INTRODUCTION
The problem
English is one of the most widely spoken languages globally, making it a mandatory subject in high schools, where students must study it for at least seven years The curriculum prioritizes reading and writing skills over speaking and listening, with a strong emphasis on grammar Mastery of grammar rules is essential for effective communication in both spoken and written English, as highlighted by Richards (1992), who underscores the critical role grammar plays in language proficiency.
Grammar defines the structure of a language, detailing how linguistic units like words and phrases are combined to form sentences It encompasses the meanings and functions of these sentences within the language system, and may also address the phonetic aspects of the language.
Grammar, while just one component among the four essential language skills—reading, listening, speaking, and writing—plays a crucial role in mastering English, especially for high school students preparing for exams Teachers emphasize grammar to help students succeed in tests that focus on grammatical knowledge, leading to a primary goal of acquiring various grammatical structures The Vietnamese education system often encourages a less communicative approach to learning English, which has solidified the traditional grammar-translation method in schools like Nguyen Du Specialized Upper Secondary School The application of contrastive analysis (CA) in grammar lessons can enhance students' understanding by highlighting the similarities and differences between English and Vietnamese grammar rules, potentially improving their grasp of grammar and reducing errors Although early proponents like Lado and Fries advocated for CA's effectiveness, its later criticism as "superficial" raises questions about its utility, especially when the two languages differ significantly Given the substantial differences between Vietnamese and English, the effectiveness of contrastive analysis in teaching English grammar in Vietnam remains a pertinent inquiry, particularly as many Vietnamese students struggle with English due to interference from their native language.
An empirical investigation into teaching grammar using contrastive analysis is essential, particularly for 10th graders studying the new English textbook "Tieng Anh 10." This study focuses on key grammatical topics such as reported speech, conditional sentences, and the passive voice The objective is to determine the effectiveness of contrastive analysis in enhancing the grammatical knowledge of learners of English as a foreign language The findings aim to benefit both teachers and students in their understanding of English grammar rules.
Background to the study
Established in 1996, NDSUS in Daklak province is a specialized school that rigorously selects both teachers and students The faculty is comprised of highly qualified educators, while students must pass a challenging entrance exam to gain admission The curriculum emphasizes English language instruction, which holds a more prominent status compared to French.
In this school, there are 10 grade 10 classes, with Class 10CA and 10AP focusing on advanced English studies using specialized textbooks The remaining classes utilize standard English textbooks, with 10CA and 10AP receiving 9 periods of English instruction per week, while classes 10A1, 10A2, 10L, 10H, 10T, 10TT, 10V, and 10S have 3 periods each week.
Since its introduction in 2006, the new English textbook has provided 10th graders with the opportunity to engage with updated content, focusing on enhancing the four essential language skills: reading, writing, listening, and speaking.
The textbook features 16 theme-based units and 6 "test yourself" sections, each comprising five components: reading, speaking, listening, writing, and language focus Unlike the previous edition, which primarily concentrated on reading and grammar, the new edition addresses these limitations by enhancing students' opportunities to develop communicative competence, particularly benefiting learners in remote areas.
At NDSUS, the English assessment consists of one oral test, three 15-minute written tests, two 45-minute written tests, and one final 45-minute written test each semester, with most being multiple-choice The shorter tests concentrate on specific skills, while the longer tests emphasize grammar, vocabulary, and reading tasks Importantly, students are prohibited from using any materials during testing.
1.2.4 Teaching and learning facilities at NDSUS
NDSUS stands out as the most well-equipped school in Daklak Province, featuring a LAN network, two computer rooms, three projectors, a lab room, a digital projector, three televisions, and five CD players The library offers 15 computers, and students can purchase affordable library cards for internet access However, with over 1,000 students across 30 classes, these facilities are limited, necessitating advance registration for both teachers and students to utilize them effectively.
Statement of purpose
This study aims to enhance the mastery of grammatical rules among grade 10 students at NDSUS in Dak Lak province by assessing the current state of English learning and teaching Additionally, it explores the feasibility and effectiveness of utilizing contrastive analysis in the instruction of English grammar.
Significance of the Study
This study aims to highlight the potential of contrastive analysis in teaching and learning English grammar, an area that has seen limited research By exploring its applications, the study seeks to inspire future investigations and provide valuable insights into the benefits of contrastive analysis, which are often overlooked by educators.
Limitations and delimitations
This study focuses on the teaching of three specific grammatical structures: Reported Speech, Conditional Sentences, and the Passive Voice, as outlined in the "English 10" textbook It is limited to students currently in the 10th grade at NDSUS, which restricts the generalizability of the findings, particularly since 11th and 12th graders are using older textbooks Consequently, the implications for teaching and learning are primarily relevant to those utilizing the new curriculum Additionally, the intended video recordings of teacher and student performances during observations could not be conducted due to refusals from both parties.
Organization of the thesis
The thesis is structured into five chapters, with the first chapter presenting an introduction that outlines the research problem, provides background information, states the purpose of the study, highlights its significance, and discusses the limitations and delimitations involved.
Chapter II presents a review of the literature and research relevant to this study It includes nine parts: an overview of the Vietnamese language and English language; an overview of contrastive linguistics; language transfer; how to compare English and Vietnamese grammatical structures; Reported Speech; Conditional sentences; the Passive voice; grammar teaching; and special features of teaching teenagers
Chapter III deals with the design and methodology of the study The procedures and techniques which consist of questionnaires for teachers and students, interview, class observations and test results are described clearly
Chapter IV discusses and fully analyses the questionnaire and interview responses, class observations and test results
Chapter V concludes the study by summarizing key findings and offering recommendations to enhance English grammar teaching and learning at NDSUS Additionally, this chapter includes suggestions for future research opportunities in the field.
LITERATURE REVIEW
Contrastive analysis
2.1.1 AN OVERVIEW OF CONTRASTIVE ANALYSIS
Contrastive Analysis (CA) is the systematic comparison of the linguistic features of two languages, focusing on aspects such as sound and grammar Developed in the 1950s and 1960s as part of structural linguistics, CA is based on the premise that learning a new language often involves interference from the learner's first language It posits that these learning challenges can be anticipated through contrastive analysis, allowing educators to create teaching materials that mitigate the impact of such interference.
Fries (1945) emphasized that the most effective learning materials are those grounded in a scientific analysis of the target language, which is meticulously compared to a similar analysis of the learner's native language.
Lado (1957) made this view clearer when saying that the comparison between native and foreign language offers the key to ease or difficulty in foreign language learning
Carl James (1980) also stated that CA is always concerned with a pair of languages and founded on the assumption that languages can be compared
2.1.2 AN OVERVIEW OF THE VIETNAMESE LANGUAGE AND ENGLISH LANGUAGE
This section provides an overview of the Vietnamese and English languages, highlighting key characteristics and their significance It begins by discussing the unique features of the Vietnamese language and its vital role in the daily lives of the Vietnamese people Subsequently, it presents a summary of the main characteristics of the English language.
The Vietnamese language serves as the national and official language of Vietnam, spoken by over fifty-four ethnic groups It is a tonal language belonging to the Austro-Asiatic family, sharing syntactical features with the nontonal Mon-Khmer languages The influence of Chinese is significant, with many words adopted during a millennium of Chinese rule from 111 BC to 939 AD The Nom script emerged in the fourteenth century, and in the seventeenth century, Jesuit missionaries, including Alexandre de Rhodes, contributed to the language's development by creating documents in Roman script, which helped document Vietnamese vocabulary.
Cathechimvs The Vietnamese Roman script has developed and after the August
The 1945 Revolution marked a significant turning point in Vietnam's history, as the Vietnamese people sought to resist both Chinese and French colonial rule Despite enduring foreign occupation and attempts at cultural assimilation, Vietnamese has preserved its unique identity, with a rich tapestry of loanwords from both French and Chinese Nonetheless, the language retains its distinct characteristics, showcasing the resilience of Vietnamese culture.
Vietnamese is a unique tone language where pitch variations distinguish word meanings Most Vietnamese words are monosyllabic, featuring fewer consonants than English and lacking consonant clusters The language has a complex vowel system with numerous distinctions Notably, Vietnamese is the only language in Indo-China that employs a Romanized alphabet As an isolating language, it relies on word order and function words to convey grammatical meanings, with all words remaining invariable The syllable, which often carries meaning, is the fundamental unit for native speakers, making Vietnamese distinctly different from languages like English, Chinese, or French.
English is the native or official language across one-fifth of the world's land area and is currently one of the most widely used international languages, spanning various fields such as trade, politics, and scientific research Belonging to the West Germanic subgroup of the Germanic branch within the Indo-European language family, English exhibits unique characteristics that contribute to its global prominence.
The fundamental structural units of the English language are words and sentences, with morphemes as the smallest units, categorized into free and bound forms English words fall into nine classes: nouns, verbs, adjectives, adverbs, pronouns, determiners, prepositions, conjunctions, and interjections Phrases, which are groups of words with grammatical relationships, function within clauses that must contain a verb Sentences, the highest level of grammatical structure, consist of one or more clauses and are marked by a capital letter at the beginning and a full stop at the end English also emphasizes root syllable stress, distinguishing it as a strongly inflectional language compared to Vietnamese, with verbs classified as regular or irregular Furthermore, English is a stress-timed language where stressed syllables occur at regular intervals, and intonation significantly influences its phonology and grammar.
Therefore, it can be easily seen that the Vietnamese language finds itself quite different from the English one This assumption is confirmed by Nguyen Luong Ngoc
In his doctoral thesis, Nguyen Xuan Quang (1997) highlighted significant differences between English and Vietnamese grammar, noting that the categorization of Vietnamese words is more complex than that of their English counterparts He observed that the relationships among English morphemes are also more intricate compared to Vietnamese Additionally, he identified a primary distinction in the tense systems: English differentiates between present, past, and future, while Vietnamese uses marked and unmarked forms Further exploring grammar challenges, Quang (1999) discussed the difficulties Vietnamese speakers face in mastering English grammar concepts, including word order, expressing time, tense and aspect, as well as the use of gerunds and infinitives, direct and indirect object structures, the impersonal "it," articles, adjectival comparisons, and subordinate clauses.
There are two types of language transfer: negative and positive transfer Lado
In 1957, it was proposed that grammatical structure functions as a "system of habits" influenced by language learning laws, such as the importance of exercise familiarity in response When learning a second language (L2), learners bring their established language system, which can lead to interference or negative transfer Difficulties in L2 often arise from differences with the first language (L1), while similarities facilitate learning through positive transfer For instance, the word "table" has the same meaning in both French and English, exemplifying positive transfer Conversely, negative transfer can hinder learning, as seen when a French learner incorrectly says "I am here since Monday" instead of "I have been here since Monday," due to the influence of the French structure "Je suis ici depuis lundi."
The contrastive analysis approach, which compares two languages to predict interference, offers only a limited perspective on second language (L2) learning As Selinker (1992) notes, learners often rely on their first language (L1) structures to convey messages, utilizing this strategy to overcome challenges in L2 proficiency.
2.1.4 HOW TO COMPARE TWO GRAMMATICAL STRUCTURES
According to Richards et al (1992), grammar serves as a framework for understanding the structure of a language, detailing how linguistic units like words and phrases are combined to form sentences It encompasses the meanings and functions of these sentences within the broader linguistic system, although it may not necessarily address the phonetic aspects of the language.
2.1.4.2 Grammatical structure, a system of habit
According to Lado (1957, p 58), a speaker's choice of grammatical structure is largely influenced by established habits, which are often overlooked in their complexity and strength This habitual system is developed over years of daily interaction with one's native language.
2.1.4.3 Problems in learning a foreign grammatical structure
Lado (1957) identified six key factors that contribute to learners' challenges in acquiring foreign grammatical structures These factors include the role of transfer, the impact of similarities and differences in language, the distinction between production and recognition, and the criteria that define what constitutes effective learning Understanding these elements can enhance the learning process for students tackling new languages.
‘difference’ and therefore difficulty as to form; what constitutes ‘difference’ and therefore difficulty as to meaning and problems caused by differences in distribution
Learners often unconsciously transfer sentence structures, modification techniques, and patterns of number, gender, and case from their native language This transfer happens so subtly that learners may not recognize it unless it is specifically pointed out in certain situations.
Similarity and difference as determiners of ease and difficulty
A review of teaching methods and their application in grammar
The debate on how to teach grammar effectively has persisted for generations, with some advocating for traditional, explicit explanations of English syntax, while others support a communication-focused syllabus that emphasizes implicit grammar instruction This section will provide a brief overview of the historical evolution of various approaches to teaching grammar in language education.
In the early days of grammar teaching, the grammar translation method involved students translating sentences into English using explicit grammar rules Critics argued that this approach was overly methodical and mechanical, leading to sentences that, while grammatically correct, often sounded unnatural or unacceptable to native speakers.
The Direct Method, introduced by Charles Berlitz, asserts that learning a second language should mirror the process of acquiring a first language, emphasizing oral interaction, spontaneous language use, and avoiding translation Krashen (1987) highlights that this method promotes inductive grammar teaching and prioritizes accuracy, with in-class error correction Although the Direct Method was widely popular in the late 19th and early 20th centuries, its implementation faced challenges due to budget, time, and classroom size constraints, along with weak theoretical foundations However, after a period of decline, it has seen a resurgence, paving the way for the development of the Audiolingual Method (Brown, 2000).
In the 1940s and 50s, the Audio-lingual method gained popularity, influenced by behavioral psychologists like Skinner and Watson This approach focused on teaching grammar through repetitive drills and pattern practices, helping students develop language habits effectively.
Krashen (1987) highlighted that the method promotes inductive learning, where students derive conscious rules from dialogue and pattern practice However, this approach faced criticism for neglecting the learner's intentions, thoughts, planning, and internal processes (Stern, 1984) Ultimately, research indicated that language acquisition is not merely a habit formation process, and that errors can be a natural and beneficial part of learning (Brown, 2000).
In the 1970s and 80s, the Communicative Approach emerged, influenced by linguists like Krashen, Halliday, and Hymes, replacing the Audiolingual method This approach views language as a tool for expressing meaning rather than merely a set of abstract grammatical rules, emphasizing that meaning drives language acquisition (Nunan, 1999) According to Brown (2000), Communicative Language Teaching focuses less on explicit grammatical instruction and more on developing learners' ability to use language appropriately in various contexts, aiming for communicative competence However, a significant challenge lies in balancing communicative fluency with formal accuracy, requiring educators to integrate language functions—such as information retrieval and social exchanges—with correct structures To address this, teachers utilize a notional-functional syllabus that organizes lessons around the communicative needs of learners Additionally, principles of the communicative approach align with cooperative and learner-centered teaching strategies.
Vocabulary, readings, role-plays and drama are presented with classical music in the background and students sitting in comfortable seats In this way, students became
The Lozanov method emphasizes three key components for effective learning: an inviting classroom environment featuring comfortable seating and soft lighting, an engaging teacher who can animate the lesson content and inspire students, and a state of relaxed alertness to enhance receptivity to learning.
Suggestopedia aims to create a relaxed and comfortable learning environment for students, reducing their inhibitions Unlike traditional methods, it does not follow a sequential approach to teaching grammar, as dialogues often do not emphasize specific grammatical points.
The Natural Approach focuses on developing foundational interpersonal communication skills, catering to the needs of learners as they progress from beginners to intermediates It employs group techniques akin to Communicative Language Teaching, with teachers initially providing comprehensible input while allowing students to remain silent until they feel ready to speak This method acknowledges that grammatical structures are acquired in a specific order, making it ineffective to learn them otherwise However, its reliance on the "silent period" and comprehensible input has sparked controversy The syllabus used in the Natural Approach is based on communicative principles.
This is a language learning method based on the coordination of speech and action
It was developed by James Asher, a professor of psychology at San Jose State
University, California To him, second language learning is parallel to first language learning and should reflect the same naturalistic processes:
+ Listening should develop before speaking
+ Children respond physically to spoken language, and adult learners learn better if they do that too
+ Once listening comprehension has been developed, speech develops naturally and effortlessly out of it
+ Adults should use right-brain motor activities, while the left hemisphere watches and learns
The primary goal of this approach is to teach oral proficiency at the beginner level by utilizing comprehension to enhance speaking skills through action-based drills in the imperative form Grammar is learned inductively, and the Total Physical Response (TPR) syllabus is centered around a sentence-based grammatical framework The core activity involves giving commands in the imperative form, which students then follow This method is regarded as superior to traditional methods like audio-lingual and grammar-translation (Krashen, 1987).
Teaching teenagers
Research by Krashen, Long, and Scarcella (1979, cited in Krashen, 1987) indicates that older children, particularly adolescents, acquire a second language more rapidly than younger children when time and exposure are consistent Scarcella and Higa (Krashen, 1987) support this finding, highlighting that older learners possess superior skills in managing both the quantity and quality of their language input These older acquirers demonstrate enhanced abilities to facilitate conversation, such as prompting native speakers for clarification and effectively steering discussions Consequently, they exhibit greater "conversational competence," which aids in their language acquisition process.
2.3.2 Factors influencing learners’ process in grammar lessons
Brown (2000) identifies key affective factors that significantly impact students' attitudes and behaviors in second language learning, including self-esteem, inhibition, risk-taking, anxiety, empathy, and extroversion He emphasizes that proper motivation is crucial for a learner's success in acquiring a second language Furthermore, Brown distinguishes between intrinsic and extrinsic motivation; intrinsic motivation involves engaging in activities for their own sake, without external rewards, while extrinsic motivation is driven by the anticipation of external rewards such as money, grades, or positive feedback.
According to Arnold (1999), schools that focus on teacher-directed classrooms, grades, tests, and competitiveness primarily foster extrinsic motivation in students, compelling them to perform for the approval of parents, teachers, or authorities To cultivate a genuine love for learning a second language, it is essential for schools to promote intrinsic motivation, as emphasized by Maslow (1970) and Jerome Bruner (1966) (cited in Brown [2000:p.165]).
Summary
This chapter provides a comprehensive review and analysis of literature pertinent to the thesis, focusing on Contrastive Analysis, the Vietnamese and English languages, and language transfer It explores the comparison of grammatical structures, including Reported Speech, Conditional Sentences, and the Passive Voice Additionally, it examines teaching methods and their application in grammar instruction, along with factors influencing the teaching of teenagers The review aims to summarize and evaluate previous research, highlighting similarities and differences across various studies The subsequent chapter will detail the methodology employed in this research.
METHODOLOGY
Hypothesis
The study is based on the following hypothesis:
Contrastive analysis enables students to identify the similarities and differences between their native language, Vietnamese, and the target language, English By understanding these contrasts, learners can more easily predict and recognize errors, thereby enhancing their grasp of English grammar and improving their overall grammatical proficiency.
Research questions
This study aims to evaluate the feasibility of using contrastive analysis in teaching English grammar to Vietnamese students, specifically focusing on 10th graders at NDSUS in Daklak province To achieve this goal, two key research questions have been established.
1 What is the real situation of teaching and learning English grammar at Nguyen
Du Specialized Upper-secondary School in DakLak province?
2 To what extent does Contrastive Analysis facilitate the teaching and learning of English grammar rules?
Research design
This study aims to assess the current state of English grammar teaching and learning at NDSUS, while also investigating the effectiveness of contrastive analysis in grammar instruction Data collection involved questionnaires for both teachers and students, alongside the analysis of 141 test papers The quantitative techniques employed focus on a comprehensive analysis of descriptive data pertinent to the research questions Additionally, qualitative methods are utilized to analyze results from interviews, classroom observations, and experimental teaching.
The study will employ a mixed-methods approach, integrating both quantitative and qualitative techniques to ensure objective interpretation, minimize bias, and enhance the validity and reliability of the findings.
The study was carried out at NDSUS in Daklak province This section discusses (1) the participants of the study, (2) the instruments used and (3) the data collection procedure
The study involved two distinct groups of participants: 232 tenth-grade students from NDSUS in Daklak province and ten teachers from the school's English department.
3.3.1.1 Characteristics of the first group
The initial questionnaire aimed to reach 255 students; however, adverse weather conditions and some misunderstandings resulted in participation from only 232 students, comprising 135 males and 97 females, all of whom are in grade [insert grade level].
At NDSUS in Daklak province, a diverse group of learners, varying in family backgrounds and personal traits, shares a commonality: the majority are around 15 years old.
16 years old); all of them passed the entrance exam to the specialized school and they are learning the same English textbook entitled “TIENG ANH 10”
Most participants have been studying English for over four years, while 13.4% have only one year of experience due to their backgrounds in remote districts Table 3.1 summarizes the students' English study durations.
Years of English learning Number of students Percent
Table 3.1: students’ studying time of English
3.3.1.2 Characteristics of the second group
The second questionnaire was administered to 10 teachers, revealing that 80% are under 40 years old All participants hold degrees from various educational universities in Vietnam, with two teachers possessing Master's degrees from Australia and one currently working on a Master's thesis, while the remaining have Bachelor's degrees Most of these educators boast significant teaching experience, with eight teachers having between 5 to 15 years in the field.
Questionnaires are a valuable tool for researchers due to their efficiency in data collection They allow educators to quickly gather extensive information on key affective aspects of teaching and learning, including beliefs, attitudes, motivation, and preferences (Richard, 1996) Today, questionnaires are widely utilized in various fields of applied linguistics, particularly in language surveys and studies of attitudes and motivation.
To address the research questions, two distinct questionnaires were employed targeting teachers and students The teachers' questionnaire was prepared in English, while the students' version was translated into Vietnamese to ensure comprehension The findings from both questionnaires were presented in table format.
The student questionnaire was designed to gather information about students It includes two parts: part A and part B:
In part A there are two questions about students’ gender and students’ English learning time at schools (primary school and secondary school)
In part B there are four questions:
The initial inquiry explores students' feelings towards English grammar, while a follow-up question seeks to understand their reasons for any negative sentiments.
• The second question asks about the reasons why the students take English grammar
• The third question asks about their assessment and opinion of their English grammar lessons
• The fourth question asks about what the students expect in a grammar class
All items of the questionnaire were written in Vietnamese to make sure that this would not take much of students’ time and to minimize any misunderstanding that might occur
During break time, students completed questionnaires about their English classroom activities, ensuring anonymity by not requiring names This approach aimed to alleviate any concerns about teacher relationships and encouraged honest feedback The purpose of the research was to gather insights to enhance English grammar teaching and learning, allowing respondents to freely share their experiences.
The answers to the questionnaires for the students were then analyzed with the help of SPSS soft ware
The teacher questionnaire was designed in order to gather information from the teachers It consists of two sections: section A and section B
In section A there are three questions about teachers’ personal information namely, age, teaching experience and certificates
In section B there are five questions:
• The first question aims at finding out teachers’ focus on teaching English
• The second question is about their ways of teaching English grammar
• The third question tries to find out what teachers know about English and Vietnamese Reported Speech
• The fourth question tries to find out what teachers know about English and Vietnamese Conditional sentences
• The fifth question tries to find out what teachers know about English and Vietnamese Passive voice
During break time, questionnaires were distributed to teachers, who were informed about the purpose of the survey, ensuring their willingness to participate in answering the questions.
The answers to the questionnaires for the teachers were then analyzed with the help of SPSS soft ware
Two classroom observations were conducted to examine the methods teachers used to teach grammar and how students learned in English classrooms Bell (1993: 109) suggests that this observational technique reveals whether individuals practice what they preach The focus of the observations was on the teachers, students, and the teaching context In total, three teachers were responsible for the 10th-grade classes using the Standard English textbook, with the researcher overseeing four classes and the other two teachers managing three classes each Consequently, only two class observations were carried out.
Ms Le Huong Ngo and Ms Thi Thu Thao Nguyen, both experienced English as a Second Language educators with over eight years of teaching, conducted a lesson for English 10 The researcher observed their classes to analyze their teaching methods and student engagement during the same lesson.
Unit 8- Language Focus section on 20 th and 21 st of December Ms Le Huong Ngo is in charge of class 10CT in which the students are very smart Although their major is Maths, the students are quite good at English Ms Thi Thu Thao Nguyen is responsible for class 10 CS where the students major in Biology There are 35 students in each class The researcher sat in the corner of the classroom and took notes of what happened during the lessons What the researcher observed was presented and assessed through the lesson plans and the observation sheets (appendix 3A and 3B)
Summary
Chapter three outlines the research methodology employed to assess the current state of English grammar teaching and learning at NDSUS in DakLak province It also examines the effectiveness of using contrastive analysis in grammar instruction, based on data collected from questionnaires distributed to 232 tenth-grade students and 10 English teachers.
The study involves interviewing 42 students, conducting 2 class observations, and performing a quasi-experiment with 141 students divided into two groups The primary subjects of this research are the teachers and students at NDSUS, whose responses will provide essential data for the analysis The findings and data analysis will be discussed in the following chapter.
CHAPTER 4: DATA ANALYSIS AND FINDINGS
This chapter analyzes and discusses the responses from students and teachers to questionnaires, interview questions, class observations, and test results following an experimental school year The student questionnaire aims to uncover their attitudes toward learning English grammar, the motivations behind their studies, their opinions on grammar lessons, and their expectations for grammar classes Meanwhile, the teacher questionnaire focuses on clarifying teachers' beliefs about effective teaching practices.