This paper is a one hypothesis research that investigates the perception of teachers on the effect of grammar on the expressive or productive skill of writing to provide a good platform for literacy teaching. One hundred undergraduates and post-graduates participants—50 each—were given a fifteen-item questionnaire to show their opinion on the relevance of grammar to the teaching of continuous writing. The hypothesis tested at 0.05 level of significance was rejected. Obtaining a mean score of 2.93 above the undergraduate students’ 1.92 in the t-test of the data collected, the findings show that the post-graduate students believe grammar is an essential part of good writing. The researcher consequently suggests ways of slicing up grammar teaching for better performance in writing.

This study was conducted on 50 participants, all students at the Senior Secondary level. The purpose was to generate pedagogy for improved teaching of a difficult aspect of comprehension—word substitution. Word substitution is expected to be a reflection of extensive reading as it has to do with how much of vocabulary reservation the candidate possesses and how best he is able to use them. Unfortunately, not many students find this aspect interesting possibly because of the drop in attitude to reading. The researcher, therefore, experimented with Group strategy to find out if working as a group could indeed improve the teaching of word substitution and help more students acquire the skills that would make them work more independently and successfully in tackling comprehension questions. All the four research questions were treated to favor group work and the only one null hypothesis was rejected. Group work is widely recommended for words substitution but learner’s autonomy is equally encouraged.