Grammatical Competence Research Articles

DEVELOPING GRAMMAR COMPETENCE IN SECONDARY SCHOOL STUDENTS VIA INTERACTIVE APPS (BAMBOOZLE, QUIZZIZ, GENIALLY)

The principal focus of this paper is developing grammatical competence with interactive platforms. It illustrates how grammar plays a crucial part in the process of learning a foreign language, acting as a tool for studentsto subsequently join words together to form phrases and construct coherent sentences. The purpose of this research is to thoroughly examine and evaluate the fundamental ideas behind improving secondary school pupils’ grammar proficiency and enabling this process with the aid of interactive technology. Throughout the study, we have viewed how well interactive technologies in general and such platforms/applications as Bamboozle, Genially, Quizziz specifically can assist in teaching grammar to secondary school students. Since these interactive apps and platforms capture students’ interest and boost their desire to participate in the learning process, the level of motivation among students increases considerably. The educational process can be tailored to each student’s unique needs with this interactive approach to grammar instruction. Assignments are chosen based on students’ interests and knowledge levels, and students receive immediate feedback that helps them reflect on their mistakes, improve their skills, and address any weaknesses. Grammar instruction is a difficult procedure that is accompanied with complex and detailed explanations that typically leave students perplexed and deterred from further learning. Due to students' short attention spans and difficulty maintaining focus, they quickly find these grammar lessons tedious and exhausting. Additionally, the article focuses on the different ways that interactive technologies now recommend working with video/audio content, tests, quizzes, etc. Furthermore, this article outlines realistic challenges that students may face when dealing with interactive technologies and offers ways of overcoming these problems. We have come to conclusion that incorporating interactive technologies into the English grammar learning process greatly enhances its quality and makes it more engaging and compelling

The Effect of Layered Curriculum on Grammatical Competence of Students in Learning English as a Foreign Language

This study adopts a mixed-methods approach to explore the effectiveness of the Layered Curriculum (LC) on students' English grammar achievement. Quantitative data were gathered using the Solomon Four-Group Research Model, a robust experimental design, to assess the impact of the LC on grammar achievement scores. In both experimental groups, English grammar lessons were conducted with LC activities, while in the control groups, the methods and techniques in the textbook of the school's current curriculum were applied. In addition to quantitative findings, qualitative data revealed positive responses from students towards the various learning activities facilitated by the application, including visual materials, practical activities, and interactive grammar activities. The results indicate significantly higher grammar achievement scores among students exposed to the LC activities compared to control groups. Students highlighted the LC's encouraging features, emphasizing the right to control their own learning process, the freedom to choose activities, and the opportunity to present completed tasks orally. They identified the provision of adequate teaching materials, a student-centered learning environment, and opportunities for active participation as key factors contributing to their positive learning experiences. In addition, this study revealed that the responsibility for learning is assumed by the student and learning is accountable.

STUDENTS' PROFICIENCY IN IDENTIFYING PRONOUNS IN ENGLISH SENTENCES: A STUDY OF SMA SWASTA CERDAS BANGSA

Many students struggle to identify pronouns in sentences, a critical aspect of English grammar necessary for constructing clear and coherent communication. Pronouns play a vital role in sentence structure by replacing nouns to avoid redundancy, yet their correct usage poses challenges for learners. This study investigates the proficiency of tenth-grade students at SMA Swasta Cerdas Bangsa in identifying pronouns in English sentences and explores the specific difficulties they face. The research aimed to evaluate students' ability to recognize different types of pronouns and pinpoint areas requiring instructional support. Adopting a case study methodology, the study collected data from 30 students in class X.1 through a 30-item test consisting of multiple-choice and fill-in-the-blank questions. Results showed that only 41% of the students correctly identified pronouns, with common challenges including confusion in pronoun selection and insufficient understanding of pronoun usage. These findings highlight the need for targeted teaching strategies, such as explicit grammar instruction and contextualized exercises, to enhance students' grammatical competence and overall language proficiency.

The Role of Collocations in English Language Teaching

This research explores the pivotal role of collocations in English language teaching and their impact on learners' linguistic proficiency. Collocations are essential for achieving fluency and accuracy in both spoken and written communication. The study examines various teaching methods and strategies, including contextual learning, interactive activities, and the use of corpora, to enhance learners' understanding and application of collocations. Findings suggest that systematic teaching of collocations improves learners' grammatical competence, intercultural communication skills, and overall fluency. The study underscores the importance of integrating collocations into language instruction to support learners in achieving effective communication in academic, professional, and everyday contexts.

Comparison on Applications and Impact of AI in English Grammar Learning

English grammar plays an important role in the learning of English language skills. However, it has always been challenging for students to understand grammar right from school. Complicated rules make the learning process even harder. Teachers have tried to come up with many ways to make the learning process interesting and simple yet there exists a gap. Artificial Intelligence bridges the gap and achieves the goal of attaining grammar learning in interesting ways. The integration of artificial intelligence (AI) in grammar learning applications represents a transformative approach to language education. Many applications focus on teaching grammar by gamifying the learning process. AI-powered applications provide personalized learning experiences, immediate corrective feedback, and adaptive difficulty adjustments, leading to improved grammatical competence and sustained user engagement. This research attempts to make a comparative study of English grammar learning platforms and applications by analyzing their impact on the autonomous learning of students. Applying AI has been considered learner-centric as it stimulates learning and fascinates the learners with expected learning outcomes.

Technology for the development of foreign language grammatical competence of primary school students, taking into account psychological characteristics

Technology for the development of foreign language grammatical competence of primary school students, taking into account psychological characteristics

Effectiveness of Grammarly Application on the Students' Argumentative Writing Progress

This research aims to describe the effectiveness of Grammarly feedback on students' progress in argumentative writing. Grammarly is an online automated writing evaluation tool that focuses on giving feedback on the language used in any type of writing. The tool was used in argumentative writing courses for 34 third-semester students at a state university in Mataram. The research used a descriptive qualitative method to collect data on the students' perceptions. The data was collected using validated questionnaires with a four-point Likert scale and supported by interviews. The findings show that students generally had positive perceptions of Grammarly. They found it effective for identifying and correcting errors in their writing, especially in grammar, punctuation, and sentence structure. They considered the correctness feature to be the most helpful. Additionally, they believed that using Grammarly improved their motivation and grammatical competence in argumentative writing. However, some participants had negative perceptions of Grammarly's weaknesses, particularly in providing feedback on the arrangement of thesis statements, counter-arguments, and the use of evidence in argumentative writing.

A Study on the Application of Online Corpora in Grammar Teaching

Traditional grammar teaching in higher education often disconnects from real-life contexts or is conducted in imagined, artificial settings. Compared to traditional teaching methods, utilizing online corpora, which contain vast amounts of authentic language, offers significant advantages for teaching. This study focuses on grammar, using Larsen-Freeman's three-dimensional grammar teaching theory as the conceptual basis for instructional processing, and discusses the author's attempts to apply corpora in grammar teaching. The significance of this teaching innovation lies in enhancing students' grammatical competence and exploring the feasibility of integrating corpus concepts and technologies into instruction.

Teachers’ Perceptions Toward Pragmatics and Pragmatic Teaching

In the last few decades, pragmatic competence has become one of the issues that captured academic attention in education settings. Yet, teachers’ perceptions of pragmatics and teaching pragmatics has yet to be closely investigated in the context of Moroccan higher education and therefore remains uncharted in literature. To address these gaps, the present study explored how Moroccan university professors view pragmatics and pragmatic teaching. It also explored how they use their pragmatic knowledge in the classroom. A total of 10 university professors (6 males and 4 females) from two public universities (Moulay Ismail and Sidi Mohammed Ben Abdellah) in Morocco participated in the current study. Quantitative data were collected by completing an anonymous questionnaire, while qualitative data were collected through semi-structured interviews. Participants expressed their perceptions and described experiences of the importance of teaching pragmatics, issues related to culture and identity in teaching English as a Foreign Language, and materials and tasks in teaching pragmatics. The findings yielded that linguistic knowledge is as essential as pragmatic knowledge. Thus, striking a balance between pragmatic and grammatical competence and teaching them simultaneously is crucial. Learners with advanced grammatical knowledge may fail to use the target language appropriately. As such, the results indicated that some teachers are unaware of the importance of introducing pragmatics to students in the early stages of learning English. Their skills are enough to be good at transmitting cultural knowledge and suitable language competence to students. Practical implications for future research and practice are also discussed.

Portfolio Assessment in Enhancing the Grammatical Competencies in Writing

This study determined the role of the portfolio assessment as a learner-centered assessment in enhancing learners’ grammatical competencies of students in writing during the third quarter of School Year 2023-2024. The researcher used descriptive rubrics to determine the gain scores in writing through portfolio assessment. This study utilized quantitative research design that draws statistical conclusion from quantitative data. The students' performances in writing have been described in terms of portfolio assessment highlighting the grammatical competencies of the students in terms of Lexis and Spelling, Grammar and Punctuation, Cohesion and Coherence. As a result from the statistical analysis, there is a significant difference in the mean pre-writing and post-writing test scores of the students in the portfolio-assessed reflective learning activities across all three grammatical competencies although the study concludes Grade 8 students need to further enhance their level of grammatical competence in cohesion and coherence compared to lexis and spelling and grammar and vocabulary. The merits and essentials of the findings were drawn and treated as inputs in the development of portfolio assessment in enhancing the grammatical competencies in writing. Recommendations are offered to improve strategies and techniques in instruction and in the development of this strategy will complement the goal to develop the relevant competencies of students in the field of English language learning.

English vocabulary development in the global south context

The aim of the current study was to analyse receptive and productive knowledge development of words belonging to 2000, 3000, and 5000 frequency levels in the Global South setting. The data were collected from 278 first-year university students after they finished both elementary and high school in the English as a foreign language (EFL) context of Bosnia and Herzegovina. The study researched the dependency of receptive and productive knowledge on a few variables, namely the students’ grammatical competence, the methods of vocabulary teaching, the use of English within EFL classes, and the outside-school exposure to it. The results revealed a significant relationship between all the aforementioned variables and students’ productive and receptive vocabulary knowledge. Such findings are expected to provide assistance to educators and students in similar environments, giving direct guidelines for practice leading to greater receptive and productive EFL vocabulary knowledge, i.e. showing how EFL vocabulary learning challenges can be faced to open up favorable opportunities for its development.

Grammatical Skills Development of Bangladeshi Students through Task-Based Language Teaching

The research aims at exploring whether the implementation of Task-Based Language Teaching can improve students’ grammatical skills and will furthermore investigate its feasibility as a teaching approach. A first year class of English Department at Bangladesh Army University of Science and Technology (BAUST) was used and an action research was carried out. Hence, the study targets to use Task-Based Language Teaching (TBLT) in the communicative grammar learning environment using various meaningful reading tasks. The research problem in this research is the poor scores of students’ grammatical mastery observed in the pre-test. The research paper is based on the use of simple present tense. The focus of this study is the use of TBLT which is believed to guide students to experience communicative grammar learning with various meaningful and pragmatic tasks in the grammar class. The research findings revealed improvement of grammar skill for the students that have at least an initial level of grammatical competence, but no difference was detected for the students of no grammar competence, indicating the need for further investigation. Therefore, this research expects to improve not only students’ grammatical mastery but also the need for better classroom condition and overall skill development.

Discourse Analysis as a Mediating Method to Understand the Use of English Adverbs in Literary Text

Teachinggrammar in the classroom involves adopting new approaches and styles. Implementing literary texts, as an example, to enhance the learner’s grammatical competence has proved its efficacy for foreign English learners to fully understand most forms and uses of adverbs in English. In this article, the researcher attempts to explore the way teachers implement literary texts to help teach English adverbs, and how learners stimulate their literary background knowledge to understand how to accurately and contextually use adverbs. This study aims to make EFL learners aware of the use of adverbs in spoken and written English. For this purpose, a qualitative approach was adopted for this research. Discourse analysis was employed by nine students from Kasdi Merbah University to analyse some selected texts as samples from Oliver Twist’s (1992) novel. The result of the study showed that literary text can be of great help for learners to learn adverbs. Moreover, discourse analysis is potentially helpful for EFL learners to master adverbs in various contexts.

POPULARITY OF SHENG TO THE GRAMMATICAL ACCURACY OF ENGLISH LANGUAGE IN PUBLIC SECONDARY SCHOOLS IN KENYA

Sheng, a hybrid language combining English, Swahili, and local dialects, is widely used among urban youths, particularly school-going students. This language serves as a means of identification, secrecy, and socialization, influencing the students' English grammar usage. While numerous studies have explored the effect of Sheng on native and official languages as well as societal perceptions, there has been limited research on its influence on the learning of English grammar in public secondary schools. Therefore, this paper focuses on the contributing factors to the widespread use of Sheng and subsequent poor performance of English grammar, in public secondary schools at Roysambu Sub-County in Nairobi County, Kenya. Universal Grammar Theory of Second Language Learning by Chomsky (1985) is used as an analytical tool. The research aims to determine how the popularity of Sheng influences students' grammatical usage in English, examine its effect on grammar performance, and evaluate its contribution to poor grammatical competence among learners in public secondary schools. The findings reveal that school location and student’s social background lead to the spread of sheng in the learning institution. This leads to a negative attitude towards English grammar hence poor performance. The findings hold significance for the Ministry of Education and public secondary principals in identifying causes of the widespread use of Sheng in learning institutions, leading to poor performance in English grammar. Additionally, the findings provide a foundation for future studies and inform curriculum developers in devising strategies to address the prevalent usage of Sheng in learning institutions. KEYWORDS: Sheng, English grammar, secondary school, grammatical competence

Analyzing the Demographic-based Grammatical Competence and Its Relationship to Academic Performance in Higher Education Setting

The purpose of this study was to assess the grammar competence and English academic performance of first-year college students in Basilan State College. Stratified random sampling (n = 464) was carried out to sample the participants from each college within the institution. A standard grammatical test was used to assess the grammar skills of the participants. English grade point average (GPA) represented the students’ academic performance in English. Findings indicated that the first-year college students had limited skills in grammar mainly limited to familiar situations and had frequent problems in understanding and expression. Despite this, they still perform satisfactorily in their English classes. There was a significant moderate correlation between students’ grammar competence and overall academic performance. Education and health sciences students were highly competent compared to students from criminal justice, information and communication, and arts and sciences. Understanding the interactions among grammatical competence, academic achievement, and contextual factors may have significant effects on instructional strategies and direct the creation of focused interventions that will integrate students’ linguistic and intellectual growth.

DEVELOPING COMMUNICATIVE COMPETENCE OF STUDENTS AT ENGLISH LESSONS

In the article the importance of developing communicative competence of students at English lessons, as one of the backgrounds for forming an individual is considered. The recent studies of solving this issue, as one of the necessary conditions in learning a foreign language, are overviewed. In the article the notion “communicative competence” and its components are determined: grammatical competence, discourse competence, that is the ability to build sentences in discourse for the purpose of forming meaningful integrity from a set of utterances, sociolinguistic competence, which lies in understanding the right usage of language standards, that depend on a particular context and strategic competence, which determines language techniques, that are used when interlocutors have a communication gap as a result of imperfect language knowledge. These techniques include: correction, paraphrase, parable, repetition and pause. The article exercises, tasks for developing communicative competence worked out by its author. Special attention is paid to the brainstorming activities, as an example, the author gives spidergram “Teacher”. The developed approach allows to monitor communicative competence development of students and to fulfil additional methodological approaches for developing creative activities of students.

Socio-cultural Factors Affecting Reading Comprehension Levels and Demographic-based Grammatical Competence of Higher Education Students

The purpose of this study was to analyze the socio-cultural factors affecting reading comprehension levels of first-year college students from Basilan State College. This study also analyzed their level of grammatical competence. Stratified random sampling was carried out to sample 464 first-year college students from the college. The mixed method allowed the gathering of quantitative and qualitative data from the participants. While the students generally demonstrated good reading comprehension skills, with an overall competent average score, noticeable individual differences suggested the need for designed support to aid their further development. Conversely, the students displayed a low level of grammatical competence, categorized as limited users, indicating a substantial area requiring educational intervention to enhance their grammatical skills. Notably, education and health sciences students had significantly higher levels of reading comprehension compared to other first-year students. most students believed that factors such as knowledge and attitude directly influenced their reading comprehension levels, with some attributing it to socio-economic status, experience, and hobbies. This study calls for the implementation of strategies that consider the demographics of the students as well as their learning characteristics where educators could effectively assist students in their academic growth and enhance their proficiency in reading and language skill.

The Effectiveness of Peer Assessment in Improving Writing Skills of Students with Different Grammatical Competencies at SMA Negeri 3 Palangka Raya Kalimantan Tengah

The Effectiveness of Peer Assessment in Improving Writing Skills of Students with Different Grammatical Competencies at SMA Negeri 3 Palangka Raya Kalimantan Tengah

A MIXED METHOD APPROACH IN GRAMMAR TEACHING (BUKOVYNA, THE FIRST HALF OF THE XX CENTURY)

The unique aspect of studying other languages is not only the acquisition of basic information, but also the development of communicative competency abilities, which are practical skills required in everyday practice or communication with representatives of foreign-speaking societies. Our present research focuses on the devlopment and implementation of a mixed method of learning for teaching grammatical material in English and German in Bukovyna schools during the first half of the twentieth century. The purpose of our research is to compare the prerequisites for the development and formation of the methodology of teaching English and German grammatical competence in Bukovyna schools between 1932 and 1940, as well as to reveal the peculiarities of the formation of reproductive and receptive grammatical skills in the specified territory and within the defined time for further study of listening, reading, and speaking. Consequently, instructional tactics demonstrated the right selection and organization limits. The development of fundamental grammar abilities is seen as critical in teaching foreign language grammar, since it serves as a foundation of grammatical information. The explanation of grammatical phenomena in German and English was given in the original language, supported by examples from the texts, and strengthened by the completion of exercises. The structure of the grammar appendices, which included extra exercises to reinforce grammatical constructions and the authors' personal explanations of the textbooks in addition to rules and tables, also made a difference in the way the grammatical material of the languages mentioned was taught. The most recent strategy in textbooks at the time was to promote communicating with native speakers (for example, via correspondence), which improved grammatical and lexical mastery of a foreign language. It came to light that acquiring grammatical content using a mixed technique was an approach for producing grammatically and lexically correct spoken speech. Practical application (speaking) demonstrates comprehension of the fundamental principles of grammar and their proper application. Authentic literary reading was essential for developing grammatical knowledge. Translation exercises examined different languages' grammatical structures, with the goal of improving the capacity to use them in context and accurately acquire them when speaking.

Improving academic writing skill: Difficulties encountered by undergraduates of English studies in Bangladesh

Bangladeshi students of English programs encounter some barriers in their attempt to develop academic writing skill at undergraduate level. The majority of the students who study in English programs in Bangladesh receive their primary and secondary schooling in the instruction medium of Bangla, while a few percent in English medium and English version instructions. Testing and assessment in English studies predominantly focuses on academic writing skill and many students cut a sorry figure in formative and summative assessments in the very first semester due to poor writing competence. This study examined two issues: the difficulties that Bangladeshi undergraduates of English studies confront while developing academic writing skill, and the ways to develop L2 English writing skill. Participants of this study were 6 students studying English in different Bangladeshi universities and 3 English teachers who were teaching at tertiary level. Data collection tools were composition writing samples on a selected topic for undergraduates and a semi-structured interview schedule for teachers. Results indicated that poor grammatical competence and brainstorming skill, insufficient vocabulary, inadequate knowledge of mechanics and writing style, and mother tongue interference were the major barriers that Bangladeshi undergraduates of English studies frequently faced while writing in English.