Grammar Achievement Research Articles

The Impact of Autonomous Tasks on Grammar Achievement among EFL Learners

The Impact of Autonomous Tasks on Grammar Achievement among EFL Learners

The Use of Elaboration Theory to Develop Achievement in Grammar among the Preparatory Stage Pupils

The Use of Elaboration Theory to Develop Achievement in Grammar among the Preparatory Stage Pupils

The Suitability Of The Educandy Studio App To Improve Students'senior High School Grammar Achievement

The study aimed to evaluate how effectively the Educandy Studio Application works to improve grammatical knowledge of senior high school students, particularly focusing on the simple past tense within the context of Narrative Text. Employing a pre-experimental one-group pre-test and post-test design, the impact of the application on the grammar achievement of tenth-grade pupils at SMAN 1 Kesamben Blitar in classes X–H was examined. The research procedure consisted of pre-tests, application of the treatment, and post-tests, with data gathered through test administration. A trial test was conducted to ensure validity and reliability. Results revealed a significant enhancement in students' grammar proficiency in narrative text, with scores rising from 71.87 in the pre-test to 81.90 once the Educandy Studio program was put into use. The statistical examination employing paired sampled T-tests verified a substantial variance between the data collected before and after the intervention (Level of significance < 0.05). These results imply that the implementation of Educandy Studio successfully improved grammar attainment within the narrative text at SMAN 1 Kesamben Blitar. The study recommends integrating the Educandy Studio Application into English teaching, encouraging students to explore its use across subjects. Subsequent studies ought to investigate the feedback from students and teachers and conduct comparisons with similar applications to ascertain the most appropriate resources for improving grammar proficiency in English classrooms.

CLASSROOM ASSESSMENT PRACTICES AND STUDENTS’ ACHIEVEMENT IN ENGLISH GRAMMAR IN SELECTED SECONDARY SCHOOLS IN KENYA

This study investigated the impact of assessment methods used in internal evaluation on students’ achievement in English grammar in secondary schools in Kenya. This study was anchored on Vygotsky’s Sociocultural Theory. A pragmatic paradigm was adopted using exploratory sequential mixed methods. A quasi-experimental, pre-test, and post-test design was adopted. The target population comprised of all the form two students and teachers of English in Teso North Sub-County. Stratified and simple random sampling was used to select 10 schools. Simple random sampling was used to select 509 students. Purposive and simple random were used to select 10 teachers. Data was generated using an interview schedule, observation schedule, questionnaire, and English Grammar Achievement Tests. Quantitative data was analyzed using descriptive and inferential statistics. Qualitative data was analyzed using the narrative analysis technique and presented through narration and direct quotes. Findings revealed that grammar was predominantly assessed through gap-filling as well as question and answer method. Assessing grammar through cloze test and composition writing had a more positive influence (M = 16.02; SD = 3.51) than where it was not used (M = 14.12; SD = 3.33). Pearson Correlation revealed that assessment had a statistically significant relationship of r = .643, n = 509, p = .006 with students’ achievement in English grammar. The study concluded that cloze tests and composition writing are effective methods of assessing English grammar. It was recommended that the Ministry of Education should in-service teachers on the importance of assessing English grammar through these methods. This study recommends that teachers should assess English grammar using cloze tests and composition writing.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0758/a.php" alt="Hit counter" /></p>

Perceptions of Secondary School Students with Hearing Impairment towards Integrating ICT in Enhancing Story Grammar Achievement in Selected Counties, Kenya

The study investigated the perceptions of secondary school students with hearing impairments on the integration of ICT to improve story grammar achievement in selected Kenyan Counties using a combination of descriptive survey design and quasi-experimental study design. TPACK, or Technological Pedagogical Content Knowledge, theory served as the foundation for this investigation. Two secondary school for students with HI were purposively selected from the two Counties. The sample size consisted of all students (40), two teachers teaching English, and the principals of the two schools that were sampled. Students Story Grammar Achievement Tests (SSGAT) were given to students as a pre- and post-test. Additionally, while principals participated in an open-ended interview, questionnaires were utilised to collect additional data from students and teachers teaching English. The results of the study showed that nearly all (89.0%) students with hearing impairments believed that integrating ICT boosted their story grammar achievement. This study may draw the conclusion that secondary school students with hearing impairments in the selected Counties view ICT integration favourably as a means of improving their achievement in story grammar. The researcher recommends for creation of digital versions of story grammar tools for students with hearing impairments.

Study of the Effect of the Module Method on the Achievement in English Grammar of Class VIII Students in Indore City

English is globally recognized as a lingua franca, fostering communication among diverse cultures, and facilitating international trade, diplomacy, and academic exchange. English grammar forms the foundation of effective communication, enabling clarity, precision, and coherence in written and spoken language. The present study aims to acknowledge and importance of modules in teaching the pedagogy of English Grammar in education. The objective of the study was to compare the mean scores of English Grammar achievement of class VIII students before and after treatment. There is no significant difference in the mean scores of English grammar achievement of class VIII students before and after treatment. 145 students were randomly selected for the sample. Data was analyzed with the help of a t-test. Indore Private School students were purposely selected for the sample. The research found that the module is more effective than the traditional method of teaching English Grammar.

Examining the Effect of Textual Enhancement on the Students’ Grammar Achievement

Examining the Effect of Textual Enhancement on the Students’ Grammar Achievement

SELF-REGULATED LEARNING STRATEGIES AND THEIR RELATIONSHIP TO GRAMMAR ACHIEVEMENT OF UNDERGRADUATE ENGLISH DEPARTMENT STUDENTS

Self-regulated learning is an educational process that enables students to self-regulate when determining ideas or concepts and evolving their learning strategies to accomplish attainable outcomes. The present study investigated self-regulated learning strategies undergraduate English department students used and examined the significant relationship with students' grammar achievement. The researchers conducted a quantitative correlational design on 70 undergraduate English department students. The researchers collected the data through a self-regulated learning strategies questionnaire and students' grammar scores. The first result showed that the peer learning strategy was the dominant strategy used by students with the highest average score (M= 3.48, SD= 1.14), and the less dominant strategy with the lowest average score is time and study environment (M= 3.03, SD= 0.99). This study applied descriptive statistics using the SPSS program to describe the first research problem. The second result was analyzed using Pearson correlation, indicating a low negative correlation between self-regulated learning strategies and students' grammar achievement. Thus, this study concluded that the higher the grammar achievement students' got, the less self-regulated learning strategies they used, and the less grammar achievement students' got, the more learning strategies they used.

ANALISIS KEPERLUAN PEMBANGUNAN LAMAN WEB TATABAHASA BAHASA TAMIL TAHUN EMPAT SJKT [NEED ANALYSIS FOR THE DEVELOPMENT OF TAMIL GRAMMAR WEBSITE YEAR FOUR SJKT

The teacher’s ability to diversify teaching materials and activities can help students in the process of learning Tamil grammar. This is so because the aspect of grammar is one of the important elements that must be learned and mastered by the student. Therefore, teachers should be creative and innovative in diversifying the design of teaching and learning materials in school. In relation to that, the aim of this study is to analyses the teacher’s needs for the development of the Year Four SJKT Tamil grammar website. The development of a grammar website can be a medium for independent grammar learning because it can be accessed via the internet outside of the classroom. Theory constructivism was used in the development of the grammar website. A needs analysis using a questionnaire was conducted on 230 teachers of the Tamil language subject Year Four SJKT in Peninsular Malaysia. The data obtained from the inquiry questions were analysed through descriptive statistics using the Statistical Package for Social Science (SPSS) version 26. In conclusion, the development of Year Four Tamil grammar website can help in increase student’s interest and achievement in learning Tamil grammar. The implication is that learning based on grammar websites is an interactive learning process that can improve the effectiveness of self-learning. In addition, this website complements teaching at school because it creates a fun learning environment.

Using an Interactive Digital Games Program to Enhance English Vocabulary Retention and Grammar Achievement of Preparatory School Pupils

Using an Interactive Digital Games Program to Enhance English Vocabulary Retention and Grammar Achievement of Preparatory School Pupils

The Impact of Teacher Technology-Enhanced Scaffolding on Female EFL Learners’ Grammar Achievement, Directed Motivational Currents (DMCs), and Mastery Goal

The Impact of Teacher Technology-Enhanced Scaffolding on Female EFL Learners’ Grammar Achievement, Directed Motivational Currents (DMCs), and Mastery Goal

Online Team Teaching as the Predictive Power of Iranian EFL Learners’ Grammar Achievement

As one of the recent and motivating teaching methods, this research aimed to study team teaching as its focus. The study investigated any significant effect of team teaching on English as a Foreign Language (EFL) Iranian learners’ grammar. Two classes of 25 learners (Experimental and control groups) were held. In these classes, 10 grammar tenses were chosen by the institute through learners’ weaknesses, such as present simple, present continuous, past simple, past continuous, and perfect tenses. Two teachers participated in this study, one as the main teacher responsible for teaching the materials and the assistant teacher responsible for doing the activities, answering learners’ questions, checking learners’ homework, and giving feedback to them. A grammar test was administered as the pre-test and post-test for both groups. The pre-test was taken before the 10 sessions and the post-test was taken after finishing the 10 sessions. The researcher analyzed both groups’ scores and the results indicate a significant positive effect of team teaching on the experimental group, signifying that the study’s treatment was statistically and significantly effective. Moreover, no significant difference was found between boys and girls in students’ grammar success as a result of team teaching.

Correlation between Students' Motivation and Their Grammar Achievement at English Department of Halu Oleo University

This study discussed the correlation between students’ motivation and their grammar achievement at English Department of Halu Oleo University. The objective of this study is to find out the correlation between students’ motivation in learning grammar and their grammar achievement at English Department of Halu Oleo University. The sample of this study is class A of 2021 who programmed Basic Grammar Course. In collecting the data, this study was distributing questionnaires and collected students’ basic grammar scores from their lecturer. In analyzing the data, the questionnaires were assessed by Likert’s scale rating then conducted correlational research in SPSS 16. The result of this study shows that there is medium positive correlation between students’ motivation in learning grammar and their basic grammar achievement. It is proved by the pearson correlation is 0.458 and categorized as a medium correlation. Although students’ motivation and their basic grammar achievement correlate each other, the contribution of students’ motivation to students’ basic grammar achievement is only 20% and 80% is from other factors that are not examined in this study. After testing the hypothesis, it is found that H1 is accepted which means that there is significant correlation between students’ motivation and their basic grammar achievement. In conclusion, there is a medium positive correlation between students’ motivation in learning grammar and their grammar achievement at English Department of Halu Oleo University.

The Power of Trendy Flash Intro Builder 1.0 in the Teaching of Grammar

The purpose of the study was to look into the effectiveness of Trendy Flash Builder 1.0 software in teaching grammar. This study used a non-random sample of students from all demographics and a non-randomized pretest-posttest control group design. The subject of the study was implemented in the English department of UNIPA Blitar. The research subject for this study was a student from two classes, IA and IB, from which the treatment class was drawn at random. Class IB was the experimental group, receiving Trendy Flash Builder 1.0 software as a teaching medium, whereas Class IA was the control group, receiving no teaching media. As these groups differed on several parameters, ANCOVA was employed to try to reduce some of these disparities. As a result of data calculations, the research hypothesis was confirmed. It is possible to infer that Trendy Flash Builder 1.0 software as a teaching medium can have a significant impact on students' grammar achievement.

The Effects of Game-based Learning on Grammatical Knowledge of EFL Secondary School Students in the South of Thailand

The purposes of this study were: 1) to investigate students’ grammatical knowledge of secondary school students in the south of Thailand by using game-based learning and 2) to study students’ satisfaction towards game-based learning. The target group consisted of 35 students who were in Grade 8 in a school in the south of Thailand. The study was conducted in the second semester for 13 weeks. The instruments used in this research were 1) the English grammar achievement test used as a pretest and posttest, and 2) a set of satisfaction questionnaires towards using game-based learning in English grammar learning. The results of this research were as follows: 1) the student’s knowledge on English grammar post-test (M = 18.69) was higher than pre-test (M = 13.80) with the statistically significant level of .05 (P-value < .05) and 2) the students were satisfied with learning English grammar by using game-based learning at the highest level (M = 4.67, S.D. = 0.69)

The Effectiveness of Team-Assisted Individualization (TAI) in Teaching Grammar

The aim of this study is to know the effectiveness of Team Assisted Individualization on English Department students’ English Grammar achievement. Quasi Experimental research using non-randomized pre-test post-test had been applied with the subject of study was the second semester of English departments students who took contemporary English grammar in Adi Buana University of Campus Blitar. Class A was experimental group and class B was control group. In collecting the data, pretest had been given to the two groups before treatment. The treatment given to class A was using Team Assisted Individualization in teaching grammar while class B as control group was using Grammar Translation Method. Then the post test was delivered to the two groups after the treatment. ANCOVA was used to analyze the data by applying SPSS for windows version 20 and the result showed that the students taught by using Team Assisted Individualization had achieved grammar skill better.

The Effectiveness of Teaching Writing Invitation Through Carousel Feedback at Vocational High School Students

The purpose of this study is to know whether there is significant difference on English Grammar achievement of the first year Vocational School students taught using Carousel Feedback and those taught using Grammar Translation Method. This research used X-TKR 2 class as the experiment class and X-TKR 1 class as the control class. To measure the effectiveness of the specific learning objective as the instruments, the researchers used essay tests consisted of 10 items. Considering that the researchers are applying Non-Randomized Pretest-Posttest control group design, the result of the study was analyzed using ANCOVA formula and computed using SPSS version 22.0. It shows that there is significant difference on English Writing achievement between students taught using Carousel Feedback and those who taught using Grammar Translation Method on teaching writing invitation letter.

Investigating the Effectiveness of Using Structured and Unstructured Google Classroom on Grammar Learning Among Omani EFL Post-Basic Learners, and Perceived Benefits and Challenges

This study investigated the effectiveness of Google Classroom as a tool to improve grammar acquisition of Omani EFL learners. It analyzed students’ responses to structured and unstructured Google Classroom frameworks, to examine how each framework impacts performance. Perceptions concerning the use of Google Classroom, and the challenges encountered when using the platform were also identified. The sample of the study included two groups (structured (61) and unstructured (54), n= 115) from grade 11 students from one of the schools in Muscat Governorate in the academic year 2020-2021. Two instruments were used to collect data: a grammar achievement test (pre- post-test) and a questionnaire. The results of the study revealed a statistically significant improvement in students’ grammar performance, in favor of the structured Google Classroom group. All students were highly positive about using Google Classroom, finding it useful, enjoyable and easy. In the light of these findings, implications and recommendations are provided.

The Effect of Using Mind Mapping Technique on Non-English Major Students’ Grammar Achievement at Dong Nai Technology University

Grammar is an essential component of language learning, as it provides the structure and rules necessary for effective communication. However, non-English major students often struggle with grammar due to their limited exposure to the language. Traditional teaching methods that focus on memorization and repetition may not be effective in helping these students learn grammar. In recent years, mind mapping has been used as a visual tool to enhance learning in various fields, including education. This research article examines the effect of using mind mapping techniques on non-English major students' grammar achievement at the university level. The study was conducted at Dong Nai Technology University in Vietnam and involved 60 non-English major students who were enrolled in a grammar course. The students were randomly assigned to either an experimental group, which received instruction using mind mapping technique, or a control group, which received instruction using traditional teaching methods. The results of the study indicate that the use of mind mapping technique significantly improved the students' grammar achievement, as measured by a pre-test and post-test. The study suggests that the use of mind mapping techniques can be an effective teaching tool in enhancing non-English major students' grammar achievement.

The Effect of Using Mind Mapping Technique on Non-English Major Students’ Grammar Achievement at Dong Nai Technology University

Grammar is an essential component of language learning, as it provides the structure and rules necessary for effective communication. However, non-English major students often struggle with grammar due to their limited exposure to the language. Traditional teaching methods that focus on memorization and repetition may not be effective in helping these students learn grammar. In recent years, mind mapping has been used as a visual tool to enhance learning in various fields, including education. This research article examines the effect of using mind mapping techniques on non-English major students' grammar achievement at the university level. The study was conducted at Dong Nai Technology University in Vietnam and involved 60 non-English major students who were enrolled in a grammar course. The students were randomly assigned to either an experimental group, which received instruction using mind mapping technique, or a control group, which received instruction using traditional teaching methods. The results of the study indicate that the use of mind mapping technique significantly improved the students' grammar achievement, as measured by a pre-test and post-test. The study suggests that the use of mind mapping techniques can be an effective teaching tool in enhancing non-English major students' grammar achievement.