English Grammar Test Research Articles

English Grammar Test App An Assessment of Grammar Skill from the Lens of Computerized Software

The study aims to assess the significance of the English grammar test application for secondary-level students to improve their English language grammar skills. Using an appropriate smartphone application for teaching and learning ESL grammar skills is a challenge that must be considered. On the other hand, other associated challenges, such as internet connection, suitable ESL teaching pedagogy, learners' socio-cultural and socio-economic background, and low level of motivation among ESL learners, need a viable solution. Through mixed method techniques, pre-tests and post-tests were conducted. In both phases of the study, a purposeful sampling technique was used and the assigned teacher and a total of ten students were selected for filling in a questionnaire after the post-test. The data collected from the pre-test and post-test were analyzed through charts and tables, whereas the questionnaires were analyzed through QDA Miner and Word Stat. The study employed Skinner's learning theory of Behaviorism (1976) to practice stimulus, response, and reinforcement techniques. The findings concluded that although the students faced learning constraints, the teacher and the students positively responded to the English grammar test application. The study can be useful for ESL /EFL students in various contexts.

THE EFFECT OF ENGLISH GRAMMAR TEST APPLICATION ON STUDENTS’ GRAMMAR MASTERY OF SIMPLE PAST TENSE AT THE EIGHTH GRADE OF JUNIOR HIGH SCHOOL

<p>The objective of this study is to find out whether there is a significant effect of English Grammar Test (EGT) application on students’ grammar mastery of simple past tense at the eighth grade of Junior High School. Quantitative research method with quasi-experimental design was used in this research. It was conducted at the eighth grade of MTs. Islamiyah Perkebunan Tanjung Kasau. The population consisted of 60 students from two classes. Using saturation sampling method, the two classes namely VIII-A and VIII-B were selected as the sample of this study with each class consisted of 30 students. Furthermore, VIII-A class was selected as control class and VIII-B class as experimental. In collecting the data, multiple choice and “fill in the blank” test forms were used in this study. The tests were then distributed in two ways; 1. Pre-test was distributed before the treatment: 2. Post- test was distributed after the treatment. Furthermore, the data was analyzed by using statistical formulation and Microsoft Excel 2013 with 0,05 significance level. After the data was analyzed, it can be found that the value of tobserved was higher than ttable. It can be seen from tobserved (3,839) > ttable (2,001) at the degree of freedom (df) = 58. It means that the alternative hypothesis (Ha) was accepted and null hypothesis (H0) was rejected. Therefore, it can be concluded that English Grammar Test application gives significant effect on students’ grammar mastery of simple past tense at the eighth grade of MTs. Islamiyah Perkebunan Tanjung Kasau.</p>

The Correlation between Grammar Usage and Indonesian – English Translation Ability of English Study Program Students

Grammar is an important component of a language that contains rules on the sentence structure construction and meaning system of the language. The grammar usage has a contribution in the language learning process, one of which is in translation. This research aimed to discover the correlation between grammar usage and Indonesian – English translation ability of the fourth-semester English Study Program students. The instruments of the research were sentence completion and error recognition questions for English grammar test and Indonesia – English translation essay for translation test. The statistical analysis using Pearson product-moment formula was applied to analyze the correlation between grammar usage and Indonesian – English translation ability of the fourth-semester students. The result of data analysis revealed that the Pearson correlation value r-counted of 0.837 was higher than r-table of 0.320 at the level of confidence 0.05 which meant that alternative hypothesis (Ha) was accepted and of null hypothesis (H0) was rejected. The research findings revealed that there existed a significant correlation between English grammar usage and Indonesian – English translation ability the fourth-semester English Study Program students of Universitas Riau. It is implied that the proficient English grammar students displayed commensurate in Indonesian – English translation ability while those who lack of grammar usage ability found difficulty in translation tasks. This research highlighted the critical role of grammar in shaping translation of the fourth-semester students of Universitas Riau English Study Program.

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.

COMPUTER ASSISTED LEARNING ON LANGUAGE WRITING SKILLS AMONG LEARNERS WITH HEARING IMPAIRMENTS IN KIAMBU COUNTY, KENYA

The paper presents some of the key findings of a study that explored computer assisted learning on language writing skills among learners with hearing impairments in Kiambu County, Kenya. The study adopted a quasi-experimental research design consisting of 19 respondents who were learners with hearing impairments. These were from two learners were purposively sampled. The study adopted the cognitive theory of multimedia learning by Mayer. Data was collected using pre-test and post-test and a computer application ‘English Grammar Test’. The research data was analyzed using SPSS version 22 and primary data analyzed per objective. The findings on computer assisted learning on language writing skills among learners with hearing impairments were reported. The study findings showed that the learners’ language writing skills improved greatly at the posttest affirming the effectiveness of computer assisted learning.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0018/a.php" alt="Hit counter" /></p>

Effectiveness of Powtoon Learning Media in Increasing Students' English Grammar Knowledge

The purpose of this study was to ascertain how Pow Toon learning materials work to improve students' English grammar knowledge. This study was carried out in Medan, Indonesia. Twenty eighth-grade kids served as the study's participants. Using Pow Toon learning resources, students' results on the English Grammar (basic present tense) test increased with each test. The pre-test had an average score of 57.66, the first cycle's test had an average of 74.33, and the second cycle's exam had an average of 90.66. The percentage of students passing their English Grammar tests (simple present tense) shows an increase; in the pre-test, 5% of students met the Maximum Completeness Criteria (KKM). 45% of students passed the first cycle test, whereas 100% of students passed the second cycle test. This indicates that using Pow Toon educational materials can help students learn more about English Grammar (simple present tense). Pow Toon learning materials engage students in the learning process, make the subject matter simple to write about and comprehend, and inspire them to use English Grammar (simple present tense) in discussions to explain daily activities.

Fostering crosslinguistic knowledge about language in young learners: effects of explicit L2 Spanish grammar learning on L1 English grammar

This study explored the effects of learning activities which encouraged positive crosslinguistic influence from L2 Spanish to L1 English grammar in young learners. The learners (N = 82) were studying Spanish as their compulsory foreign language at an English state primary school in the UK. As part of ten timetabled Spanish classes over a period of six months, 40 pupils, aged 10–11, engaged in self-study activities involving aspects of Spanish grammar. The activities incorporated thematic content and metalanguage based on the grammar, punctuation and spelling exam (GPS), a national English grammar test taken at the end of primary education. A control group of 42 children engaged in self-study activities with no focus on grammar. L1 English grammar knowledge pre- and post-intervention was assessed using GPS scores. At post-test, a small, non-significant positive effect on attainment in L1 English grammar was observed. Although preliminary and involving only a small effect, the results are promising, showing that engagement with Spanish grammar activities might lead to better performance on English grammar. These findings are consistent with recent research which has established that the cognitive maturity required to develop and deploy metalinguistic awareness is present in children at a younger age than previously assumed.

Design and Application of English Grammar Intelligent Question Bank System

The English grammar question bank can reserve a large number of special knowledge points and special categories of questions, which is helpful for English learners. Therefore, we design and verify the application effect of an intelligent question bank system. We construct an English grammar knowledge map, which is used to design the system architecture, including basic layer, data layer, service layer, business layer, and user layer. On the basis of the system structure, the index system of the item bank is established, and the functional modules of the system are designed comprehensively. Finally, we design a system database based on MySQL and give the table of knowledge points of English grammar. In order to verify the performance of the designed English grammar intelligent test bank system, a verification experiment is carried out. The experiment selects the accuracy rate of English grammatical feature extraction, recall rate, convergence, and system configuration accuracy. The experimental results show that the proposed system can extract English grammatical features with higher accuracy, and the recall rate is more satisfactory. Compared with the reference systems, the designed system configuration accuracy is higher.

Facilitating English Grammar Learning by a Personalized Mobile-Assisted System With a Self-Regulated Learning Mechanism.

This study developed a personalized mobile-assisted system with a self-regulated learning (SRL) mechanism to facilitate English-as-a-foreign-language (EFL) students’ learning of grammar. A quasi-experimental design, involving an experimental group (n = 278) and a control group (n = 320), was adopted to examine its effectiveness on students’ grammar learning. The experimental group, who had full access to the functions of the system (i.e., recommendations, feedback and an e-portfolio package), used the system to learn grammar, complete grammar exercise, and engage in for a semester, while the control group only use the system to submit weekly assignments. The results suggest that the experimental group obtained significantly higher scores in English grammar tests than the control group and the system benefited both genders with no significant differences. The findings provide empirical evidence in support of the effectiveness of this system in improving students’ grammar test scores, indicating its value as a supplementary tool to conventional classroom teaching of English grammar via supporting learners’ SRL development in a m-learning context. The pedagogical implications for applying this system in classrooms and beyond were discussed.

An analysis of practice effects caused by different item orders in English grammar tests

This study aims to examine the practice effects that can occur when multiple items assessing the same knowledge are presented on a in-school test that is usually based on a specific textbook with designated units and thus can have multiple items asking for the same knowledge/skill. For this purpose, the study analyzes the response data from two college English grammar tests administered in two semesters. The grammar tests were composed of two different sets (A and B) that had different item orders. The focus of the analysis was on the pairs of items that measure the same skill and appear in the opposite order in the two test sets, A and B. Applying the chi-square test to find out if there was any statistically significant different proportion correct (item facility) on each of these items across different test sets. The study found that the response data from one semester had more of these items with different item facility across the test sets, which indirectly implies the practice effect of these items. The paper concludes with suggestions for future research based on the limitations of the study.

The use of an online grammar checker in English writing learning

The purpose of the study is to examine online grammar checkers and suggest when they could be used in English writing classes. The study was conducted in the second semester of 2019 at D University in Chungcheong-do, with a total of 35 first-year students participating in the study. For data collection, pre and post grammar tests, questionnaires, and learning journals were collected and analyzed. The results of this study are as follows. First, based on the results of the English grammar test, the online grammar checker was found to be effective in English writing class. Second, students judged whether accepting or not rather than accepting feedback provided by online grammar checker. Third, among the feedback provided by the online grammar checker, the order of (in)definite article, preposition, punctuation, verb number, and noun number were found. The several implications and limitations of this study are discussed.

Potential relationship between self-efficacy beliefs and proficiency in grammar among tertiary EFL learners

A multitude of studies on self-efficacy beliefs have been undertaken to date, especially in language learning. However, little evidence is given on looking into the relationship between self-efficacy and English grammar. To this end, the present study goes about identifying to what extent the correlation between learners’ self-efficacy and their achievements in the grammar test is. Drawing on the correlational design, an English grammar test was administered to the learners to know the learners’ acquaintance with the English grammar. Meanwhile, a self-efficacy questionnaire was performed by the researcher to the learners to figure out to what extent their efficaciousness is. A Pearson-product moment correlation was performed to analyze the relationship between such variables. The result demonstrates that there is a high positive significant correlation between learners’ self-efficacy and their attainments in the grammar test, displayed by r Correlation = +1. This finding brings a recent insight in the field of language learning.

فاعلیة استخدام نموذج بایبی البنائی فی تنمیة قواعد اللغة الإنجلیزیة لدى طالبات الصف الثالث المتوسط The Effectiveness of Using Bybee Constructivist Model for Developing third Intermediate Female Graders' English Grammar

المستخلص: هدف البحث الحالي إلى الکشف عن فاعلية استخدام نموذج بايبي البنائي في تنمية قواعد اللغة الإنجليزية لدى طالبات الصف الثالث المتوسط، ولتحقيق هذا الهدف استخدمت الدراسة المنهج التجريبي ذي التصميم شبه التجريبي الذي يقوم على تصميم المجموعتين التجريبية والضابطة، وتمثل مجتمع البحث في طالبات الصف الثالث المتوسط بمحافظة بيشة، وتکونت عينة البحث من (55) طالبة تم اختيارهن من فصلين في مدرستين متوسطتين، وتعيينهن عشوائيا إلى مجموعتين متکافئتين: أحدهما تجريبية تکونت من (28) طالبة درسن قواعد اللغة الإنجليزية باستخدام نموذج بايبي البنائي، والأخرى ضابطة تکونت من (27) طالبة درسن القواعد نفسها بالطريقة المعتادة (الشرح من قبل المعلمة)، وذلک خلال الفصل الدراسي الأول لعام 1440/1441هـ. وتمثلت أداة البحث باختبار في قواعد اللغة الإنجليزية الواردة في وحدتين دراسيتين من وحدات مقرر اللغة الإنجليزية لطالبات الصف الثالث المتوسط. وبعد التجربة تم تطبيق الاختبار بعديا على المجموعتين، وقد أسفرت نتائج البحث عن وجود فرق ذو دلالة إحصائية عند مستوى الدلالة (0,05 ≥ α) بين متوسطي درجات طالبات المجموعة التجريبية ودرجات طالبات المجموعة الضابطة في التطبيق البعدي لاختبار قواعد اللغة الإنجليزية لصالح المجموعة التجريبية، وقد خلص البحث إلى تفوق طالبات المجموعة التجريبية على نظيراتهن ممن درسن بالطريقة المعتادة، حيث جاءت نتائج الاختبار للمجموعة التجريبية بمتوسط بلغ (35,036) في حين حصلت المجموعة الضابطة على متوسط (13,667)، وهذا يدل على فاعلية التدريس وفق نموذج بايبي، وفي ضوء تلک النتائج أوصت الدراسة بضرورة تدريب المعلمات على استخدام الاستراتيجيات الحديثة ومنها نموذج بايبي في تدريس اللغة الإنجليزية بشکل عام وقواعدها بشکل خاص للمراحل التعليمية المختلفة. Abstract The current research aimed to investigate the effectiveness of using Bybee Constructivist Model for developing third intermediate female graders' English grammar. To achieve this aim, the researcher used the experimental approach based on the quasi experimental design with two groups: experimental and control. The population of the research was the third intermediate female graders in Bisha Province. The sample consisted of (55) female students chosen from two classes in two intermediate schools and divided randomly into two equal groups: one of them was an experimental group consisted of (28) female students who studied grammar by using Bybee Constructivist Model, and the other was a control group consisted of (27) female students who studied the same grammar by the usual method (teacher's explanation) during the first semester of the year 14401441H. The tool was an English grammar test including grammar in two units from English language course of the third intermediate female graders. After the experiment the posttest was applied for both experimental and control groups. The results revealed that there was a statistically significant difference at the level of (0.05) between the mean scores of the experimental group students and that of the control group students in the post-application of the English Grammar test in favor of the experimental group. The research concluded that the experimental group female students were superior to their peers in the control group with a mean of (35.036), whereas the control group students' mean was (13.667), and this reflects the effectiveness of teaching according to Bybee Constructivist Model. Based upon these findings, the researcher recommended training teachers to use modern strategies including Bybee Constructivist Model in teaching English Language in general and its grammar in particular.

A comparative and pedagogical assessment of the Egyptian and Saudi EFL freshmen's English performance

The present study measured the impact of FL grammar instruction on developing the performance of both Egyptian and Saudi EFL freshmen in English grammar. A course of English grammar was separately taught to each group of participants covering all investigated grammar items. Data were separately collected from both groups through the instruments of pre and post tests. For this purpose, an English grammar test was constructed. Its Cronbach Alpha was .92 suggesting high reliability. One way analysis of variance (ANOVA) was conducted to determine differences in grammar performance within and between the two groups of participants in the pre and post tests. Findings showed variance in the performance of FL grammar among Egyptian and Saudi EFL freshmen. The study drew implications for the process of teaching FL grammar in the Egyptian and Saudi contexts

Adaptive e-learning model for learning English as a second/foreign language

The main aim of the article is to: 1) describe how learners' sensory preferences are implemented in the adaptive model of e-learning; 2) present and discuss results of research conducted within the model in the subject of English as a second/foreign language, particularly in reading and listening comprehension. Data evaluating the starting knowledge of English and learner's sensory preferences are processed by the virtual teacher and each learner is provided individualised study materials, exercises and tests. Data were collected by standardised English grammar tests, by VARK questionnaire and non-standardised didactic pre-tests and post-tests. Four hypotheses were tested; results proved significant differences in test scores in reading comprehension skills compared to listening comprehension from both the view of type of sensory preference and study materials.

Adaptive e-learning model for learning English as a second/foreign language

The main aim of the article is to: 1) describe how learners' sensory preferences are implemented in the adaptive model of e-learning; 2) present and discuss results of research conducted within the model in the subject of English as a second/foreign language, particularly in reading and listening comprehension. Data evaluating the starting knowledge of English and learner's sensory preferences are processed by the virtual teacher and each learner is provided individualised study materials, exercises and tests. Data were collected by standardised English grammar tests, by VARK questionnaire and non-standardised didactic pre-tests and post-tests. Four hypotheses were tested; results proved significant differences in test scores in reading comprehension skills compared to listening comprehension from both the view of type of sensory preference and study materials.

Assessment of Student Scores Based on Specific Variables in the Web-Assisted English Grammar Exercises

The general purpose of this study is to assess English language grammar post scores of the learners when they have done web supported exercises; the assessment has been done according to gender, attending English courses, out-of-school learning of English language and the use of other sources other than English textbooks. In order to achieve this aim, the research was carried out with a control and experimental group. Experimental and control groups were formed according to the neutrality rule by equalizing certain variables. In the study, "English Grammar Test" ”and “personal data collection tool”, which are valid and reliable, were used as data collection tools. The experimental group followed the English exercise in a web-supported English learning environment. The data were analysed using statistical techniques. At the end of the study, there was a significant difference in favour of women among the subjects in the experimental group, while no significant differences in other factors were observed between the experimental and control groups. As the most important suggestion, mixed or separate learning environments related to and supporting grammar for speaking, writing, listening and reading skills should be developed or explored while learning English or other languages for learners in social media.
 Keywords: Web-assisted Learning, English Language Learning, Grammar, gender, social media, out-of-school learning.

The Effects of Consciousness-raising Tasks on EFL Learners' Grammar Acquisition and Flow

The current study examines the effects of consciousness-raising tasks on L2 learners grammar competence and their flow experiences. The participants consisted of 77 Korean college students who were assigned to two consciousness-raising task groups the hypothesis building/checking and classification and one control group. The study used a background questionnaire, pre-, post-, and delayed English grammar tests, and also pre-, and post-flow perceptions questionnaires. The results indicate that the hypothesis building/checking and classification task groups showed significant improvement in terms of immediate learning effects, while the performance of hypothesis building/checking task was much greater than the control group in terms of long-term retention. As for the flow experiences, learners in the hypothesis building/checking group rated themselves as having a faster flow state than the other groups. Based on the findings, pedagogical implications and suggestions for L2 grammar classrooms have been made.

Investigating the Effectiveness of an Interactive IRF-Based English Grammar Learning System

Computer-supported language learning has the potential to promote relevant work in support of instant, interactive language discourse that fulfils educational purposes and fosters individual language learning. This study presents an interactive IRF-based English grammar learning assistant system (EGLA) that aims to improve students’ grammatical knowledge and correct their grammar errors and misspellings if they have any. A quasi-experimental design is adopted to examine its effects on an English grammar achievement test for three classes of junior high school students. These three classes were assigned to the experimental group and control groups A and B. The experimental group used EGLA that harnessed IRF moves, control group A used EGLA but without IRF moves, whereas control group B received an IRF-based English grammar discourse from an English tutor in the classroom. The results demonstrated that the experimental group was significantly better than control group A, but was not significantly different from control group B. The results are discussed, and directions for further investigation are provided.

Personality: A source of test bias?

The present study investigated the relationship between the EFL learners’ personality traits and their performance on the English vocabulary and grammar tests. Based on this aim, first, 158 intermediate EFL learners were selected from among 324 language learners of a private language institute in Urmia (Iran) as the participants of the study based on their results on a proficiency test. Second, the participants respectively received the NEO-Five-Factor Inventory (Costa & McCrae, 1992), the vocabulary test of the study, and the grammar test of the study for the determination of their personality traits, English vocabulary test performance, and English grammar test performance during three sessions in a 10-day period. The standard multiple regression was employed for data analysis. The results of the study showed that, the learners’ openness to experience and extraversion personality traits had significant positive correlations with their vocabulary and grammar test performance and these traits significantly contributed to the prediction of the variance in the results of these tests. It was argued that, personality may be regarded as a source of bias in second language test performance. The results of the study may provide practical guidelines for the EFL teachers and syllabus designers. Moreover, these results may have theoretical implications for second language testing specialists in the process of test validation.