Grammar Students Research Articles

Book review: Osmond, A. (2024) Academic writing and grammar for students. 3rd edn. London: Sage

Book review: Osmond, A. (2024) Academic writing and grammar for students. 3rd edn. London: Sage

Research on The Mixed Teaching Mode of Python Language Programming Course

With the development of the Internet era, big data, artificial intelligence (AI), and other fields of innovation and change, Python has become the most popular programming tool in the digital field because of its simple grammar and convenience for students to learn. It is also one of the important skills that college computer science students need to master in the face of market demand changes. The degree of mastery of the Python language programming course directly affects students’ ability to use computers to analyze and solve problems To improve the teaching effectiveness of the “Python Language Programming” course, this paper mainly explores the integrated and blended teaching mode of said course.

مشاكل تعلم النحو لطلاب قسم تعليم اللغة العربية بجامعة دار العلوم الإسلامية كاندانجان

There are four language skills for learning Arabic, namely listening, speaking, reading, and writing skills. To master the four skills above, grammar requires understanding in Arabic. Therefore, it is very important for students to learn this knowledge to support their abilities, but of course, mastering this knowledge can bring problems for students. This study intends to describe the learning process and the problem factors faced by students in Arabic learning projects in learning grammar, using this qualitative description method. The results of this study show that: (1) The process of learning grammar for students in the university Arabic language learning program includes study plans and implementation, and the most frequently used learning methods are lectures, Q&A, discussions, and Introduction method. At the beginning of the course, the instructor starts with reading to motivate students and evaluate their understanding of daily, individual, or group assignments, as well as intermediate and final tests. (2) The students’ learning problems of the Arabic language education program at the university consist of several factors, which are the student’s factors in the form of different backgrounds, lack of interest in learning, from the learning subject factor is the grammar subject that is very broad and complex.

Effect of Inductive and Deductive Teaching on Learning English Grammar for Undergraduate Students

Effect of Inductive and Deductive Teaching on Learning English Grammar for Undergraduate Students

Improving Students Grammar Competence through Discovery Learning for Islamic Education Program

This research aims to improve students’ grammar competence by using Discovery Learning for student of Islamic education program at STIT Ibnu Rusyd Tanah Grogot. Discovery learning is one of learning model of student-centered learning approach. The research method is classroom action research (CAR). This research applied two cycles. From the pre-test, the mean score got 60,45. The first cycle, the mean score got 70,5 and second cycle got 80,1. It showed the significant improvement from pre-test and post-test. This method is an endeavor that goes beyond merely addressing issues, simultaneously seeking scientific evidence to underpin problem-solving. This outcome demonstrated the positive impact of discovery learning on enhancing the grammar proficiency of students in the Islamic education program. Discovery learning enhances students' foundational knowledge of grammar, fosters their motivation to learn grammar, sparks their grammar curiosity, nurtures their grammar creativity, facilitates the acquisition of both factual information and an in-depth understanding of grammar analysis, and boosts students' self-confidence to use grammar perfectly. The authors recommend to search more and more about discovery learning for the learning and teaching English grammar. Further studies are still needed to complete the conclusions in this research. The development of teaching materials in adapting this teaching model is very necessary to add to the repertoire in developing grammar teaching materials.

INDONESIAN GRADUATE STUDENTS’ CONSEQUENCES AND DECISIONS OF ENGLISH ACADEMIC WRITING INSTRUCTION (EAWI) AT HUNGARIAN UNIVERSITIES

This study aims to assess the consequences and decisions of EAWI for Indonesian graduate students studying in a non-native English-speaking environment. This study seeks to shape the perception of the effects of EAWI and facilitate the decision to positively impact Indonesian graduate students enrolled in higher institutions in Hungary. The study employs a semi-structured interview on educational background, English as a medium of instruction (EMI), writing assignments, self-consciousness towards English academic writing (hereafter EAW), and attitudes towards English academic writing. Four Indonesian MA and MSc students enrolled in the Faculty of Social Sciences at three different universities were involved in this study. In addition to data interpretation, the audio-recorded interview was transcribed using a Web speech API application. The extracts were subsequently translated into English, coded, and categorized into the topics chosen. The findings illustrate the consequences of English academic writing instruction on the importance of language features and grammar for students. The results involve possible impacts, experiences, perspectives, and strategies to improve the English academic writing of Indonesian graduate students. Decision ties with the university and departmental regulations and attention to principles to provide an academic writing course in English.

Application of the 'English Grammar' Application in improving student Grammar

In this research, researchers make grammar and applications as the focus of research to improve students' abilities in learning grammar. This study used an experimental method with a quasi-experimental design. Participants in this study were divided into two groups, namely the control group and the experimental group. Based on the data processing, it can be concluded that improving the grammar skills of this English grammar application has a positive impact on improving students' English grammar skills.

Optimization of the learning of English grammar in secondary students in Ecuador through the use of technology at level A1

There is a real need to improve the grammatical knowledge of students in such a way that they can state their ideas in a foreign language and build complete sentences. An important aspect to consider when teaching adolescents is the motivation that technology provides. One possibility of delivering the motivational resource and meeting the learning needs of students concerning grammar can be the use of materials in which students have to resort to technology. (López, & Rodríguez, 2023) Analyzing how technological support can strengthen grammatical accuracy in eighth-grade students of the Basic General Education (EGB Superior) teaching-learning process is necessary. To achieve the objective, the research followed the mixed method that includes collecting or examining quantitative and qualitative information simultaneously or consecutively. Mixed methods provide a complete picture by recording trends, generalizations, and insight into the participants' points of view. (Wang, & Chang, 2023) Technology offers a variety of interactive tools and resources that can help students learn and practice grammar more effectively and at their own pace. In addition, using technology can increase students' motivation and engagement with language learning, improving their overall performance. (Vargas, & Gómez, 2023)

The Learning Strategy for Indonesian Grammar: Students’ Perspective on Indonesian Language for Foreign Speakers

Foreign students face challenges in Indonesian language learning, especially grammar. Thus, they can use grammar learning strategies to understand grammar. However, research on grammar learning strategies from BIPA students’ points of view is still limited. In filling this gap, this study aims to analyze (1) strategies for learning Indonesian grammar for BIPA students and (2) the pedagogical implications of learning strategies for grammar for BIPA students. This research is a quantitative descriptive case study. The quantitative data were obtained from Grammar Learning Strategies (GLS) questionnaire. Furthermore, verbal data from respondents was obtained from semi-structured interviews. The research participants were 30 foreign students (BIPA students). Data were analyzed by using Likert-scale descriptive statistics and qualitative analysis consisting of transcription, codification, interpretation, validation, and drawing conclusions. This study found that the strategy most frequently used by BIPA students was social strategy (mean=4.28), followed respectively by metacognitive strategy (mean=4.15), cognitive strategy (mean=4.13), and affective strategy (mean=3.37). The pedagogical implication was that grammar learning needs to be designed by a contextual-communicative approach so that it can accommodate the preference of BIPA students’ learning strategies.

Farid al-Thariqah al-Qiyasiyyah fi Ta’lim Qawa’id al-Lughah al-‘Arabiyyah li al-Nathqin bi Ghairiha fi al-Madaris al-Islamiyyah bi Lombok

This research aimed to find out: 1) the process of applying the measurement method to learning Arabic grammar in one of the secondary schools in Lombok for the students of class X at Madrasah Aliyah Nida’urrahman Bebie; and 2) the difficulties in applying the qiyasi method to learning Arabic grammar for students in class X at Madrasah Aliyah Nida’urrahman Bebie. As a whole, researchers tried to find the uniqueness of the qiyasi method, while the measurement method was one applied in learning Arabic, especially in learning Arabic grammar in class X at Madrasah Aliyah Nida’urrahman. It is not known whether the method is suitable for all students, considering that this method is more suitable for use at the upper level or university level, whereas students at Madrasa Nida’urrahman come from various educational backgrounds, including beginner-level students. This research employed a descriptive-qualitative method. Data collection techniques included observation, interviews, and documentation. Data analysis techniques included data reduction, data presentation, and conclusion drawing. The results fell into the following: 1) The process of applying the measurement method in learning Arabic grammar in class X Madrasah Aliyah Nida’urrahman Bebie demonstrated some information. The teacher repeated the lesson from the previous week, explained certain grammar, and gave examples. Hence, with these examples, the teacher explained the rules in more detail. After it was deemed sufficient, the teacher asked students to work in questions from the book to find out the extent of their understanding of materials that had been explained. 2) The obstacles in the application of the measurement method in class X Madrasah Aliyah Nida’urrahman Bebie subsumed (a) the obstacles faced by the teacher, namely the different backgrounds of students, and environmental factors; and (b) the obstacles faced by students covering a lack of knowledge, boredom when studying, and sleepiness when studying.

The Design and Implementation of Blended Learning Teaching Grammar for English Education Students

Teaching grammar was considered very important to the ability to use language. Learning more about grammar will help students produce better sentences while speaking and writing. For this reason, this article introduces different ways of teaching grammar. This research aimed to analyze the design and implementation of Blended Learning in Basic English Grammar classes. This research used mixed methods. The subject in this research was the students from the 1st semester English department of the University of Mataram and the lecturer who taught Basic English Grammar using Blended Learning. The data were collected through observation, questionnaire, interview, and documentation. The results of this study showed that the design of Blended Learning using ICARE as a model of learning in Basic English Grammar for 1st-semester students is great. The students give positive and negative responses toward the use of blended learning. Furthermore, the student’s achievement in Basic English Grammar showed a positive impact. Where the student’s average score on the mid-test was (67.36%). While on the final test was (75.49%). To sum up, implementing blended learning is successful and positively impacts student’s achievement in Basic English Grammar.

Penerapan Media Roda Putar untuk Meningkatkan Gramatika Bahasa Arab di MA Assunniyyah Kencong

Abstract
 Arabic grammar is the science of legislation and rules in Arabic or better known as nahwu and shorof. Learning Arabic grammar for students is not easy, boring learning and containing memorizing materials makes students' interest in learning and students' abilities in learning materials decrease. The use of rotary wheel media can help students improve Arabic grammatical skills. This study aims to describe the application of the rotating wheel media to improve Arabic grammatical skills. The results of the application of this rotating wheel show that the majority of students are capable of learning Arabic grammar based on assessment indicators. This rotary wheel media can be used as an alternative media in Arabic learning to improve Arabic grammar skills for students.

Collection of Arabic grammar for students of accelerated education

يهدف البحث الحالي إلى التعرف على (تحصيل قواعد اللغة العربية لتلامذة التعليم المسرع)، اقتصرت عينة البحث على تلامذة التعليم المسرع للمستوى الثالث في المديريات العامة للتربية في محافظة بغداد للعام الدراسي 2012/2013م ،والبالغ عددهم (3987) تلميذاً وتلميذةً وهم يمثلون مجتمع البحث الكلي ، ومثلت العينة الاستطلاعية (300) من مجموع تلامذة الرصافة الثانية ،وكانت العينة الأساسية (369) تلميذاً وتلميذةً من مجموع عينة المجتمع الأصلي إذ يشكلون نسبة مئوية قدرها (10%) ،اعد الباحث اختبارا تحصيلياً تحقق من صدقه و ثباته بعد عرضه على مجموعة من الخبراء في مجال (اللغة العربية وطرائق تدريسها والقياس والتقويم) .

UNA PROPUESTA DE ENSEÑANZA DEL ESTILO INDIRECTO ESPAÑOL A ESTUDIANTES RUMANOS

Our paper proposes a range of activities for practising a challenging issue of Spanish grammar for Romanian students: indirect speech. The tasks we propose include awareness raising, operationalization, translation and writing tasks.

The Effects of Using Education Technology Tools on Learning Grammar for Students in Secondary School

Technology has become an indispensable part of modern life, and this is also true in education, especially during today's Covid-19 pandemic when students have to study online and offline. Educational technology and especially technology tools are used in teaching and learning English to promote teachers' teaching process to be more active, proactive, and creative, and also to help students have a more active and effective way of learning. In addition, technology helps teachers design their lessons more lively and attractive and provide extra lessons outside of regular school hours to help students understand the content of the lectures deeply, complete their assignments and expand their knowledge, especially grammar. This study focuses on the effects of using technology and technology tools in cultivating grammar for students, remarkably in supporting students in online learning. In this article, researchers have given definitions of technology tools, grammar, and types of tools commonly used in the process of teaching and learning grammar; thereby, teachers have the right choice for each type of technology tool for their lesson. At the same time, it also significantly improves the teaching and learning process when technology is applied.

The effectiveness of automated writing evaluation in EFL/ESL writing: a three-level meta-analysis

ABSTRACT The present study performs a three-level meta-analysis to investigate the overall effectiveness of automated writing evaluation (AWE) on EFL/ESL student writing performance. 24 primary studies representing 85 between-group effect sizes and 34 studies representing 178 within-group effect sizes found from 1993 to 2021 were separately meta-analyzed. The results indicated a medium overall between-group effect size (g = 0.59) and a large overall within-group effect size (g = 0.98) of AWE on student writing performance. Analyses of moderators show that: (1)- AWE is more effective in improving vocabulary usage but less effective in improving grammar in students’ writing; (2)- Grammarly shows potential in being a highly effective tool, though Pigai did not demonstrate such effectiveness; (3)- Medium to long duration of AWE usage leads to a higher effect, but short duration leads to a lower effect in writing outcome compared to non-AWE treatment; (4)- Studying with peers in AWE condition potentially produces a large effect; (5)- AWE is beneficial to students at the undergraduate level, students in the EFL context, and students with intermediate English proficiency. Directions for future research are also discussed in the present study. Overall, AWE is a beneficial application and is recommended for integration in the writing classroom.

Negative Transfer of Grammar in Chinese Students’ English Learning

In the present Chinese society, the population of second language learning students, especially English learners, is increasing due to the tendency of globalization. Because of different cultural backgrounds and language patterns, it is common for students to make grammar mistakes under the effect of negative transfer. Negative transfer in grammar can be divided into several features, including subject-verb disagreement, tense error, nouns and plural form error, incorrect use of prepositions, incorrect word collocation, and error in word order. The study of negative transfer is helpful to the development of English learning and English education. Therefore, this study reviews the Negative Transfer of Grammar in Chinese Students’ English Learning. The main findings include 1) subject-verb disagreement: grammatical disagreement, meaning disagreement, and proximity disagreement, in which grammatical disagreement is caused by negative transfer. 2) tense error: verb transformation errors and sentence structure errors. 3) nouns and plural form error: errors of “s” using and the misjudgment of the singular or plural of the subject. 4) incorrect use of prepositions: errors caused by prepositions that have the same meanings in Chinese but are distinguished more strictly in English. 5) incorrect word collocation: errors caused by cultural differences. People from different cultural backgrounds tend to be influenced by the word composition of their first language. 6) error in word order: introduces more complicated sentence structure that leads to errors, including transformation between statement and general question and place of adverb.

ACTIVE LEARNING: MONOPOLY AS A MEDIA IN TEACHING GRAMMAR FOR EIGHT GRADER STUDENTS

The diversity in English performance is quite prominent when viewed from students' grammatical competence. For this reason, grammar learning innovation is needed so that student mastery improves. This study aims to investigate the effectiveness of using board game Engpoly (English Monopoly) in learning grammar for eight-grader students. It also provides reflection on student learning strategies in studying grammar. The design used a quasi-experimental design. For collecting the data, the researchers applied post-test and pre-test as research instruments. It involved two classes as a control group and an experimental group. The ANCOVA test results showed the significance of using Engpoly media in learning grammar. The finding also demonstrated that the use of fun media in the form of games can increase students' interest in learning grammar which was initially considered a very boring lesson by most students. It also encouraged student's active learning. This media has been proven to relate between the characteristics of eighth-grade students at junior high school with the appropriate grammar learning strategies they need. Since the use of Engpoly in grammar learning has a significant contribution, this study recommends that English teachers can develop Engpoly media for teaching grammar not only to eighth-graders but also to several other levels of english proficiency.

A few ways of memorizing intermediate Japanese grammar for students majoring in Japanese language

A few ways of memorizing intermediate Japanese grammar for students majoring in Japanese language

METHODOLOGICAL PRINCIPLES OF THE FORMATION OF GRAMMATICAL COMPETENCE OF FUTURE PRIMARY SCHOOL TEACHERS AT CLASSES IN FOREIGN LANGUAGE FOR SPECIFIC PURPOSES

The article is devoted to current problems of foreign language grammatical competence, reveals the concept of grammatical competence and defines its main components. Scientists include grammatical skills, knowledge and grammatical awareness as main components of grammatical competence, and various types of exercises as the mechanism for forming grammatical competence. The main methodical principles for forming the grammatical competence of future primary school teachers are defined. The article envisages the effectiveness of the use of communicative and sociocultural approaches, indicates the main principles of teaching grammar to future primary school teachers at classes in foreign language for specific purposes. The process of learning grammar for students of pedagogical faculty should be aimed at the formation of foreign language grammatical competence, taking into account the national and cultural features of the language being studied, as part of the professional foreign language communicative competence necessary for the implementation of future professional activities. The content of grammatical competence, in addition to knowledge of language elements and the ability to use them in speech, should also include knowledge, skills and abilities that contribute to the assimilation of socio-cultural norms and national-cultural features of speech behavior of representatives in foreign culture. Successful formation of grammatical competence, taking into account the national and cultural features of the language being studied, is possible under the condition of implementing a communicative approach in combination with a socio-cultural approach to teaching a foreign language. Grammatical tasks should be as close as possible to real communication, should be addressed to the students themselves and should involve the use of their own life experiences. Communicatively oriented learning of grammar increases motivation, expands the expressive possibilities of speech, which adds naturalness to students’ utterances.