questions scored above 4.0, with the average peer assessment exceeding 3.90. These findings underscore that the blended teaching approach is not only well-Received by students but also significantly enhances their overall language competencies.

​​ACTIVITIES DESIGN STRATEGIES OF BLENDED ENGLISH GRAMMAR TEACHING IN HIGHER VOCATIONAL COLLEGES​

The outbreak of COVID-19 has made online teaching an important part of daily teaching. In the post-epidemic period, blended teaching will inevitably become a new teaching form in teaching activities, bringing a new classroom revolution and learning revolution to English grammar teaching in higher vocational colleges. Therefore, based on the characteristics analysis of EFL learners’ learning behavior, colleges and universities should transform the teaching methods with the combination of information technology and depth fusion of education teaching. It is important to make full use of the Massive Open Online Course (MOOC), Small Private Online Course (SPOC) and flip classroom teaching methods by the cohesion of course activities to improve the teaching paradigm online. Besides, with the help of intelligent platform to make out the learning behavior analysis data is also available which is benefits to content visualization, network class differentiation, entity classroom interaction and intelligent teaching management, realizing the "internet + intelligent" education, to build more high-quality courses. This paper is to adopt two classes students by different teaching methods, which are blended teaching method and traditional teaching method to explore the students’ learning behavior influential factors and activity design for blended teaching mode framework. Based on SPOC blended teaching course into the actual grammar teaching, this study discusses the English grammar blended teaching strategy for EFL learners. The aim is to improve the teaching efficiency of teachers and students' learning ability, and provide theoretical guidance for the design of the blended teaching mode of English grammar in higher vocational colleges.