This scoping review studies the role of grammar in second language teaching and learning. This scoping review mainly directs to synthesizing relevant studies and literature on acquiring grammar and looking for strategies for achieving it. Grammar acquisition requires the subconscious mind of accepting grammatical knowledge that is then confined and used in communication. Its implicit nature makes it hard to conduct studies about it, and there is a need for more information that can help contribute to the existing knowledge about it. Hence, this scoping review gathered and scrutinized recent and relevant papers from various databases. The collected papers consist of qualitative and quantitative studies. Many language teachers agree that pedagogic grammar is crucial in second language acquisition. Hence, this paper analyzes recent and relevant papers about grammar acquisition. This scoping review found out that the importance of studies about grammar acquisition should not be forsaken; thus, more investigations must be done to contribute to the already existing knowledge. A byproduct of these studies can lead to better strategies for promoting grammar acquisition to language learners. Hence, the amelioration of Second Language Learning and Second Language Teaching is inevitable.

The transition to hybrid learning brought about by the new normal education introduced various discussions and changes in the physical classroom, which require teachers to upskill their teaching strategies in order to upscale student performance. Lately, flipped instruction (FI) has been suggested to support this transition. According to Dr. Bada (2015), an important restriction of education is that teachers cannot simply spoon-feed students with knowledge; instead, students need to actively construct knowledge in their own minds. FI basically inverts the learning process by reversing the order of typical activities of common teaching practice (Ekmekci, 2017; Tucker, 2012). It is an educational approach that combines engaging exercises with asynchronous preclass materials that are provided to cater to students' needs depending on their learning styles. Though it is observed to be effective in the classroom in general, the researchers specifically aimed to assess if FI could better assist EFL teachers in upscaling their writing skills. It sought to help the Grade 7 students of Bajet-Castillo High School as respondents of this study to improve their sentence structures through FI. Findings revealed that FI has been effective in developing the writing skills of the respondents and should have enough task-based asynchronous activities to help with their sentence structures. Aside from this, this study recommends that educators and administration allocate time and programs that support this particular learning setting to achieve continuous and total development of each and individual learner.