Grammar Lessons Research Articles

Teaching Methods of Arabic Language Grammar Lessons Among Arabic Teachers at Religious Secondary Schools in Malaysia

Teaching Methods of Arabic Language Grammar Lessons Among Arabic Teachers at Religious Secondary Schools in Malaysia

Analysis on the Writing Errors of Grade 6 Students: Basis for Instructional Material Development

The ability of students to express themselves through writing is not just a reflection of their linguistic prowess but also a determinant of their academic and future career success. The purpose of this study is to conduct an analysis on the writing errors of Grade 6 students of Paciencia Elementary School, Loreto, Agusan Del Sur. The findings would be used as the basis for instructional material development and to recommend emphasizing teaching integration of the identified errors. The dominant errors were related to punctuation, capitalization, and incorrect verb forms, indicating a significant need for focused instruction in these areas to improve pupils' writing proficiency. In response to these findings, the study suggests developing targeted instructional materials that include structured lessons and practice exercises focusing on the most common errors. These resources should be integrated into the curriculum. Recommendations from the study emphasize the roles of various stakeholders in improving writing skills among pupils. Teachers should implement targeted instructional materials and attend professional development workshops. The school administration should support the integration of these materials and fund workshops while regularly assessing pupils' grammar skills. Pupils should engage actively in grammar lessons and seek feedback, and parents should encourage and support their children in practicing grammar skills at home. Policymakers and curriculum developers should incorporate the study's findings into national curriculum standards and allocate resources to support these initiatives. Future research should explore additional factors affecting grammar skills and the long-term impact of targeted instruction on overall academic performance.

Exploring Students' Experience of Using Nearpod in Grammar Lesson in Relation with Students’ Increased Engagement: A Descriptive Qualitative Approach

Exploring Students' Experience of Using Nearpod in Grammar Lesson in Relation with Students’ Increased Engagement: A Descriptive Qualitative Approach

Grammar teaching in inclusive learning groups. A reconstructive analysis of subject-specific teaching

Abstract This article argues that the relationship between subject-related and social participation is of paramount importance for inclusion-oriented subject teaching research. Firstly, subject teaching is understood as a social practice that is characterised by a specific complexity of the temporal, social and subject-related dimensions of teaching. Secondly, it is assumed that enabling and hindering subject-related and social participation in the practice of teaching is one of the most central analytical attitudes of inclusion-oriented subject teaching research. This is exemplified by empirical analyses of grammar lessons using the methodology of the documentary method.

Developing A Flipbook for Introduction to English Grammar Course with Project-Based Learning Approach

This study aimed to create a digital coursebook as a flipbook for the Introduction to English Grammar course using Project-Based Learning (PJBL). Utilizing the ADDIE model, a needs analysis was conducted to gather student preferences on language focus, learning setting, lecturer roles, and flipbook features. The resulting flipbook, consisting of 13 units, was designed to enhance students' grammatical skills for real-world communication and was validated by experts for its quality. The research emphasizes the potential of innovative, student-centered approaches in grammar education. Embedding grammar lessons into real-life scenarios through PJBL helps students recognize the practical applications of grammar and enhances retention and comprehension. The study successfully developed the flipbook in the initial phases of the ADDIE model, with future phases set to evaluate its effectiveness comprehensively. Initial findings provide valuable insights into effective grammar learning, suggesting the need for further research and development of innovative learning materials. The next phase involves piloting the flipbook in classrooms, with iterative refinements based on student feedback and outcomes to ensure it meets educational standards and student needs. This study highlights the importance of incorporating technology in educational resources to foster active learning and improve grammar proficiency among students

Teachers’ Perceptions and Practices of Learner-Centred Grammar Teaching Methodology in Selected Secondary Schools of Oromia Special Zone Surrounding Finfinne

This study attempted to investigate teachers’ perceptions of learner-centred grammar teaching methodology and their classroom practices. To collect data, three schools were randomly selected in Oromia Special Zone surrounding Finfinne, Ethiopia. The researcher used a mixed approach that included a questionnaire and an interview. In order to fill the questionnaire, twenty-four English teachers were selected using census method since it was manageable. For an interview, four teachers were selected using purposive sampling. The findings of the study revealed that teachers have clear understanding towards learner-centred grammar teaching methodology. However, implementing the methodology was difficult because teachers usually focus on teaching grammar through presenting rules first followed by practicing the examples. In addition, students’ reluctance in actively participating in classroom discussion and fear of making mistakes were other problems. In order to create awareness in the implementation of a learner-centred method in grammar lessons, the concerned bodies like Woreda Education Office, Regional Education Bureau and Ministry of Education should prepare trainings for both teachers and students.

STUDENTS’ PERCEPTION AND ATTITUDE ON ‘CODE HUNTING’ FOR OUTDOOR GRAMMAR LEARNING

For far too long, grammar lesson has been a concern amongst English teachers and a challenging journey for EFL learners. The conventional grammar learning process tended to be considered boring and complicated by students due to the monotonous teaching method used by teachers which leads to the students’ disengagement. Therefore, the researchers tried to employ a new grammar teaching strategy called ‘Code Hunting’. This survey research aimed to investigate the students’ perspectives towards the use of Code Hunting in the grammar learning process. In this research, the researchers used a quantitative method with descriptive quantitative as the research design. The participants were 60 11th-grade students in one of the senior high schools in Batu, East Java. The findings of this research showed that most students strongly agreed that grammar learning through Code Hunting was easier to understand, far more engaging, and increased their willingness to learn grammar. This research implies that Code Hunting is an effective tool to teach grammar. Thus, it is recommended for English teachers to use Code Hunting and could be offered as a strategy to create an interesting learning experience, especially in the grammar learning process. Furthermore, it is suggested for future researchers to explore more of the students’ perspectives using interview session in order to collect more in-depth information on the impact of Code Hunting.

ChatGPT Integrated Grammar Teaching and Learning in EFL Classes: A Study on Tishk International University Students in Erbil, Iraq

This study aims to investigate and analyze the benefits and concerns that ChatGPT offers to EFL students’ grammar learning and teaching in foreign language classrooms. There have been many studies on the advantages and disadvantages of ChatGPT in education, but there are almost no studies on the benefits and harms of this platform in grammar learning and teaching. This study will be an important resource for scholars who will investigate the importance and impact of ChatGPT in language learning and teaching. Simultaneously, it will serve as a valuable tool for examining the benefits and concerns that ChatGPT presents to students in the realm of grammar acquisition. In this context, control and experimental groups were created at Tishk International University using the random sampling method. The control group received teacher and book-centered grammar education, and the experimental group received ChatGPT-cantered grammar education. When the post-test results applied to the students at the end of seven weeks were analysed using the SPSS-27 t statistic, there was a significant difference of .001 between the two groups. Control group 8.86%. While showing success, the experimental group showed a success of 26.53%. In addition, in the focus group interview analysis applied to the students at the end of the study, it was revealed that the majority of the students were satisfied with the integration of ChatGPT into their grammar lessons. Although some students expressed their concerns, when we look at the overall study, the benefits that ChatGPT offers to grammar learning are greater than the concerns it brings.

ANALYSIS OF LANGUAGE BARRIERS OF GRADE 8 STUDENTS: INTERVENTION MATERIAL DEVELOPMENT

Language barriers hinder students from mastering English fluency, ranking as the second most common global communication barrier, especially for learners in classrooms. Addressing these issues is a priority for the education system. Targeting these issues can help students achieve mastery of the language, especially since it is the medium of instruction in some subjects such as English, Science, and Mathematics. This descriptive research carefully examined the most common language barriers among Grade 8 students in their classroom communication, their causes and effects, and ways to cope with these, so the researchers could create an intervention material to address these issues. Sixty (60) Grade 8 Students from San Roque National High, and their English teacher, responded to this study. The analysis of their interview responses showed the most common language barrier, as well as its causes and effects. The results indicated that the most common barrier for Grade 8 students is their problem with grammar and its components due to a lack of exposure to the use of the English language, which causes them to have low self-confidence in using the language. They also stated that they love to read and view it as a way to cope with these problems. Based on these findings, it is recommended to use the intervention material made by the researchers that focuses on Grammar to help them become fluent in the English language. It is also recommended to add more grammar lessons if needed by the students.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu/0108/a.php" alt="Hit counter" /></p>

The Grammatical Stance of the Authors of Hawashi Kitab As-Sibawayh Toward his Opinion on the Grammatical Indication of Dual and the Plural of the Masculine Noun

Objectives: The research aims to assess the stance of advanced scholars towards Sibawayh's views, examining their agreement or disagreement and the subsequent impact on later grammarians. The goal is to contribute to the enrichment of grammatical studies in general.
 Methods: The study employs a descriptive and analytical approach to discuss the issue. It presents the attitudes of grammarians towards Sibawayh's statements, scrutinizing and favoring the strong ones while rejecting the weak ones. The grammatical position according to Sibawayh's statements is examined, comparing them with the views of commentators and other grammarians who supported or contradicted him. The grammarians' perspectives are carefully documented, even if not found in their available books, indicating sources with phrases such as "attributed to" when applicable.
 Results: Sibawayh's opinions on the parsing of the dual and the sound masculine plural were diverse, reflecting more than one perspective. After careful examination, it becomes evident that his understanding was either incorrect or subject to misconceptions. The correct interpretation, as deduced from his statements, indicates parsing with letters in the nominative, accusative, and genitive cases. However, the scholars who wrote annotations (Al Hawashi) contradicted Sibawayh's opinion and offered corrections.
 Conclusion: Establishing a clear stance for any grammarian, especially someone of Sibawayh's stature, on grammatical issues holds significant importance, given the potential impact on the grammar lesson. The research recommends a thorough investigation of Sibawayh's opinions from his own works or those of respected grammarians.

Ishlatish grammatika o'yinlari kichik o'rganuvchilarga ingliz tilini o'qitishda

In this article, we will explore the benefits of learning grammar through games and activities and provide practical tips for teachers looking to incorporate these methods into their lesson plans. Whether you are a seasoned educator or a new teacher, this article will provide valuable insights into how to make grammar lessons more engaging and effective for your students

EFL Grammar Teaching Applying the Just-in-Time Teaching Methodology: An Exploratory Study

Most students and practitioners commonly see grammar teaching and learning as both tedious and unattractive experiences. In this sense, more innovative ways of presenting foreign language grammar are needed. One such novel approach is Just-in-Time Teaching (JiTT), which has proven to be beneficial in a wide array of disciplines, including language learning. The present exploratory study aims to examine how JiTT contributes to success rates in English grammar learning at two proficiency levels, and to analyse how participants perceive this methodological approach. Sixty-four English as a foreign language students, divided into beginners and intermediate learners, were exposed to five JiTT grammar lessons throughout an academic semester. Participants’ answers on JiTT quizzes and satisfaction questionnaires were recorded and compared to their performance on a final exam based on the same five grammar points presented through JiTT. Statistical analyses revealed that JiTT had little impact on learners’ success rates in grammar learning, although a higher impact was observed in intermediate learners, in comparison to beginners. However, both groups of participants showed positive attitudes towards the intervention. Results are discussed in the light of how teaching English grammar through JiTT contributes to success rates. The potential of JiTT as a good methodology to be used in foreign language teaching is also addressed.

Assessment of a Self Corrective Learning Material (SCLM) to Improve Delivery of Grammar Lessons for Grade 4 Pupils

This study investigates the impact of Self-Corrective Learning Materials (SCLM) on improving grammar instruction for fourth graders in remote, resource-constrained elementary schools. The scarcity of educational tools in such settings often hinders learning, but SCLMs offer a customizable and interactive solution that substantially enhances students' understanding of grammar, especially in the areas of common and proper nouns. By employing a quasi-experimental design that included pre-test and post-test assessments, the research demonstrates a significant uptick in student achievement and classroom engagement attributable to using SCLMs. Educators have lauded the materials for their practicality and adaptability, suggesting potential applications that extend beyond the realm of grammar instruction. The findings are unequivocal in their endorsement of SCLMs as more than supplemental teaching aids; they are crucial to creating an educational environment that promotes active learning and the development of critical thinking skills. The recommendations from the study advocate for the formal authentication and proprietary protection of SCLMs, their incorporation into standard teaching methodologies, and the imperative for specialized teacher training programs focused on developing such innovative educational resources. This research posits that adopting SCLMs across various subjects could revolutionize teaching practices and substantially enrich the academic experience.

A Study of the Application of Guided Discovery Method in English Grammar Teaching in Junior High School

Grammar is an important part of language. However, in actual grammar teaching, teachers directly impart grammar rules and students passively accept them. This has led to students’ disinterest in English grammar lessons and unsatisfactory grammar learning results. In order to promote students’ grammar learning, in recent years, some experts and scholars have begun to explore the application of guided discovery method in grammar classrooms. Guided discovery method is a teaching method that emphasizes guidance and focuses on discovery. Through setting up a situation, the teacher guides students to engage in the discovery activity of grammar rules by communicating with each other.This thesis uses questionnaire survey and interviews to analyze the application of guided discovery method in junior high school English grammar classrooms, as well as to analyze the positive effects of junior high school English teachers’ use of the guided discovery method on students’ grammar learning. Based on Bruner’s Discovery Learning Theory and Piaget’s Constructivism Learning Theory, this thesis takes Nanning High-tech Industrial Development Zone Minda Middle School as an example. It was found that under the guidance of guided discovery method, students’ interest and motivation in learning grammar have improved. Also, students’ autonomous learning abilities have been enhanced. Finally, students’ grammar learning strategies were cultivated through guided discovery method. Students can summarize grammar knowledge and solve grammar problems by reasoning and inducting. However, there are a small number of students who still do not have that strong learning ability cannot understand the tasks assigned by the teacher in class, so they do not learn grammar efficiently.

A Reflection on Preparing PGCE English Pre-Service Teachers for Effective Teaching Practices

This paper argued that Postgraduate Certificate in Education (PGCE) students in South Africa, as well as other nations of the globe, deserve more attention than their undergraduate counterparts in terms of the training and support they receive at the teacher education programmes. The paper is a reflection journal of a PGCE English grammar lesson, and the observation revealed that the PGCE students had certain knowledge expectations before they enrolled in the teaching profession. It further indicated that such expectation was a function of their prior learning experiences and current experiences of learning in the teacher education programme. The findings from the observation revealed the knowledge gap in their training which the students themselves deem a powerful force in the formation of their professional identity as teachers in training. It is therefore argued in this paper that such a gap, if not well addressed, may leave educationists in a situation where they continue to produce graduate teachers who are not just ill-prepared but who also lack confidence in themselves as well as the institutions that trained them. The paper thus has two implications for practice: implications for PGCE curriculum development and implications for a reflexive pedagogy in PGCE classes in the teacher education programmes in South Africa and globally. Keywords: PGCE Pre-service Teachers, Teacher Education, Curriculation, Pedagogic Practices, Reflexive Pedagogy

Getting to the (Power) Point: Unleashing the Impact of Assertion-Evidence Design in PowerPoint for Enhancing Students’ English Grammatical Competence and Retention

Regardless of the brain’s limited storage capacity, teachers must exercise caution and vigilance in the classroom to prevent overwhelming students with excessive information, as this can impede their learning ability. This study aims to compare the effectiveness of traditional PowerPoint slides and Assertion-Evidence designs in improving grammatical learning among Thai EFL students. Additionally, it seeks to determine the degree to which Assertion-Evidence design based on the cognitive load principle, helps students retain their knowledge of English grammar and explore the perception of students who were given English grammar lessons using Assertion-Evidence design presentations. In this study, 59 students were randomly divided into a control group and an experimental group exposed to PowerPoint presentations using the Assertion-Evidence design concept. English tenses pretest, immediate and delayed posttests, a focus group discussion were used as instruments. The results demonstrated that students who received instruction using PowerPoint presentations that followed the Assertion-Evidence design performed significantly better on the posttest for English grammar than those in the control group. Regarding retention, the results revealed that the mean score on the delayed posttest for the participants in English grammar was statistically higher than their immediate posttest score, with a p-value of 0.043 from the dependent sample t- test (p < 0.05). In terms of students’ perceptions, it was discovered that the initial design of Assertion-Evidence format influenced their positive and negative attitude in learning grammar concepts using the Assertion-Evidence format presentation.

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Purpose: This study aimed to examine the students’ errors in composition writing. Theoretical Framework: This study is anchored to Corder’s (1974) model of error analysis in order to identify errors of the learners in their composition writing. The errors were discussed in five stages: collection of data containing errors, classification of errors, identification of errors, disclosure and evaluation of errors. Design/Methodology/Approach: The descriptive approach was used using qualitative and quantitative data since the study analyzed the errors committed by the students in composition writing. Moreover, descriptive design was used since the profile of the respondents in terms of sex was described. Lastly, error analysis was used in identifying the errors committed by the students in the writing of their autobiography. Findings: The study found that the Second Language Learners have committed numerous errors under mechanical, grammatical and structural categories such as: misspelling, lack of punctuation marks, errors in capitalization, wrong tense of verb, wrong subject and verb agreement, missing prepositions, fragments, faulty parallelism and comma splice. Research, Practical & Social Implications: This study has implications to language teaching and learning. Language professors should always incorporate lessons in grammar in all language courses. Further, the language learners should be more exposed to multiple writing tasks to enhance their writing skills. Originality/ Value: Development of an evidence-based English remedial program to improve the English proficiency and academic writing skills of second language learners in higher institutions.

Analysis of Second Language Learners’ Errors in Composition Writing: Basis for the Proposed English Remedial Program in Higher Institution

Purpose: This study aimed to examine the students’ errors in composition writing.
 
 Theoretical Framework: This study is anchored to Corder’s (1974) model of error analysis in order to identify errors of the learners in their composition writing. The errors were discussed in five stages: collection of data containing errors, classification of errors, identification of errors, disclosure and evaluation of errors.
 
 Design/Methodology/Approach: The descriptive approach was used using qualitative and quantitative data since the study analyzed the errors committed by the students in composition writing. Moreover, descriptive design was used since the profile of the respondents in terms of sex was described. Lastly, error analysis was used in identifying the errors committed by the students in the writing of their autobiography.
 
 Findings: The study found that the Second Language Learners have committed numerous errors under mechanical, grammatical and structural categories such as: misspelling, lack of punctuation marks, errors in capitalization, wrong tense of verb, wrong subject and verb agreement, missing prepositions, fragments, faulty parallelism and comma splice.
 
 Research, Practical & Social Implications: This study has implications to language teaching and learning. Language professors should always incorporate lessons in grammar in all language courses. Further, the language learners should be more exposed to multiple writing tasks to enhance their writing skills. 
 
 Originality/ Value: Development of an evidence-based English remedial program to improve the English proficiency and academic writing skills of second language learners in higher institutions.

Investigating the Effects of Infographics-Based Teaching on Efl Students' Grammar Retention

Infographics have become more common in education as a way to graphically convey complex information. They offer a visually appealing structure that facilitates comprehension and retention, particularly for language acquisition. This study examines the impact of infographics in grammar courses on grammar retention as well as the attitudes of first-year non-English majors toward using infographics in grammar lessons. Freshmen at Mekong Delta University taking General English classes at the beginning of their first semester made up the participants. The goal of the study is to determine whether infographics assist students in remembering grammar and what they think of it. It emphasizes remembering five English tenses. As part of a quantitative research methodology using a quasi-experimental design, participants were split into two groups: an experimental group (EG) that received instruction via infographics and a CG that received traditional schooling. The study used a pre-test, post-test, delayed post-test, and a questionnaire to assess attitudes and retention. The findings suggest that including infographics into English language training can enhance students' perspectives on the subject and their memory of grammar. Teachers should consider the attitudes of their students while developing foreign language teaching materials and techniques.

The Effective Use of Online Resources in Improving Students’ English Grammar Skills in the EFL Classes at the Tertiary Level

The research objective of this study was to explore the effectiveness of online resources in teaching English grammar skills to English as foreign language (EFL) students at the tertiary level. The aim was to assist EFL teachers in maximising the efficiency of their English grammar lessons through the use of online resources. The sample for the study constituted of 250 first-year English Programme students. Present simple and past simple were selected as testing items. Data were collected using students’ entry-level test scores prior to the intervention and exit-level test scores after intensive training and practise using various online resources. An important variance was identified between the results of the entry-level and exit-level tests. Also, the participants’ perceptions about the effectiveness of online resources in the language learning process were analysed using a quantitative method. The outcomes confirmed that a vast majority of the participants were in favour of integrating online resources. This research also provides valuable suggestions and potential implications for the current study.