Learning English Grammar Research Articles

The Effectiveness of Using Concept Mapping Strategy on Learning English Grammar Rules for English Foreign Language Learners: فعالية استخدام استراتيجية خريطة المفاهيم في تعليم قواعد اللغة الإنجليزية

The purpose of this quasi-experimental study is to investigate the effectiveness of applying concept mapping strategy to improve the performance skills and retention of grammar rules for English foreign language learners. The research was conducted on seventy-two undergraduate students at King Khalid University in the Aseer region in Saudi Arabia. Students were enrolled in two classes and each class was randomly assigned to either experimental or control group. Each group consisted of 36 students. The experimental group was taught with the concept mapping strategy, while the control group was taught with the traditional method. Both groups were provided with pre-test, taught with assigned treatment, and were given post-test. Then, the experimental group was provided with the retention test to examine the strategy impact on the long-term learning. The results showed that there were statistically significant differences between both groups in the post-test where the concept mapping group scored higher. Further, there were statistically significant differences between experimental group scores in the post-test and the retention test, where their scores increased in the retention test. Based on the findings of this study, teachers are encouraged to apply concept mapping strategy in their teaching and train students to create their own maps.

Learning Grammar Skills and EFL Libyan Students’ Errors

Learning Grammar Skills and EFL Libyan Students’ Errors This research illustrates the different kinds of grammatical issues that could be a problematic to many students. Also, it discusses theories and research relating to second language proficiency, second language performance, and second language knowledge. This research consists of six important headings. Namely, Definitions of English grammar, a historical overview of teaching English grammar, Defining grammatical difficulty in second language learning, Defining implicit and explicit knowledge, Implicit and explicit knowledge and their relationship, role in learning English grammar, The difference between errors and mistakes in English grammar, Factors affecting EFL students learning English grammar, The importance of grammar in English language , common EFL problems in learning grammar and finally, some related previous studies were mentioned. The related studies were combined in logical relations, namely, their similarities and differences on grammatical issues are discussed their similarities and differences on grammatical issues are discussed

Improving EFL Grammar Achievement through Using Electronic Mind Maps

The present study aimed at investigating the effect of using Mind mapping technique in improving EFL first year secondary stage students’ English grammatical achievement. The instrument that were designed and used in the current study were an English Grammar Achievement test used as pre, post and follow- up test to measure students’ grammatical achievement level and a questionnaire related to English grammar learning problems to identify the difficulties the EFL first year secondary stage students have in English grammar learning and achievement. The study adopted the experimental design using one group. The participant of the study consisted of thirty students selected from first year secondary stage of Ghazala Secondary School, Sinbillawin, Dakahlia governorate during the first semester of the academic year 2013-2014. The participants were taught using Mind Mapping technique. The collected data were analyzed and treated statistically using SPSS. Results provided evidence to the effectiveness of using Mind Mapping technique in improving the students' English grammar achievement. A number of recommendations concerning the use Mind Maps, English grammar learning and teaching, and course design were suggested. Key Words: Electronic Mind Maps, English grammar, EFL, Achievement, Secondary stage students.

Challenges and Opportunities of English Grammar Acquisition by Distance at the Tertiary Level

Distance learning introduced in almost all educational establishments in spring 2020 has raised interest among researchers how to deal with it in a more productive way. Thus, the goal of the research was to find out undergraduates’ views on distance learning of English grammar and the use of online revision materials in developing students’ independent study skills at a tertiary institution in Latvia. the research tool was a questionnaire consisting of open-ended and closed questions. Twenty-three students answered the survey questions. the research results indicate that studying by distance is preferred because it allows the students to choose the study time and place, to develop their timemanagement, independent study skills, as well as improve their motivation. the main drawbacks of studying by distance, according to the students, are insufficient feedback, inability to ask questions directly and receive immediate answers and problems with their own time management and independent study skills.

Students' Grammatical Errors in Composing English Passive Sentences

Students in learning English grammar often experience difficulties, and are influenced by the first language, namely Indonesian. Students are influenced by the first language, Indonesian, in composing passive sentences and changing active sentences into passive sentences without first identifying the tense used. The students' difficulties in composing passive sentences resulted in difficulties in writing text properly. This is because most students do not understand how to change the active voice to the passive voice, use auxiliary verbs, and identify the tense. The study uses descriptive qualitative method that aims to analyze errors in the preparation of English passive sentences made by the 4th semester students of the English Education Study Program, Tadulako University. In arranging the passive form and which passive form is the most difficult for students to understand and after analyzing the students' mistakes in composing passive sentences, the researchers concluded that of the 50 students who became respondents, the problems that students make in composing passive sentences are 1) changing word order caused by not being able to distinguish between subject and object, 2) not understanding the tense used in active sentences resulting in a change in the auxiliary verb form, 3) reducing or eliminating one of the constituent elements passive, such as the BY preposition, auxiliary verb be, or the suffix –ED to the regular verb. 4) generalizing all passive sentence patterns. Type of error becoming the most dominant thing that students do in making noun clauses is misordering, which is changing the position of the subject and the object without considering the passive patterns and verbs that the sentence has. Next, the passive voice which is the most difficult for students to make is that they had difficulty in constructing passive sentences using the main sentence HAVE or GET followed by a non-finite verb (past participle).

Practising English through out-of-class language learning activities (OCLLA): EFL preparatory year students perspectives

The current study investigated the insights and perceptions of the EFL preparatory year students at Al-Baha University in Saudi Arabia concerning improving their English language proficiency, namely, vocabulary and grammar learning, speaking skills, listening skills, reading skills, and writing skills, through out-of-class language learning activities. The instruments of the study were pre/post-English language proficiency skills test (ELPT) and the student's weekly reflective journals (SWRJ). The study participants were 100 male students aged 18 to 20 years old. The application of the study program, Five Phases Out-of-Class Language Learning Program (FPOCLLP) lasted for three months. Paired samples t-test and the effect size were employed to collect data for the quantitative analysis. Moreover, the student's weekly reflective journals were employed to get qualitative interpretations. The findings of the study indicated that the participants' English language proficiency skills were enhanced as a result of the study program application. Finally, the study identified some recommendations and suggestions based on its results for further future research.

Development of Basic English Grammar Teaching Materials Based on Situational Approach in English Language Education Study Program of Universitas Muslim Indonesia

This study is a research development of Basic English Grammar teaching materials in the English Language Education Study Program of the Faculty of Literature UMI. This study aims to obtain more effective teaching methods between Oral Approach and Teacher Center Learning or lecture methods. This research was conducted using the pseudo experiment method (quasi experimental research). Quasi Experimental Design in this design was used by two groups of subjects. One group was given a specific treatment (experiment), while the other was used as a control group. Both groups were given pre-test measurements. After that the group given treatment (Situational Based Approach) is an experimental group, then both groups are done measurement (post-test) or acquisition. Pre-test Group - Treatment - Post-test. Research site at UMI Faculty of Literature. The number of respondents as many as 50 students is divided into two groups, namely the experiment group and the control group of 25 people each. The results showed that there was a significant difference between the Oral Approach method and the Teacher Center Learning method or the lecture method in improving the student's learning outcomes in Basic English Grammar learning. The cause is that the Oral Approach method has a higher average and improvement compared to the Teacher Center Learning method or lecture method because the Oral Approach method brings more active students into learning. Although given the same material at the same time, but in oral approach method therefore students are active in the learning process. So, lecturers are just facilitators. While in the method of lecture students are only fixated on the explanation of teachers and students are less active in learning. Therefore, oral approach teaching method is more effective than Teacher Center Learning method on Basic English Grammar teaching.

IMPROVING ENGLISH PRESENT TENSES COMPREHENSION BY USING ENGLISH-DUBBED ANIME YU-GI-OH ARC-V

The research aims to analyze the improvement of English Present Tense comprehension through visual material such as Japanese Animation Dubbing Series (JADS) or English-dubbed animation. Another purpose of this research is to help teacher on designing creative and fun technique for learning English Grammar. The research was conducted in SMAN 6 Tangsel and 30 students of both control and experimental classes were selected as sample of research. The researcher used purposive sampling technique and conducted both pre-test and post-test to gather the research data. While the control class used conventional technique on learning English Present Tense, the experimental class was using JADS on learning the Tenses. The research lasted for three weeks and researcher used compare the results of pre-test and post-test through SPSS 22. After analyzing the data through statistic method Paired-samples T-test, the t-value of experimental class is 9.180 and the value also becomes positive due to statistic formula. Then, the df is still 29 so t-value of df is 2.462. As the t-value of experimental class is higher than t-value of df (9.180>2.462). Because of the results of these T-values through Paired-samples T-test, researcher concludes that using visual material such as JADS for students in the classroom is effective to improve their comprehension for present tenses.

Developing the Content of Webtoon Comic Application as Supporting Media in Learning English Grammar at the 2nd Semester English Students of IAIN Palopo

This research aims to create a supporting media product in English Grammar learning in semester 2 students majoring in English at IAIN Palopo. based on observations in June 2019, the author found a problem in the scale of student use in smartphone use that is increasingly growing. Therefore, the author is interested in creating an online comic that can be accessed on the phone by using an application called Webtoon. The study design used in this study was Research and Development (R&D) utilized ADDIE Model. It consists of Analyze, Design, Develop, Implement, and Evaluate. The product is used as a supporting medium in English grammar learning which was once being studied by Semester 2 English Student IAIN Palopo. The product was tried out to the Students of Semester 2 of English Students at IAIN Palopo. The instruments were used in this study are Questionnaire for need analysis and observation sheet for 5 Experts and student’s perception. In this study, 5 experts were involved in order to validate the product. The elements of the validation are Display, Content/Materials, Language, and the Application. The result based from the expert’s validation as well as try-out product result, the product of this study was appropriate to be applied for the students of English Department semester 2, as a supporting media in Learning English Grammar

Atomic Grammar: A Learning Source of ESL Error Identification and Correction

Error analysis is deemed a fundamental component in language teaching which helps language learners to identify, understand and eventually correct language errors on their own. Atomic Grammar is created as a source of learning English language grammar based on error identification. The website which is accessible via personal computers and smartphones stores a compilation of the common errors made by ESL learners in their compositions followed by detailed explanation which include reasons and rules that formulate the correct use of the parts of speech that have been corrected. Atomic Grammar offers benefits to both language learners and teachers at all levels of education.

Environmental Education in Grammar Learning Process for Junior High School students by using Multifunctional English Learning Media (MELDe)

The teaching and learning process is no longer what it used to be. If the learning process is not adapted to the times, students will not be interested and the learning process will be ineffective, likewise with learning English in Indonesia, especially in grammar learning process. The inadequacy of learning media has decreased student enthusiasm and motivation in learning grammar. Previous researchers have relied primarily on one learning model without combining it with other models. This situation can actually lead the students’ tedium because there is no combination of several learning models. Therefore, this paper presents MELDe (Multifunctional English Learning Devices) as a smart solution to overcoming this problem. This research used Research and Development Methodology with 20 islamic junior high school students randomly in Pekanbaru as the samples. The research has distributed the questionnaire and MELDe learning media demo video via Google Form and Youtube to obtain the data needed. The data analysis technique used qualitative data in a descriptive form that described the practicality of MELDe. The practicality observation for MELDe, which used the ADDIE model, aimed to observe the practicality of this learning media as an English learning tool, especially on grammar material. All scores in the assessment aspect have been calculated and got an average score of 77.2% in the 'practical' category. Therefore, MELDe is stated to be ‘practical’ for junior high school students in learning English grammar and can be boosted up the enthusiasm of students in learning process.

Enhancing Adult Learners’ Motivation for Learning English Grammar through Language Games

Grammar, although indispensable for successful communication, is always a dry subject for most learners and needs a high motivation for learning. Motivating language learners for learning grammar of English in Pakistan has always been a challenging task for the language instructors. This study investigated whether language games motivate adult learners for learning grammar or not. Language games were adopted as a motivational strategy for teaching English grammar to a sample of 31 male and 19 female first-year undergraduates of Islamia College Peshawar, who were not studying English as a major subject; their ages ranged between 19 to 22 years and they spoke Pashto as mother tongue. After teaching them grammar for one semester, the instructors—the researchers themselves—sought their feedback on the use of games through a 25-item questionnaire comprising sub-sets such as interest, satisfaction, effort, tension, choice, usefulness, competition, and pre- and post-treatment experience of learning grammar. The findings of the study manifest that language games motivate not only young learners but also adult language learners. It was suggested that teaching-learning activity based on games should be made an integral part of the course of students of primary and high schools, in addition to being made a part of the primary and high school teacher education.

Grammatical Errors in Nigerian English Language Pronunciation Problems Among Students: Psychological Implications and Management

This study was designed to identify some English grammar pronunciation problems and how the problems can be managed. The population consists of all the first-year students in the University of Nigeria, Nsukka in Enugu State of Nigeria. Nine hundred and ninety-nine (999) students from four departments were sampled using simple random sampling technique. Three research questions and one null hypothesis were generated to guide the study. Mean and standard deviation were used to answer the three research questions while t-test statistic was used to test the null hypothesis. The results revealed that consonant and vowel phonemes, syllabic consonants, consonant cluster, unstressed vowels and stress timing are the aspects of pronunciation that are considered problematic among some first-year students. It also revealed that gender does not play a functional role on pronunciation problems among these first year students in the learning of English Grammar, and that teachers’ emphasis on the problematic area of pronunciation, constant practice, teachers’ knowledge of Oral English, building of language laboratories, teachers’ use of compact disks and tapes on pronunciation, students access to compact disks and tapes on pronunciation dictionaries are the management strategies that can be used to improve pronunciation in English language.

Effects of gamifying questions on English grammar learning mediated by epistemic curiosity and language anxiety

Different types of gamification can be advantageous to enhancing students’ learning. In contrast to the extant gamification literature focusing on designing reward systems and/or facilitating teachers’ gamification of learning contents, this study focuses on the gamifying of learning content by students. To verify the efficacy of gamification as a learning activity, the effects of students posing and gamifying questions in relation to second language grammar learning are explored. A gamification platform called TipOn was designed to allow students to pose and gamify questions according to different game modes to facilitate their classmates’ practicing English grammar. To examine the emotional regulation effects of posing and gamifying questions on learning performance, this study explored the effectiveness of gamifying content by examining how participants’ two types of epistemic curiosity (i.e., interest-type epistemic curiosity (IEC) and deprivation-type epistemic curiosity (DEC)) related to posing questions affected their attitude towards gamification (ATG) and their learning progress. In this experiment, participants had to pose English grammar questions related to verb tense, and gamify the questions using TipOn. They then played games using other students’ content. Data were collected from 96 ninth-grade students, and the correlations between constructs were evaluated using the path-analytical technique. The research results indicated that, first, English learning anxiety is negatively related to the two aforementioned types of epistemic curiosity. Second, IEC had no significant impact on ATG; however, DEC was positively associated with ATG. Third, ATG could positively predict students’ learning progress. The results imply that teachers could use this gamifying system in a flipped classroom to motivate students to tap into their epistemic curiosity to increase their content learning and enhance the effects of learning.

The Impact of Blended Learning Strategies on Improving Jordanian EFL Students' Grammar and Vocabulary

The main purpose of the study is to measure the effect of blended learning strategy in improving EFL learners' competence in vocabulary and grammar. The sample of the study consists of 50 Jordanian undergraduate students studying English language and Literature at Al Balqa Applied University. The participants were divided equally into two groups: the experimental group learned the target vocabulary and grammar through blended learning strategies and the control group learned the same vocabulary and grammar through the traditional way of teaching. The participants sat for a pre-test and a post-test. Additional to the conventional methods of teaching, the researcher used the e-learning system developed by Al Balqa Applied University to teach grammar and vocabulary to the experimental group. The findings of the study indicated that the experimental group was significantly improved compared to the control group. The study concluded that blended learning strategy was a useful tool to enhance students' learning of English vocabulary and grammar. Keywords: blended learning; competence; EFL; grammar; vocabulary DOI: 10.7176/JEP/11-23-01 Publication date: August 31 st 2020

The Application of Affective Filter Hypothesis Theory in English Grammar Teaching

Krashen's theories of second language acquisition play a vital role in English teaching, in which "affective filter hypothesis" analyzes the influence of various affective factors on English learning. This paper focuses on Klashen's "affective filter hypothesis", analyzes the application of affective factors in the teaching practice of English grammar, and puts forward some teaching suggestions. The purpose of the study is to reduce the anxiety of the students in the second language grammar learning class, and then to find the most conducive state of English grammar learning, and to achieve the goal of English grammar teaching.

ENGAGING STUDENTS IN A FLIPPED CLASSROOM INSTRUCTION: JUNIOR HIGH SCHOOL GRAMMAR PROGRAM

The importance of grammar pedagogy in learning and teaching of foreign language has been the focus of discussion for many years which has resulted in a variety of views on grammar and grammar teaching and different teaching approach as well depend on various perspectives and contexts of language learning. The present study reports students’ perception on flipped classroom mode in learning English grammar. Drawing on classroom action research through reflective journal, photo elicitation and interviews data. Qualitative findings show that: All of the students enjoyed watching the video materials and had an interest in using them for learning grammar; (2) the use of the flipped classroom mode in learning grammar made students’ independent and active in learning grammar; (3) flipped classroom engaged them in learning grammar in different discourse contexts; (4) flipped classroom mode motivated students in learning grammar. The findings of this study may be useful to other researchers who are interested in EFL teaching innovation or teachers who seek effective grammar teaching method.

The Effects of Flipped Learning on College Students’ English Grammar Ability and Learners’ Perceptions

The purpose of this study is to examine the effectiveness of Flipped Learning (FL) on junior college students’ English grammar learning. Forty-one freshmen participants majoring Police Administration attended traditional lecture-based English grammar classes before mid-term exam and completed the first-grammar test. After the midterm-exam, the students participated in flipped learning grammar classes and then took the post-grammar test. The participants also completed a questionnaire with open-ended questions. The results found that there was a significant increase in grammar-test scores, which indicates that the flipped learning English classes were effective in improving college students’ grammar competence. The participants reported that the flipped learning classes were more enjoyable and satisfying than traditional lecture-style methods. Despite the difficulty in watching FL videos constantly, learners were highly motivated in self-directed English grammar learning.

Facilitating EFL students’ English grammar learning performance and behaviors: A contextual gaming approach

The educational value of digital game-based language learning has aroused attention in the English language teaching field. Among all language-specific skills, grammar is seldom addressed in game-based language learning, despite the fact that learning grammar is one of the challenging tasks for English as a Foreign Language (EFL) students. Learners often lack the motivation and enthusiasm to learn and pursue goals for using target grammar in authentic contexts relevant to their lives. The contextual gaming approach could therefore be a potential strategy to provide a springboard for practice and personalization. Thus, to inspire learners and to provide a meaningful English learning context, a contextual game-based learning approach was proposed and presented to an EFL grammar course for first-year college students in a northern Taiwanese university. The treatment was conducted to evaluate the effectiveness and game learning behaviors of the proposed learning approach by situating the experimental group in a contextual game-based learning approach, while the control group learned with a conventional technology-assisted English learning approach. The results revealed that the experimental group's contextual error rate was significantly lower than that of the control group. Analysis of their game learning behaviors further showed differences in the high- and low-achievers’ behavior patterns according to Halliday's functions of language development. Some guiding strategies are suggested for low-achievers in future game-based English grammar instruction and research.

Analysis of Omission and Addition Errors Found in the Students’ English Texts

The research was done to find the aspects of omission and addition errors in English texts made by the students of MAN 3 Bantul. The research was a descriptive study which was conducted in MAN 3 Bantul. The data was collected by analyzing the students’ writing. There were 20 exposition texts made by the eleventh-grade students of MAN 3 Bantul. The text is written in four different themes. After getting the data, the data were analyzed by identifying and deeply checking the students’ errors according to the theory form James (1998). The data found then categorized by entering the data to the table based on the linguistic taxonomy and surface strategy taxonomy. There were many aspects of omission or addition errors found in this study. From the data analysis, the study found seven aspects of omission errors and six aspects of addition errors. The aspects of omission errors were omission of (1) to be, (2) article, (3) pluralization, (4) verb, (5) preposition, (6) pronoun, and (7) agreement. While the aspects of addition errors were addition of (1) preposition, (2) article, (3) conjunction, (4) to be, (5) sub clause marker, and (6) verb. It can be concluded that the students still have lack of grammatical mastery and implies that grammar should be inserted in the teaching and learning process. It implies that the students should be given enough opportunity in learning English grammar more. The teacher should also increase their awareness concerning with the errors made by the students. They have to give more emphasize and also feedback to increase the students’ awareness in applying English grammar rule in creating sentence or texts.