INTRODUCTION
Statement of problem and rationale of the study
Effective grammar teaching is a significant focus in second language acquisition studies, with approaches evolving dramatically since the advent of communicative language teaching (CLT) Unlike traditional methods that emphasize rote learning of grammar rules, CLT prioritizes meaningful grammar use in real communication contexts Savignon (1991) highlights that learners engage more effectively with grammar when it connects to their communicative needs Storti (1990) supports this by noting that meaningful activities enhance grammar acquisition Research by Spada and Lightbown (1993) and Lightbown (1998) indicates that teachers who emphasize linguistic forms during communicative interactions are more effective than those who do not Thus, incorporating grammar teaching within the framework of CLT has proven to be a successful strategy in language education.
After a year of teaching English grammar, the researcher observed a lack of interest among students in the lessons, indicating that the benefits of communicative language teaching were not fully realized This disengagement can be attributed to the students' low English proficiency, as many struggle with the language and perform poorly on tests As a result, the researcher opted to implement simpler, traditional teaching methods Additionally, grammar assessment primarily occurs through multiple-choice tests, neglecting listening and speaking components, which further impacts student motivation and engagement.
In the future, students must pass a written exam for school leavers, leading the researcher to question the necessity of teaching English grammar within communicative language teaching Additionally, the limited time of 45 minutes per lesson, which must cover three language sub-sections, complicates the implementation of communicative activities These challenges prompted the researcher to conduct an action research project aimed at effectively teaching grammar using the new English textbook to Year 11 students in a Hanoi high school.
Aims and objectives of the study
This study focuses on enhancing English grammar instruction for year-11 students at a high school in Hanoi through the implementation of communicative activities It seeks to identify effective methods for integrating these activities into English grammar teaching, ultimately aiming to improve students' learning outcomes.
This overall aim is fulfilled with the following objectives:
1 To find out why year-11 students are uninterested in English grammar lessons
2 To find out effective ways to teach English grammar to the students with their current textbook.
Research questions
In an attempt to achieve the above aim and objectives, the following research questions are addressed:
1 Why are students uninterested in English grammar lessons?
2 What are students’ attitudes towards communicative activities in
3 How should communicative activities be carried out to make English
Scope of the study
The study focuses on a specific group of participants, consisting of only forty Year 11 students from the 2020-2021 academic year, rather than the entire high school population It will take place over a six-week period within a single eleventh-grade class While there are various communicative activities available for teaching English grammar, this action research project will specifically implement selected interventions, including role play and information-gap activities.
Significance of the study
The findings from the study are hoped to bring some of the following significance:
Theoretically, the research hopes that these results will be taken as a reference for English teachers who want to improve their English grammar lessons
Pedagogically, the results are expected to be useful for improving the English grammar teaching, as well as English grammar learning for high school students, especially year-11 students
Practically, the researcher hopes that the results can help to encourage English teachers to be innovative in using communicative activities in English grammar teaching.
Design of the study
The study consists of three main parts: the introduction, the development, and the conclusion
The first part – Introduction presents the statement of the problem and the rationale, the aims and objetcives, the scope, the significance, and the design of the study
The second part of the article, titled "Development," is structured into three sub-chapters Chapter 1, the Literature Review, summarizes existing research on grammar, various approaches to teaching English grammar, and previous studies related to communicative language teaching Chapter 2 outlines the study's methodology, detailing the research context, design, data collection instruments, and methods of data analysis Finally, Chapter 3 presents the data analysis and findings, offering a comprehensive description of the collected data, its analysis, and a summary of the key findings and discussions.
The third part – Conclusion provides the summary of the main issues, the limitations and some suggestions for further research.
LITERATURE REVIEW
Definitions of grammar
Grammar, as defined by the Longman Dictionary of Contemporary English, refers to "the rules by which words change their forms and are combined into sentences." This definition highlights the structural aspect of grammar, emphasizing the importance of word forms and their arrangement in sentence construction.
When discussing grammar, it is essential to consider not just its form but also its meaning and use Thornbury (1999) emphasizes the importance of meaning in grammar, noting that a grammatically correct sentence may fail to convey its intended meaning within a specific context He concludes that language teachers should direct learners' attention to both the forms of language and the meanings those forms express.
Additionally, a three-dimensional grammar framework by Larsen-Freeman (2001) gives more clues to the perspective of meaning focus in grammar She states that
“grammatical structures not only have (morphosyntactic) form, they are also used to express meaning (semantics) in context-appropriate use (pragmatics)”
The understanding of grammar has evolved significantly, enabling us to construct well-formed sentences and accurately convey our intended meanings in various contexts By grasping the definitions of grammar, educators can select appropriate teaching methods, enhancing the effectiveness of their lessons.
The role of grammar in foreign language teaching and learning
Nassaji and Fotos (2011) emphasize the essential role of grammar in foreign language teaching, asserting that "without grammar, language does not exist." Scholars in the field hold diverse perspectives on grammar's significance in language education, with some advocating for its inclusion while others oppose it This study favors the viewpoints that support the integration of grammar in language teaching and learning.
The role of grammar is realized in some arguments mentioned by Thornbury
Grammar plays a crucial role in enhancing learners' linguistic creativity and preventing fossilization of their linguistic competence without proper instruction It serves as an advance organizer, enabling students to notice key language features, especially when faced with complex learning tasks By providing a finite set of rules, grammar helps categorize language, simplifying the learning process Additionally, older students often seek more in-depth grammar instruction as they progress in their language studies.
In recent decades, the concept of "grammaring" has emerged, emphasizing the significant role of grammar in language education According to Larsen-Freeman (2003), grammar should be viewed as a skill that requires training, similar to reading, writing, speaking, and listening This approach enables learners to utilize grammar not only with accuracy but also in a meaningful context.
Approaches in grammar teaching
Deductive and inductive approach are two basic approaches in language teaching
In deductive approach, students are supplied with the rules before applying them to examples A definition was given by Al-Kharrat (2000) as following:
Deductive teaching is a method where teachers explicitly present metalinguistic information at the beginning of a lesson This approach includes providing specific language rules, demonstrating the formation of new structures, breaking down their components, and illustrating the contexts in which they can be applied.
The inductive approach to teaching begins with presenting students with examples that illustrate the rules of the target language Through these examples, students are encouraged to infer the underlying rules themselves According to Gollin (1998), this method fosters deeper understanding and engagement with the language.
Inductive teaching is an effective bottom-up approach that empowers learners to take charge of their own learning by allowing them to deduce grammatical rules from contextual examples rather than being directly taught This method involves providing carefully selected materials that illustrate the target language in use, enabling learners to derive language rules through graded exposure and practice with various examples and substitution tables.
Larsen-Freeman (2001) emphasizes that language learners recognize rules through examples, yet they argue against the notion that grammatical rules are inherently given They present two key reasons for their stance: first, learners require explicit grammatical rules when they find them beneficial; second, Robinson (1996) notes that articulating a rule clearly can enhance linguistic understanding, provided the rule is neither oversimplified nor overly complex, allowing students to grasp it more easily than if they were to apply it implicitly.
The combination of deductive and inductive approaches is considered highly beneficial for language teaching The deductive approach is particularly effective for students who struggle with analyzing language rules and is best utilized when addressing complex linguistic concepts Conversely, the inductive approach fosters critical thinking, allowing students to develop their own generalizations Additionally, this approach aids teachers in assessing students' prior knowledge, providing a foundation for necessary adjustments in lesson planning.
In conclusion, the deductive and inductive approaches each offer unique benefits in the language classroom To enhance their effectiveness, teachers must thoughtfully consider the appropriate procedures for each lesson This study will implement both approaches to fully leverage their advantages in English grammar instruction.
Communicative language teaching emerged from the idea that language serves primarily as a tool for communication This approach emphasizes the importance of meaningful tasks and authentic interactions in the learning process In contrast to earlier methods that minimized the role of grammar, communicative language teaching integrates both grammatical structure and communicative meaning This section aims to provide a comprehensive understanding of communicative language teaching and its approach to grammar instruction.
2.3.2.1 Definition of communicative language teaching approach
Communicative language teaching marks a significant departure from traditional grammar-focused methods, emphasizing the importance of using language meaningfully in real-life situations rather than merely constructing grammatically correct sentences As defined by the Longman Dictionary of Language Teaching & Applied Linguistics, this approach prioritizes communicative competence as the primary goal of language learning To foster this competence, learners are encouraged to engage actively in real-life communication and interactions with others, highlighting the motivational aspect of this teaching method.
The communicative approach prioritizes learner-centered education, equipping students with both grammatical competence and essential social skills This method emphasizes not only fluency but also accuracy and appropriateness in communication, enabling learners to effectively express themselves in various contexts to meet their daily needs.
(As cited in Mai Thi Thai, p 12)
In communicative language teaching, the learners are expected to get the following skills:
To achieve effective communication, learners must strive for a high level of linguistic competence This involves developing the ability to manipulate the language system skillfully, enabling them to express their intended messages spontaneously and flexibly.
Learners should differentiate between the linguistic forms they have mastered and the communicative functions these forms serve This means that while items may be understood within a linguistic framework, they must also be recognized as integral components of effective communication.
To communicate effectively in real-life situations, learners must cultivate essential language skills and strategies They should also utilize feedback to assess their communication success and, when necessary, adapt their language to address any shortcomings.
Learners should recognize the social implications of language use, focusing on employing generally acceptable forms of speech This awareness often involves avoiding potentially offensive language rather than adapting their speech to fit various social contexts.
In terms of methodology, some principles for communicative language teaching are recommended as follows:
- Make real communication the focus of language learning
- Provide opportunities for learners to experiment and try out what they know
- Be tolerant of learners’ errors as they indicate that the learner is building up his or her communicative competence
- Provide opportunities for learners to develop both accuracy and fluency
- Link the different skills such as speaking, reading, and listening together, since they usually occur so in the real world
- Let students induce or dicover grammar rules
This study implements the communicative language teaching approach in the researcher’s English grammar lessons, utilizing flexible principles to ensure that students acquire essential skills in effective communication.
2.3.2.2 Grammar teaching in communicative language teaching
Communicative language teaching has significantly enhanced grammar pedagogy by evolving from an initial focus solely on meaning to incorporating attention to form Over the years, linguists and researchers have increasingly emphasized the importance of form-focused instruction alongside meaning in effective language teaching Recent studies have provided substantial evidence supporting the necessity of this dual focus in communicative language teaching, as highlighted by Lightbown and Spada (1993).
Previous studies on communicative language teaching in teaching grammar
A number of studies on how effective communicative language teaching is in English grammar teaching are presented as follows:
In a study conducted by Burns (2009) involving 231 teachers of adult learners across 18 countries in Europe, Asia, Australia, and Latin America, key questions regarding the Why, When, and How of teaching grammar in communicative language teaching (CLT) were explored The findings, gathered through questionnaires, indicated that incorporating English grammar instruction within the CLT framework significantly enhances language learning effectiveness.
In Vietnam, a study by Nguyen Quynh Giao and Nguyen Thi Nhan Hoa (2004) explored the impact of communicative methods on teaching grammar The research utilized data from grammar pre-tests, post-tests, and observations of both experimental and control classes The findings indicated that the use of communicative methods significantly enhanced students' grammar appropriateness and accuracy skills Additionally, the study demonstrated that communicative language teaching effectively motivated students in their learning process.
Numerous studies worldwide, including those in Vietnam, have confirmed the effectiveness of communicative language teaching in English grammar instruction However, research specifically targeting high school contexts, particularly for year-11 students, remains limited This gap has prompted the researcher to undertake a study focused on implementing this approach in English grammar teaching at a high school in Hanoi.
For timid students with significant knowledge gaps and passive learning styles, simple communicative activities are recommended to enhance engagement (Mai Thi Thai, 2012) It is essential to prioritize accuracy activities before fluency exercises to maximize the effectiveness of communicative practices Additionally, a strong grammar foundation should be emphasized through these accuracy activities, as this will help build students' confidence in their communication skills.
Summary
This chapter explores the theoretical foundations of grammar and its teaching methodologies, focusing on the communicative language teaching (CLT) approach It defines CLT, highlights the significance of grammar within this framework, and discusses communicative activities that serve as interventions in the action research Additionally, a review of previous studies on the effectiveness of communicative language teaching in grammar instruction is provided.
METHODOLOGY
The context of the study
The research was conducted in a Hanoi high school, established in 1994 Up to now, there are 13 classes with almost 40 teachers of different subjects and about
Each year, the institution, a project of SOS Kinderdorf International, accommodates 520 students It follows a curriculum that aligns with other high schools in Hanoi, offering three streams: basic sciences, natural sciences, and social sciences.
The teaching staff consists of 4 English teachers, all of them graduated from University of Languages and International Studies, Viet Nam National University,
In Ha Noi, two individuals have obtained master's degrees, while a researcher, recognized as one of the teachers at the school, is set to complete their degree by the end of this year This research was conducted with the principal's full permission and received strong support from the students.
At this school, English is a crucial subject, mandatory for achievement exams, with students attending six lessons weekly, including three optional classes The curriculum is based on a new English textbook that features various sections such as getting started, language, reading, speaking, listening, writing, communication and culture, looking back, and projects, all aimed at enhancing learners' communicative competence However, the English achievement tests primarily consist of multiple-choice questions that assess knowledge and skills from the textbook, excluding listening and speaking components.
In terms of physical condition, English teaching and learning are supported with the help of projectors, screen, and speakers
The study involved 40 students from class 11A3, comprising 19 males and 21 females, conducted from early November to late December during the first semester of the school year The researcher, who previously taught this class in grade 10, aimed to explore the students' diverse English abilities Notably, these students were admitted to high school without an entrance exam, leading to varying levels of interest and proficiency in English Some students actively engage in class and achieve good grades, while others struggle to keep up with the lessons.
Research questions
As mentioned in the previous part, the study aims to deal with the following research questions:
1 Why are students uninterested in grammar lessons?
2 What are students’ attitudes towards communicative activities in
3 How should communicative activities be carried out to make English grammar lessons more effective?
Research design
This section outlines the research approach utilized in this study, highlighting the rationale behind its selection Additionally, it provides detailed information regarding the research procedure employed.
3.3.1.1 Rationale for the use of action research
According to Kemmis & McTaggart (cited in Nunan, 1992), action research is characterized by three key features: it is conducted by practitioners, particularly classroom teachers, rather than external researchers; it emphasizes collaboration among participants; and it is focused on bringing about change within educational settings.
A key characteristic of action research is that individuals impacted by planned changes hold the primary responsibility for determining critically informed actions that are likely to result in improvement They also play a crucial role in evaluating the outcomes of the strategies implemented in practice (Nunan, 1992).
This study, conducted by a classroom teacher in collaboration with students, aims to address the lack of interest in grammar lessons observed in her own classes The researcher, who is also the English teacher, is motivated to investigate this issue further in hopes of finding effective solutions to enhance student engagement.
3.3.1.2 An overview of action research
To adapt to the evolving needs of society, teaching must undergo continuous improvement Consequently, many educators actively seek ways to enhance their current teaching practices Among various research methods in language education, action research stands out as a practical approach conducted by teachers themselves.
Kemmis and McTaggart (1988) define action research as a "solution-oriented investigation" aimed at enhancing knowledge and improving curriculum, teaching, and learning Additionally, Cohen and Manion emphasize its role in fostering educational development.
Action research, as defined in 1985, focuses on identifying and solving problems within a specific context, emphasizing the importance of collaboration in the research process Its primary aim is to enhance the current conditions in the educational setting where the research is conducted (Nunan, 1992, p 18).
Action research focuses on implementing changes in language teaching by identifying and addressing specific problematic situations According to Burns (2010), one of its primary goals is to engage participants—such as teachers, students, administrators, and parents—in a systematic exploration of issues they deem significant.
Action research is a valuable approach for teachers addressing practical challenges in their classrooms Its primary goal is to identify and implement solutions to real-world issues, making it a highly applicable method for enhancing educational practices.
Two major authors in action research, named Kemmis and McTaggart (1988), indicates four broad phases in a cycle of research
In the planning phase, you identify a specific problem or issue and devise an actionable plan aimed at enhancing a particular aspect of your research context This forward-thinking stage involves assessing the types of investigations feasible within the limitations of your teaching environment and contemplating the potential improvements that can be achieved.
The action plan involves thoughtfully designed interventions in your teaching approach, implemented over a specified timeframe These interventions are based on critical reflection, encouraging you to challenge your assumptions about the current teaching environment and explore innovative alternatives for improvement.
The observation phase is crucial for systematically documenting the effects of actions, as it involves carefully noting the context, actions, and opinions of all participants This stage serves as a vital data collection period, where a keen and attentive approach is essential for gathering meaningful insights.
“open-minded” tools to collect information about what is happening
Reflection involves evaluating and describing the impact of your actions to gain a clearer understanding of the issue explored This process may lead to additional cycles of action research to enhance the situation further or to share your research narrative with others as part of your continuous professional development.
(Kemmis & McTaggart, 1988, pp 11-14) The following diagram has been used to illustrate the above model:
Figure 3.1: Cyclical AR model based on Kemmis & McTaggart, 1988
The research was conducted over eight weeks during the first semester of the 2020-2021 academic year, spanning from early November to late December 2020 The action was structured around four key steps, following the model established by Kemmis and McTaggart (1988).
The researcher observed a lack of student interest in English grammar lessons, primarily due to reliance on traditional grammar teaching methods rather than communicative language teaching Given that the new English 11 textbook promotes communicative approaches, the researcher questioned the effectiveness of her current teaching strategy, leading to the formulation of two key questions for further exploration.
1 What are students’ attitudes towards communicative activities in
2 How should communicative activities be carried out to make English grammar lessons more effective?
Data collection instruments
Two main data collection instruments used in this research are questionnaires and interviews
According to Nunan (1992), questionnaires are a popular method for data collection, utilized in this study to explore students' disinterest in grammar lessons and assess changes following interventions The study employed both closed-ended and open-ended questionnaires, as they can be entirely one type or a mix of both (Nunan, 1992, p 143) To address the first research question, Questionnaire 1 was administered to students at the research's outset, while Questionnaires 2 and 3 were given after each action cycle to answer the second and third research questions.
The questionnaires for this study were crafted in Vietnamese to ensure students could easily comprehend and articulate their thoughts To address the first research question, Questionnaire 1 was administered at the research's outset For the second and third questions, students completed Questionnaire 2 or 3 following each action cycle All questionnaires consisted of multiple-choice questions, allowing students to select the options that best reflected their views Additionally, students had the opportunity to provide further insights by writing additional responses in designated blanks after each question.
Interviews are a widely utilized research tool in applied linguistics (Nunan, 1992), and Wallace (1997) emphasizes the importance of combining questionnaires with interviews This study aims to gain a deeper understanding of the effectiveness of communicative activities in English grammar lessons by analyzing data from both interviews and questionnaires Interviews can be categorized as unstructured, semi-structured, or structured, with less structured formats being more promising (Wallace, 1997) To support the findings from the questionnaires related to all three research questions, semi-structured interviews will be employed.
In this study, interviews were conducted in Vietnamese, the participants' mother tongue, to enhance comprehension and gather more detailed information supporting the questionnaire findings The research utilized individual semi-structured interviews to achieve these objectives.
Data analysis methods
First, the data collected from questionnaires was presented in Excel computer program and analyzed quantitatively Frequencies and percentages are calculated straight away from all questionnaire items
In accordance with Burns' (2010) framework for qualitative data analysis, the researcher systematically organized and coded the interview data, facilitating meaningful comparisons and interpretations Ultimately, the analyzed qualitative data was integrated with relevant findings from questionnaires to enhance the overall analysis.
Summary
This section provides an overview of the setting, participants, research methodology, and procedures utilized in the study It also outlines the data collection tools and analysis techniques that will inform the findings discussed in the subsequent chapter.
DATA ANALYSIS AND FINDINGS
The reason why students are uninterested in English grammar lessons
As shown in questionnaire 1, there are 19 male and 21 female students in class 11A3 Their ages are from 15 to 16 All of them had studied English for a long time
The first question tried to find out the students’ purposes of learning English, which are presented in the following tables:
Table 4.1: The students’ purposes of learning English
To pass the written tests 11 27,5%
To use it properly in communication 16 40%
To improve confidence in using language 19 47,5%
To support other skills such as reading, listening, writing, and speaking
The primary reason students focus on learning English grammar is to boost their confidence in language use, as indicated by the data Additionally, 45% of students aim to construct sentences correctly and enhance their overall language skills, while 40% seek to apply grammar effectively in communication In contrast, only 27.5% of students prioritize mastering grammar to succeed in written tests.
A recent survey revealed that 5 out of 6 students recognize the significance of grammar in effective communication While one student noted that grammar is just one aspect of communication, alongside vocabulary and overall communication skills, all participants emphasized its crucial role in succeeding in written tests.
In conclusion, the findings from questionnaires and interviews indicate that the majority of students recognize the significance of English grammar in effective communication and its integration with other language skills Based on these insights and the literature review highlighting the benefits of communicative language teaching, the researcher plans to implement this approach in teaching English grammar during the intervention phase.
For the second question about level of difficulty in learning English grammar, the results are shown as following:
Chart 4.1: Level of difficulty in learning English grammar
Based on the chart above, nearly half of the students found learning English grammar difficult Two main reasons were mentioned in both questionnaires and interviews as following:
- Due to the diversity of English grammar, it is difficult to remember grammar rules
- It is challenging to apply grammar rules to specific types of questions in practice
On the other hand, 25% students found it easy to learn English grammar in case a lot of practice tests were supplied
The researcher aimed to simplify the target grammar rules by incorporating communicative activities, with the goal of enhancing students' understanding of specific grammar concepts.
With the next question about students’ feelings in English grammar lessons, the findings can be seen from the following chart:
Chart 4.2: Students’ feeling in English grammar lessons
In a recent survey, 55% of students reported feeling relaxed during English grammar lessons, while 38% found them interesting Conversely, 23% experienced stress, and only 13% felt bored Some students described their feelings as neutral, stating that English grammar lessons felt "normal like other subjects." These findings align with interviews where four students expressed a genuine interest in the lessons, challenging the researcher’s initial assumption that most students were uninterested in English grammar.
Chart 4.3: The students’ understanding English grammar rules in lessons
As can be seen from the above chart, most of students quite understand grammar rules taught in lessons, which stood for 68% while 33% students fully understand
No students stated that they did not understand anything in English grammar lessons
When being asked about their opinions about teaching methods applied in English grammar lessons, students showed their like and dislike as following:
Table 4.2: Students’ opinions about teaching methods in English grammar lessons
Explaining grammar rules in both
Supplying situations and examples which include the target grammar rules
Explaining grammar rules and then supplying practice exercises for revision
Supplying examples, which include the target grammar rules without any explanations, then having students discuss to acquire grammar rules
Carrying out activities to apply the target grammar rules
A significant portion of students (31%) expressed a dislike for English grammar explanations, preferring Vietnamese explanations (29%) However, nearly all students agreed on the effectiveness of learning grammar rules in both languages Therefore, it is recommended that educators utilize both English and Vietnamese when explaining grammar rules in each lesson to enhance student understanding.
A survey revealed that 62.5% of students enjoyed explaining grammar rules and providing practice exercises for revision Interviews indicated that one student emphasized the importance of additional exercises for challenging grammar topics to reinforce learning at home Overall, it is clear that students value practice exercises in their English grammar studies.
A significant 95% of students favored providing situations and examples that incorporated the target grammar rules Conversely, 72.5% expressed a dislike for supplying examples that included these rules without offering explanations or engaging in discussions to understand them independently.
A recent teaching method focused on applying target grammar rules through engaging activities received a positive response from 92.5% of students In interviews, 2 out of 6 students emphasized the need for increased interaction during English grammar lessons, while 4 students suggested incorporating games and activities to enhance the enjoyment of the lessons.
The researcher aimed to enhance her English grammar lessons by incorporating both accuracy and fluency activities alongside communicative practices Following the insights of Laren and Freeman (2001), she combined deductive and inductive approaches in her lesson plans to maximize the benefits of language teaching Consequently, she designed her lessons to include both approaches, assessing whether students could adapt effectively to the inductive method.
The results for the last question of factors affecting students’ learning English grammar were illustrated in the following chart:
Chart 4.4: Factors affecting students’ learning English grammar
A significant 60% of students reported that the complexity of grammar rules impacts their English grammar learning, a sentiment echoed when discussing the difficulty of these rules Additionally, 45% of students felt that teaching methods play a crucial role in their learning experience, while only 5% considered the curriculum's relevance as a factor Some students also noted that their moods and determination influence their learning In response, the researcher plans to implement communicative language teaching in grammar lessons to improve the current situation, although it is worth noting that only a few aspects of the target grammar rules were emphasized in the communicative activities.
Based on research question 1, which aimed to identify the persistent issues in my English grammar lessons, the researcher has drawn several conclusions and proposed interventions for the next phase of improvement.
• Thank to students’ awareness of the importance of grammar in communication, it should be communicative language teaching approach to be applied in grammar lessons, instead of traditional teaching method.
Students’ attitudes towards communicative activities in English grammar
• When explaining English grammar rules, it should be both English and Vietnamese to be used, instead of only Vietnamese as it used to be
• Accuracy practice should also be highly recommended to ensure students’ confidence when using the target grammar as well as satisfy their needs for written tests
• Lesson plans are in both deductive and inductive approach to take the highest effects
4.2 Students’ attitudes towards communicative activities in English grammar lessons
For the first question to find out whether students like or dislike the application of role play in English grammar lessons, the results from questionnaires were presented as below:
Chart 4.5: Students’ opinions about application of role play
The chart indicates that 43% of students enjoy role play, with 28% expressing a strong preference and another 28% feeling neutral about it; only 3% dislike its use in grammar lessons This suggests a clear effectiveness of role play in enhancing students' engagement with grammar Supporting this finding, interviews with five students revealed unanimous approval of role play as a valuable learning tool.
Question 2 requested data for students’ feeling when taking part in role play activities were illustrated by the following chart:
Chart 4.6: Students’ feelings about participation in role play activities
According to the chart, 57% of students felt comfortable participating in role play activities, while 41% felt acceptable; only 3% reported feeling uncomfortable, and none felt unacceptable Additionally, interviews revealed that 4 out of 5 students felt comfortable, with just one expressing discomfort These findings indicate that a significant majority of students have positive feelings towards their participation in role play activities Reasons supporting their opinions were highlighted in both the questionnaires and interviews.
• Studying was not stressful, less boring and became easier to get the knowledge
• The teachers appeared to be more active and happy
• We prefer speaking in grammar lessons
• We felt more confident in communication
Besides, some students mentioned about the lack of confidence when communicating with others in role play activities
About the students’ level of participation in role play activities, the chart below showed the findings:
Chart 4.7: Students’ level of participation in role play activities
The chart indicates that limited participation was the most common response at 51%, followed by quite full participation at 36%, full participation at 10%, and no participation at 3% Interviews with five students revealed that the primary reason for low participation levels was a lack of confidence in communication.
When being asked about the effectiveness of role play activities, the findings are as in the chart and table:
Chart 4.8: Students’ opinions about the effectiveness of role play
Table 4.3: The aspects of effectiveness of role play
Grammar rules become easier to understand 26 65
Grammar rules become easier to remember 24 60
The grammar lessons become less stressful 25 62,5
I feel like learning grammar rules more 11 27,5
According to the chart, 71% of students deemed role play effective for English grammar lessons, with an additional 26% considering it very effective, while only 3% found it not very effective Notably, no student dismissed the effectiveness of role play In conclusion, the findings indicate that role play activities successfully fulfilled the researcher's expectations for enhancing the effectiveness of English grammar instruction.
A significant 65% of students reported that role play activities made grammar rules easier to understand, while 60% found them helpful for memorization Additionally, 62.5% of students agreed that English grammar lessons became less stressful through these activities Furthermore, 27.5% of students expressed a greater enjoyment in learning grammar rules.
A recent survey revealed that 80% of students find grammar lessons to be more engaging and enjoyable, with one student expressing a clear preference for communicative activities over traditional teaching methods.
For the next question, in which students gave comments about situations in role play activities, the findings were seen in the following chart:
Chart 4.9: Students’ evaluation of situations in role play activities
According to the chart, a majority of students found role play activities appealing, with 43% considering the situations easy yet attractive, and 38% rating them as normal Only 13% viewed the scenarios as difficult but still appealing, while 5% recognized them as easy but unattractive, and 3% deemed them both difficult and unattractive Overall, the findings indicate that most students perceive the situations in role play activities as both attractive and easy.
Interviews revealed that students faced challenges in role play activities primarily due to a lack of vocabulary and confidence, which hindered their ability to express their ideas effectively.
The results for the last question about students’ difficulties when taking part in role play activities in English grammar lessons could be seen in the following table:
Table 4.4: Students’ difficulties in participation in role play activities
I feel shy when doing role play 18 45
I am afraid of making grammar mistakes 20 50
I am not confident enough in speaking 24 60
A significant 60% of students expressed a lack of confidence in their speaking abilities, primarily due to insufficient vocabulary and useful structures, as indicated by questionnaire responses Interviews corroborated these findings, with all participants acknowledging their speaking skills were inadequate Furthermore, 50% of students reported a fear of making grammar mistakes, citing a need for additional grammar practice Additionally, 45% of students admitted to feeling shy during role play activities.
After a period of time for application of role play activities in English grammar lessons as an intervention, the following conclusions were drawn out:
• Students had positive reactions to role play activities in English grammar lessons
- Grammar rules appeared to be easier to understand and remember
- Grammar lessons were more fun
- They helped students be more confident in communication
- Role play situations were easy but attractive
• Not many students took part in role play activities in English grammar lessons due to the following reasons:
- They felt shy when doing role play (45%)
- They were afraid of making grammar mistakes (50%)
- They were not confident enough in speaking (60%)
Based on the above conclusions, some possible solutions to students’ problems, remaining in the first cycle, should be considered for the next one:
• Some considerations should be taken when choosing the next communicative activities to be applied:
- They should be more simple
- Grammar rules should be presented from easy to difficult level in communicative activities
- Group work size should be considered so that students will be less stressful when speaking in English
• Extra practice for grammar rules might be provided for students to do in class or at home
• Vocabulary and useful structures related to activities might be supported before their presentation
In the upcoming cycle, the researcher opted to implement information-gap activities as an intervention, which Richard (2006) describes as activities that facilitate real communication where individuals seek information they lack The importance of these activities is underscored by the assertion that “without information gaps, classroom activities will be mechanical and artificial” (Xiao, 2001) Additionally, a study titled “Speaking: Information Gap Activities” (2015) outlines several benefits of utilizing information gaps in educational settings.
• They gave students more time talking actively
• The students were more motivated as they had to communicate to get information to complete the given task
• It was flexible in terms of task designs to focus on meaning, form, and/or curriculum content
Students were asked to express their opinions on the effectiveness of information-gap activities in English grammar lessons, and the results revealed insightful perspectives on their impact on learning.
Chart 4.10: Students’ opinions about the application of information-gap activities
The chart reveals that 48% of students felt neutral about information-gap activities in English grammar lessons, while 38% expressed a preference for them Additionally, 15% of students enjoyed these activities significantly, with no students reporting a dislike Interviews indicated that three out of five students felt indifferent towards the activity, one student liked it, and one student found it uninteresting.
The second question, which elicits how students feel about information-gap activities, were shown in the following chart
Chart 4.11: Students’ feeling about information-gap activities
The chart reveals that 70% of students prioritized comfort as their primary feeling regarding the activity, while 28% found it acceptable Only 3% reported feeling uncomfortable, and none deemed the activity unacceptable Additionally, the questionnaires highlighted various reasons supporting these sentiments.
- Most of information-gap activities applied in English grammar lessons were easy enough to follow
- Sometimes students felt too lazy to move around the class
- It was not so interesting
Additionally, the findings for students’ participation in information-gap activities could be found in the following chart:
Chart 4.12: Students’ participation in information-gap activities
In a recent survey regarding participation in information-gap activities during English grammar lessons, 70% of students reported full engagement, while 18% indicated limited participation, and 13% claimed complete involvement Notably, none of the students reported a lack of participation Interviews with five students revealed that one felt compelled to engage in these activities due to their presence in the curriculum, while the others expressed a willingness to participate, citing the activities' manageable difficulty and the comfort of being able to move around rather than remaining seated for extended periods.
Furthermore, the chart and table below indicated the effectiveness and aspects of effectivenss of information-gap activities from questionnaires
Chart 4.13: The effectiveness of information-gap activities
Table 4.5: The aspects of effectiveness of information-gap atcivities
Grammar rules become easier to understand 25 62,5%
Grammar rules become easier to remember 26 65%
The grammar lessons become less stressful 29 72,5%
I feel like learning grammar rules more 18 45%
A recent survey revealed that 65% of students do not experience stress when speaking in English The data indicates that 68% of students recognize the effectiveness of information-gap activities, with an additional 23% deeming them very effective Only 10% felt these activities were not fully effective, and no respondents considered them ineffective Overall, four out of five students affirmed the effectiveness of these activities, highlighting their positive impact on language learning.
Findings and discussion
4.3.1 The reason why students are uninterested in English grammar lessons
The researcher discovered several insights regarding her students' engagement with English grammar lessons Firstly, while students recognized the significance of grammar in communication, they struggled with the complexities of grammar rules, indicating that these rules should be simplified and clearly defined in lesson activities Additionally, students expressed a preference for explanations in both English and Vietnamese Finally, incorporating accuracy practice was deemed essential to boost students' confidence in using target grammar and to meet their requirements for written assessments.
4.3.2 Students’ attitudes towards communicative activities in English grammar lessons
The data analysis reveals that after implementing two interventions, the researcher’s students developed positive attitudes towards both role play and information-gap activities Firstly, students found grammar easier to understand and retain Secondly, the communicative activities reduced their stress during communication Lastly, these activities made the English grammar lessons more engaging and enjoyable.
Role play activities were less appealing to the researcher’s students compared to information-gap activities, primarily due to their lack of confidence in speaking and concerns about making grammatical errors In contrast, information-gap activities engaged the students more effectively, as they felt comfortable and found nearly half of these tasks easy to perform.
In brief, the great influence of communicative activities on English grammar lessons cannot be denied
4.3.3 Suggestions for carrying out communicative activities to make English grammar lessons more effective
To enhance the effectiveness of English grammar lessons, it is essential to consider students' attitudes towards two specific communicative activities Based on these insights, several suggestions have been proposed to implement these activities more effectively in the classroom.
• Communicative activities should be simple enough but still attractive
• Grammar rules applied in each communicative activity should be from easy to difficult
• In order to help students to raise their confidence in speaking English, vocabulary and useful structures related to the communicative activities should be given before students’ presentations
• To prevent students’ feeling of stressful when speaking English, group work size should be carefully considered Working in large groups seems to be better
• Accuracy practice should be provided for students in class or be assigned as homework, with the hope that students become more confident when using them in communication
The findings highlight the significance of grammar within the communicative language teaching approach and reinforce previous research demonstrating the effectiveness of this method for teaching English grammar.
Incorporating grammar instruction within communicative contexts is essential for effective language teaching, as highlighted by Nassaji & Fotos (2011) The researcher found success in her English grammar lessons by utilizing role play and information-gap activities, which enhanced student engagement The positive attitudes of her students towards these communicative activities further demonstrated the effectiveness of communicative language teaching in improving grammar skills.
Research indicates that communicative language teaching significantly enhances students' motivation in learning English grammar, as evidenced by findings from Nguyen Quynh Giao and Nguyen Thi Nhan Hoa in 2004 Their study revealed that students experienced less stress and found the learning process more beneficial.
Burns (2009) advocates for teaching grammar “at the point of need,” while Laren-Freeman (2001) emphasizes the advantages of combining deductive and inductive approaches in language instruction In this study, the researcher implemented both strategies in eight grammar lessons, ensuring that grammar was taught when deemed essential for students' effective preparation for communicative activities.
In her 2012 study, researcher Mai Thi Thai advocated for the implementation of simple communicative activities, which facilitated greater participation among her students She emphasized the importance of incorporating accuracy-focused exercises prior to fluency activities to enhance the effectiveness of communication practice Following the initial cycle of her research, she recognized the need for accuracy practice, leading her to assign relevant tasks for students to complete both in class and at home.
This study explored effective methods for teaching English grammar, focusing on the implementation of two communicative activities: role play and information-gap exercises These interventions significantly enhanced student engagement and the overall atmosphere of grammar lessons Despite these improvements, a key challenge remains in fostering greater student confidence in using English for communication.
The researcher expressed satisfaction with her action research, which revealed unexpected issues in her English grammar lessons Contrary to her initial prediction that students were uninterested, the findings indicated that they remained engaged in the lessons.
English grammar lessons can be both relaxing and engaging; however, the researcher discovered that her teaching methods did not align with students' needs for effective English learning Rather than focusing on grammar for communication, she prioritized teaching numerous grammar rules for written tests, which hindered the effectiveness of her lessons By incorporating two communicative activities as interventions, the researcher observed moderate success in enhancing the effectiveness of her English grammar instruction Nonetheless, it is crucial for her to exercise patience with this approach, as students require time to build their confidence in speaking English.