A Research Investigation of Contextualized Grammar Instruction from the Perspective of English Language Lecturers and Students at Al-Imam Mohammad Ibn Saud Islamic University

Abstract

This study investigated implicit versus explicit EFL grammar instruction by surveying the beliefs of university lecturers and students at the College of Languages and Translation at Al-Imam Mohammad Ibn Saud Islamic University/KSA regarding this significant issue. Many university lecturers who responded to the questionnaire instrument in the present study supported contextualized (implicit) grammar instruction. Likewise, open-ended questionnaire responses provided by a number of university students, at the above college, revealed that several students favored contextualized grammar instruction while explicit/conscious grammar instruction was the choice of a few of them. Meanwhile, a few students favored a combination of implicit and explicit grammar instruction. In light of the above findings, the author recommends the adoption of contextualized grammar instruction with appropriate attention be given to explicit grammar instruction.

The Effectiveness of the Explicit and Implicit Grammar Teaching Online to Improve the Grammar Mastery

“…Recent research has emphasized the importance of implicit grammar teaching and its integration into teaching tools, as highlighted by Vold (2020). This approach has gained significant support from university professors, as indicated by Alkhawaldeh (2020), who found that a large percentage of professors prefer implicit grammar instruction. Several benefits of implicit grammar teaching have been identified, including improved application of grammar concepts, enhanced morale among students (Thorpe, 2021), and the ability to grasp essential meaning without external intervention (Giguashvili & Sanaia, 2021).…”