Unpacking the Discrepancy between Learner and Teacher Beliefs: What should be the Role of Grammar in Language Classes?

Hoş, Rabia; Kekec, Mustafa

doi:10.12973/eu-jer.4.2.70

Cited by 9 publications

(7 citation statements)

References 35 publications

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“…Despite the emphasis on learning grammar to pass exams, participants believed that grammar was essential for skills development and international English tests. Thus, their beliefs were consistent with the positive attitude that EFL students in South East Asia (e.g., Deng & Lin, 2016;Saengboon, 2017) and other regions (e.g., Hos & Kekec, 2015;Graus & Coppen, 2016) held about grammar in previous studies.…”

Section: Discussionsupporting

confidence: 85%

“…Similarly, EFL learners have been reported to acknowledge the indispensable role of grammar. For instance, Hos and Kekec (2015) found in their qualitative findings that most university Turkish students perceived grammar as essential. Likewise, Thai university students believed it was necessary to learn grammar (Saengboon, 2017).…”

Section: Revisitingviewsofgrammarandgrammarlearningstrategyuse:amulti...mentioning

confidence: 99%

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Revisiting views of grammar and grammar learning strategy use: A multiple case study in Vietnam

Truong

Noordin²,

Ismail³

et al. 2022

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A qualitative multiple case study was conducted to understand how Vietnamese high school students (n=6) experienced grammar learning by exploring their views on the role of grammar and their use of grammar learning strategies. Semi-structured individual interviews are the main instrument for data collection in this study. Using inductive content analysis, we found that all participant students acknowledged the essential role of grammar in learning English, and most of them still learned English grammar through the traditional approach. Despite the difference in the teaching approach students were exposed to, all students demonstrated a strategic approach to grammar learning, with environmental and behavioral management and cognitive strategies being the most popular strategies. The findings can help English teachers adjust their teaching approach and techniques to maximize students' grammar achievement and enhance their effective grammar learning strategies for long-term benefits. The study contributes to research on Asian EFL/ESL students' attitudes towards grammar learning and their use of grammar learning strategies.

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Section: Discussionsupporting

confidence: 85%

Section: Revisitingviewsofgrammarandgrammarlearningstrategyuse:amulti...mentioning

confidence: 99%

Revisiting views of grammar and grammar learning strategy use: A multiple case study in Vietnam

Truong

Noordin²,

Ismail³

et al. 2022

View full text Add to dashboard Cite

show abstract

“…This discussion revealed that between teachers and student-teachers had same preferences by arguing integrated teaching grammar approach was the most suitable teaching grammar approach. This last finding was supported by four previous studies who found that between teachers and student-teachers, they have same preferences in teaching grammar which is integrated teaching grammar approach (Ahmad et al, 2017;Deng & Lin, 2016;Hos & Kekec, 2015;Valeo & Spada, 2016).…”

Section: Discussionsupporting

confidence: 64%

“…Another previous research was conducted to find the role of grammar in language class. It was done by Hos and Kekec (2015) conducting a study about the differences between teachers" and student-teachers" views about grammar in language class. A total of 17 tutors and 60 pre-service teachers at private university in Turkish partaken in this study.…”

Section: Teaching Grammar In Contextmentioning

confidence: 99%

Integrated or separated: Voicing Indonesian EFL teachers’ and student-teachers’ preferences in teaching grammar

Hidayatulloh

Margana

2022

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This research aimed at exploring the teachers and student-teachers’ views on teaching grammar and their preferences. Indeed, recognizing the teachers and student-teachers’ views on teaching grammar and their preferences become a worthy source in constructing and providing the effective teaching grammar. This research invited twelve participants consisting of six high school teachers and six student-teachers from English department. A descriptive qualitative research design using an in-depth interview was applied to find out their views and preferences. The findings revealed that between teachers and student-teachers had same views on valuing the terms of grammar. However, they opposed each other on viewing the teaching grammar process. In terms of their preferences in teaching grammar, both teachers and student-teachers had same tendencies in which grammar must done by applying integrated teaching grammar approach. By using the findings of this research, some implications for teachers were also stated to develop the integrated grammar teaching process within the classroom setting.

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“…Findings demonstrated the students 'grammar skills handling, oral and positive attitudes. Hos & Kekec (2015) investigated the views of EFL students and teachers on the controversial role of grammatical instruction and the correction of errors. This research shows that both students and teachers agreed that language grammar and error correction were important; however, there were some gaps between students and teachers in the use of language in grammar and other areas of grammar teaching.…”

Section: B2 Communicative Grammar Instruction In Efl/esl Classesmentioning

confidence: 99%

Using Task-Based Language Instruction (TBLI) to Improve Preparatory Stage Pupils' Communicative Grammar Performance

El-Hallim

Abdallah

2020

المجلة التربوية لکلية التربية بسوهاج

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The aim of the study was to improve preparatory stage pupils' communicative grammar performance using task-based language instruction. The study problem was the low scores of the first year preparatory stage pupils' communicative grammar performance obtained from the pre-research. The participants of this study consisted of (N=60). Pupils enrolled at the first year preparatory stage at Kafr-Saqr Preparatory School for Girls, Sharkia Governorate, Egypt, in the academic year (2018)(2019). They were randomly divided into two groups: Experimental group (N=30), and control group (N=30), during the treatment period, first-group participants received task-based language instruction, while second-group participants received instruction through traditional method. Firstly, pupils were administered a pre-test, then a post-test was administered to evaluate whether the progress between pre and post-test results were meaningful or not. The analyzed results clearly demonstrated the significance contribution of Task-Based Language Instruction to the EFL first year preparatory stage pupils' communicative grammar performance. Hopefully, these findings would be beneficial to those studying and teaching English to L2 learners.

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Unpacking the Discrepancy between Learner and Teacher Beliefs: What should be the Role of Grammar in Language Classes?

Cited by 9 publications

References 35 publications

Revisiting views of grammar and grammar learning strategy use: A multiple case study in Vietnam

Revisiting views of grammar and grammar learning strategy use: A multiple case study in Vietnam

Integrated or separated: Voicing Indonesian EFL teachers’ and student-teachers’ preferences in teaching grammar

Using Task-Based Language Instruction (TBLI) to Improve Preparatory Stage Pupils' Communicative Grammar Performance

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