B a c k g r o u n d t o t h e s t u d y
Grammar plays a crucial role in English language teaching, often likened to the backbone of communication, as it dictates how words are structured to form correct sentences (Harmer, 1991) As Ur (1988) emphasizes, understanding grammatical rules is vital for language mastery, since effective communication relies on knowing how to arrange words appropriately Consequently, after presenting grammar concepts, teachers encourage students to engage in practice, aiming for a deep comprehension of these structures that enables learners to use them accurately and independently.
At the National University of Civil Engineering (NUCE), English is a mandatory subject for all students across various faculties Given the nature of engineering work, NUCE equips its students with English language skills essential for reading and comprehending specialized construction documents Consequently, the English curriculum at NUCE emphasizes grammar instruction to enhance students' understanding of professional materials they will encounter in their careers.
At NUCE, students utilize the textbooks "Lifelines Pre-Intermediate" (Hutchinson, 1998) and "English for Architecture and Building Construction" (Cumming, 1997) to learn English over three semesters, totaling 210 periods The curriculum comprises two semesters of General English, covering 150 periods with "Lifelines Pre-Intermediate," followed by a semester focused on English for Specific Purposes (ESP) with 60 periods dedicated to architecture and construction vocabulary The initial two semesters emphasize English grammar rules and structures, which are essential for effective translation in the final semester Consequently, a strong focus on grammar is established from the outset of the first semester to support students' learning.
Lifelines Pre-Intermediate serves as the textbook for the first two semesters, encompassing a total of 150 periods, with each lesson consisting of 9 periods, including 3 dedicated to grammar instruction Following the teacher's presentation, students are expected to memorize modal rules and complete numerous written exercises However, such classroom activities can be perceived as tedious and unnecessary, as they limit opportunities for students to practice grammar structures in oral contexts (Larsen-Freeman, 2005).
Students often approach grammar lessons with reluctance, showing a lack of interest in learning the subject This negative attitude leads to a superficial understanding of grammar; while they may complete exercises correctly, they struggle to apply these structures in their own writing and speech Consequently, their mastery of grammar remains inadequate, resulting in frequent errors in free expression.
Oral grammar practice involves teaching grammar through communicative activities, enhancing learners' opportunities and motivation to engage with others while increasing their awareness of English grammar's forms and functions This approach not only captivates learners' interests but also helps maintain their attention over time, facilitating the acquisition of grammatical knowledge and skills (Nunan, 2007) Additionally, for many educators, correcting grammar errors in students' written work can be time-consuming, making oral grammar practice an effective method for encouraging students to serve as peer reviewers of each other’s work.
Teachers play a crucial role in enhancing students' motivation to learn, which in turn leads to improved learning outcomes When students are highly motivated, they engage more effectively with the material, resulting in a better understanding of grammar By creating interesting and engaging grammar lessons, educators can significantly boost students' grammar competence.
Therefore, the researcher explores this issue in an attempt to motivate students to learn grammar, which in turns help them learn grammar better.
A im s o f t h e s t u d y a n d r e s e a r c h q u e s t i o n s
Many students often show a lack of interest in grammar lessons, which presents a significant challenge in their learning process This study seeks to enhance student motivation for grammar by implementing engaging oral grammar practice activities To accomplish this goal, several key questions are explored throughout the research.
1 Why aren’t students interested in grammar lessons?
2 What should be done to motivate students?
3 Do the suggested solutions (oral grammar practice activities) work?
S c o p e a n d s i g n i f i c a n c e o f t h e s t u d y
Definitions o f motivation
Motivation, derived from the Latin verb meaning "move," is the driving force behind human actions, encompassing both physical and mental activities It is a dynamic process that involves setting goals and is characterized by direction, duration, and intensity Renowned researchers have provided various definitions that highlight the complexities of motivation, emphasizing its role in instigating and sustaining behavior.
Motivation is a crucial factor that determines why individuals choose to engage in certain activities, the intensity of their pursuit, and the duration of their commitment (Domyei, 2001) It encompasses the attitudes and emotional states that significantly affect the effort learners put into acquiring a second language (Ellis, 1997).
Motivation in language learning comprises three key elements: effort, desire, and affect Effort relates to the time dedicated to studying the language and the learner's drive Desire reflects the learner's ambition to achieve proficiency in the language, while affect represents the emotional responses the learner experiences during their language study.
Motivation, as defined by Crookes and Schmidt (1991), encompasses the interest and enthusiasm students have for classroom materials, their persistence in learning tasks, and their levels of concentration and enjoyment Their research highlights that the use of authentic materials significantly boosts student motivation.
Motivation is a complex and challenging concept to define due to its unmeasurable nature and the numerous interrelated factors it encompasses, including a learner's drive, desire, effort, and attitudes For this study, we adopt Crookes and Schmidt’s definition, as it aligns closely with the focus of our research.
Role o f motivation in language learning
As a great deal of research mentioned, motivation plays an important part in language learning Positive motivation is related to success in second language learning (Gardner,
1985) Motivation is also considered as “a key consideration in determining the preparedness o f learners to communicate” (Gardner, 1985, p 10).
According to Lightbown and Spada (1999), motivation in second language learning is a complex phenomenon influenced by learners' communicative needs and their attitudes toward the language community When learners recognize the necessity of using a second language in various social contexts or for professional goals, they are more likely to appreciate its communicative value and strive for proficiency Additionally, positive attitudes toward speakers of the language can enhance learners' desire for interaction Furthermore, the social dynamics and power relationships between languages can significantly impact motivation, as minority group members may have different attitudes and motivations compared to majority group members learning a minority language.
Motivated students often actively participate in class, show interest in the subject matter, and dedicate significant time to studying Teachers can enhance student motivation by creating engaging classrooms that present interesting and age-appropriate content Establishing clear, challenging yet achievable learning goals, along with fostering a supportive and non-threatening atmosphere, can significantly contribute to students' desire to learn.
Caroll (1962) identifies key factors in second language learning, including aptitude, opportunity or method, and motivation Among these, motivation is a crucial predictor of the time a learner dedicates to language learning The study indicates that higher motivation leads to increased engagement and time spent on mastering various aspects of a second language.
• Motivation and attitudes are important factors, which help to determine the level of proficiency achieved by different learners.
• The effects o f motivation appear to be separated from the effect o f aptitude The most successful learners will be those who have both talent and a high level of motivation for learning.
Motivation plays a crucial role in foreign language learning by encouraging students to select effective strategies when acquiring a second language Research indicates that employing specific learning techniques significantly contributes to language learning success These strategies serve as essential tools for fostering active, self-directed engagement, which is vital for enhancing communicative competence in a second language.
Ur (1996) emphasizes the significance of motivation in the learning process, noting its complex nature makes it hard to define Instead of focusing on a strict definition, she advocates for viewing motivation through the lens of "motivated learners," who actively engage in learning activities to enhance their progress.
Motivation plays a crucial role in foreign language learning, as it drives learners to set goals and maintain a positive attitude towards achieving them The premise suggests that higher motivation correlates with greater success in learning English Therefore, enhancing students' motivation, particularly in mastering English grammar, is essential This study focuses on the impact of speaking activities on students' motivation in learning English grammar.
2.2 General view on grammar and grammar teaching
An overview o f Communicative Language Teaching (C LT)
Communicative Language Teaching (CLT) emerged in the late 1960s, revolutionizing British language teaching with its innovative principles that are now widely embraced Its rapid adoption and dissemination have established CLT as the prevailing methodology in British language education, garnering support from prominent methodologists, applied linguists, scholars, publishers, and educational institutions (Richard, 1985).
CLT is often mentioned as an approach that comprises two sets of theories: assumption of what to teach, and assumption o f how to teach.
The Communicative Language Teaching (CLT) theory emphasizes that language is fundamentally a tool for communication According to Richards and Rodgers (2001), CLT is characterized by specific features that highlight its focus on interaction and practical language use.
- Language is a system o f for the expression o f meaning.
- The primary function o f language is to allow interaction and communication.
- The structure o f language reflects its functional and communicative use.
- The primary units o f language are not merely its grammatical and structural features, but categories o f functional and communicative meaning as exemplified in discourse.
Therefore, the purpose o f language teaching is to develop “communicative competence”, a basic concept in CLT.
“ T o c o m m u n ic a te e ffe c t iv e ly , a sp ea k e r m u st k n o w h o w to p r o d u c e a n y and all g ra m m a tic a l u ttera n ce s o f a la n g u a g e but a ls o h o w to u s e th em e ffe c t iv e ly T h e
Canale and Swain (1980) define "communicative competence" through four key dimensions: grammatical competence, which refers to one's grammatical and lexical abilities; sociolinguistic competence, the skill to use language appropriately in various social contexts; discourse competence, the capacity to understand the underlying messages in coherent and cohesive texts; and strategic competence, the ability to utilize communicative strategies to initiate and steer conversations effectively.
In Communicative Language Teaching (CLT), the first assumption focuses on the content of instruction, emphasizing the importance of teaching communicative competence The second assumption addresses the methodology of teaching, highlighting the significance of syllabus theory and various syllabus models as essential components in the implementation of CLT.
A key aspect of Communicative Language Teaching (CLT) is its focus on learner-centeredness, where students actively participate in their learning process, unlike traditional methods This shift necessitates a redefinition of the teacher's role, as it recognizes the unique interests, styles, needs, and goals of individual learners, which should inform instructional design (Richards and Rodgers, 2001) Specifically, Brown (1994) emphasizes that instruction in a learner-centered approach should be tailored to accommodate these diverse learner characteristics.
- Techniques that focus on or account for learners’ needs, styles, and goals.
- Techniques that give some control to the students (group work or strategy training).
- Techniques that include the consultation and input o f students and that do not presuppose objectives in advanced.
- Techniques that allow for student creativity and innovation.
- Techniques that enhance a student’s sense o f competence and self-worth.
In brief, CLT is identified with the following characteristics:
It makes communicative competence the goal o f teaching
It develops procedures for the teaching o f the four language skills that acknowledge the independence o f language and communication
It considers learner and his communicative needs the centre o f language teaching process.
Teachers can enhance student participation in speaking activities during grammar lessons by selecting techniques that align with key characteristics This approach not only fosters engagement but also facilitates a deeper understanding of English grammar, ultimately improving students' learning outcomes.
Phases in teaching grammar
Byrne (1991) identifies three key phases to improve students' oral ability: the Presentation phase, where new language concepts are introduced; the Practice phase, which involves exercises to reinforce learning; and the Production phase, where students apply their skills in real-life contexts.
The presentation phase: the teacher introduces something new to the students.
During the presentation phase, teachers play a crucial role as informants by leveraging their knowledge of English to select and present teaching materials effectively Their goal is to make the new language comprehensible and memorable for students, who remain passive and focused, attempting to understand with minimal verbal participation.
In one word, this phase is teacher-centered.
During this phase, teachers introduce new language concepts, which, while brief, play a crucial role in helping students grasp essential facts about the language This foundational step enables students to begin producing language independently for the first time.
The practice phase: the teacher allows the students to work under his/ her direction
During the practice phase, students engage in various activities that focus on speaking, reading, or listening skills These practice activities can be categorized as either controlled or free, allowing for a structured or more flexible approach to learning.
In the production phase, students take the lead in discussions, engaging actively in exercises and activities that enhance their speaking skills This phase emphasizes collaborative learning, with pair and group work being highly encouraged to foster interaction and practical application of language.
At the conclusion of the practice phase, Ur (1996, p 12) emphasizes several key considerations for teachers: students must be fully attentive, the target language should be clearly articulated and repeated in various forms to enhance understanding, learners need to grasp the meaning of new material, and effective retention of the content can be achieved through engaging and creative presentations that stimulate short-term memory for future use in lessons.
The production phase: the teacher gives the students opportunities to work on their own.
During the production phase, students must actively utilize the language they have learned, which is crucial for their overall language development As Byrne (1991) emphasizes, effectively leveraging their existing knowledge in real-life situations is essential for language acquisition This phase significantly contributes to the students' learning journey, enabling them to adapt their language skills to various contexts.
Definition o f oral grammar practice
Oral grammar practice focuses on teaching the grammar of spoken English through communicative activities, enhancing learners' opportunities and motivation to interact with others This approach raises awareness of the forms and functions of English grammar, allowing learners to connect grammatical patterns with specific communicative meanings As a result, students learn to select appropriate grammatical structures to effectively express their ideas and feelings, incorporating various grammatical forms into their communication.
To achieve successful language use, students must engage with both the structures and functions of communication while actively practicing their grammatical knowledge in real-life contexts This necessitates a more open-ended and creative approach to grammar application in the classroom Creative language activities offer learners greater flexibility in using language compared to traditional reproductive tasks, as they encourage students to recombine familiar words, phrases, and structures in innovative ways When students are given ample time and opportunities to communicate and receive feedback on their attempts to produce meaningful language, their errors will gradually diminish, leading to improved grammar skills.
In contemporary grammar education, oral practice activities play a crucial role in engaging learners and maintaining their long-term interest in acquiring English grammar skills (Nunan, 2007) These activities provide students with meaningful opportunities to apply grammar in realistic contexts, enhancing their understanding and retention Additionally, oral practice adds realism and practicality to grammar lessons, making them more effective For many educators, the task of correcting grammar errors in written assignments is time-intensive; thus, incorporating oral grammar practice allows students to serve as peer reviewers, fostering collaborative learning and improving their grammatical proficiency.
In summary, grammar should be taught through oral practice activities in increase of students’ interests and in response to communicative demands.
The following sections will focus on describing some o f the most common activities.
Classification o f oral practice activities in learning grammar
Controlled practice activities provide students with rapid practice in using structural items, typically conducted with the entire class rather than in pairs This approach allows teachers to facilitate quick question-and-answer sessions, enabling immediate correction of mistakes and focused attention on areas of difficulty However, a common drawback of drills is their lack of creativity, a concern addressed by Harmer.
In 1991, it was emphasized that teachers should avoid overusing certain teaching methods and refrain from lengthy explanations Once students demonstrate their ability to construct correct sentences using new material, educators should shift their focus to more creative activities.
Drills, in the Harmer’s viewpoint (1991, p.43), are “fairly mechanical ways o f getting students to demonstrate and practice their ability to use specific language items in a controlled manner”.
Rivers and Temperley (1991) divided oral drills into six following types: a Repetition presentation drills:
Instructors often present model sentences featuring specific structures for students to manipulate, encouraging them to repeat the sentences with proper intonation and stress Repetition drills are a widely used technique that helps students become familiar with these particular structures This oral exercise effectively reinforces language skills through practice.
MODEL Where is the post-office? Oh, I see it.
STUDENT Where is the post-office? Oh, I see it.
MODEL Where are the shops? Oh, I see them.
STUDENT Where are the shops? Oh, I see them.
Authors argue that certain classroom activities can feel unrealistic and disconnected from students' experiences For instance, without visual aids like cityscape pictures, students may engage in mechanical learning, focusing solely on cue words and repeating them mindlessly To enhance relevance and applicability, it's crucial to incorporate real-life elements, such as encouraging students to identify and point out visible objects during their responses Substitution drills can also be effectively utilized in this context.
Each substitution requires correlatives changes to be made elsewhere in the model sentence:
MODEL She combs her hair
RESPONSE You comb your hair
RESPONSE Jane and Mary comb their hair
The correlative substitution drill is a valuable tool for mastering various grammatical elements, including possessives, reflexives, and the third person singular verb forms in the present tense It addresses the verb "to be," irregular verbs, and the inflection of verbs following relative pronouns, as well as plural and possessive morphemes and tense sequences in related clauses While the activity may still be somewhat mechanical, the authors recommend incorporating natural-sounding cues that prompt responses, thereby enhancing the realism of conversational exchanges.
Multiple substitution drills require students to think critically about the overall meaning of a sentence as they make substitutions in specific slots This exercise demands heightened alertness and focus, as each change shifts the sentence's emphasis, making it essential for students to engage deeply with the material to succeed.
MODEL She brings too many pencils to school
RESPONSE Peter brings too many pencils to school
RESPONSE Peter brings too much money to school
RESPONSE Students bring too much money to school
This activity can be a testing device to see whether students can continue to make a certain grammatical adjustment they have been learning while they are distracted by other preoccupations. c Conversions
The term refers to exercises that involve altering sentence structures, such as combining two sentences into one, shifting between moods or tenses, and changing word classes—like replacing nouns with pronouns It also includes substituting phrases for clauses and vice versa, as well as exchanging single words for phrases The authors categorize these conversions into three main subdivisions: general conversions, combinations, and restatement.
Example: Change the following statements into questions:
CUES: a John and I are watching television. b I am a student. c The artist lives in France. d My aunt and uncle have their breakfast early. e We can't work together.
This traditional elementary conversion exercise challenges students to focus on various aspects of forming yes-no questions within just a few items In these five tasks, students must employ subject-inversion with "be," do-periphrasis with both singular and plural subjects, and main verbs including "have," "do," and modals This presents a significant challenge for elementary-level learners.
Conversion exercises involve listening to sentences and replacing nouns with the correct pronouns while ensuring proper word positioning Additionally, it may be necessary to include a preposition where appropriate.
MODEL Paul gave his father the books His father
RESPONSE Paul gave him the books.
CUES Jane read her mother the letter
Mary’ repeated the words to his friend The words
To enhance the effectiveness of conversion exercises, authors suggest that they should be made more engaging by linking structure to action This approach encourages students to respond to instructions and questions by formulating their own original statements.
Combinations serve as a valuable conversion exercise rooted in transformational grammatical analysis, helping to clarify specific rule distinctions This method is particularly beneficial for students struggling to grasp the nuances of retaining or omitting the relative pronoun "that."
Please give me the keys.
I left you the keys. b Don 7 close the door.
The door has ju st been painted.
This exercise can be utilized to form dependent phrases that begin with present participles, such as in the example: "Arriving at the station, he went straight to the ticket office." Additionally, it can incorporate prepositions like "before" and "after" to enhance sentence structure and coherence.
Restatement is another kind o f conversion exercises One frequently used type of directed dialogue is a restatement exercise.
CUE Tell George your name is Ronald.
RESPONSE George, my name is Ronald.
CUE Ask Alice where she is going.
RESPONSE Where are you going, Alice?
Various types of restatements can be created to enhance the practice of different grammatical structures The exercise becomes more engaging when one student role-plays as if they are providing directions over the phone, while another student offers the essential information needed for the conversation.
Another type o f replacement (sometimes called a contraction) consists o f replacing a longer expression with a shorter expression (e.g., a clause with a prepositional phrase, a prepositional phrase with a noun phrase )
Example: Restate each o f the following sentences replacing the relative clause with an infinitive construction o f similar meaning, the words italicized with a noun phrase. a I need a desk that I can p u t my books on.
RESPONSE I need a desk to p u t my books on. b The man who owns the car lives across the road.
RESPONSE The owner o f the car lives across the road. d Sentence modification
Rivers and Temperley subdivide sentence modification into three kinds: expansions, deleting and completions.
Expansions require strictly grammatical manipulation and are useful for learning such things as the position o f adverbs It can be teacher or student directed.
BASIC SENTENCE She left the house.
RESPONSE She left the house early.
RESPONSE She rarely left the house early.
Many other grammatical features can be practiced in this way such as position of adjectives in modifying nouns.
Additionally, expansions give students the opportunity to create new and original sentences from a basic sentence, often in an atmosphere o f competition.
CUE The man crosses the street.
STUDENT A The tired old man crosses the busy street.
STUDENT B The businessman crosses the main street hurriedly twice a day.
Deletions are the reverse o f expansions.
Example: delete the negative elements in the following sentences, making any necessary changes
CUE They h aven’t any coffee.
RESPONSE They have some coffee.
In sentence completions, students are provided with a partial sentence as a prompt They must finish the sentence by making necessary syntactic or morphological adjustments to create a semantically consistent segment Alternatively, they can use a suitable segment that is somewhat influenced by the cue, or they may opt for a completely original segment of their own creation.
Planning
Kemmis and McTaggart (1988) emphasize that the first step involves identifying the problem, which is crucial for developing an effective action plan aimed at enhancing the current situation.
During my experience teaching "Lifelines Pre-intermediate" (Hutchinson, 1998) to non-English major students, I observed a lack of enthusiasm in their participation during grammar practice activities To investigate this issue, I conducted a survey to assess their attitudes toward English grammar and specific grammar practice activities My hypothesis was that if students had a positive attitude towards English grammar but were dissatisfied with the current practice activities, I could identify the underlying reasons for their disengagement.
A ction
In this step, the plan will be implemented According to Kemmis and Me Taggart, the implementation o f action plan will be towards improvement.
This action research was conducted over the first semester of English for students, encompassing 75 periods The teaching schedule included 9 periods for each lesson in the Lifelines textbook, with 3 grammar lessons per topic, totaling 9 periods of English per week over 8 weeks The action plan was implemented during the first term's weeks 5 to 8, covering Units 4 to 7 The researcher aimed to enhance student participation in classroom activities by introducing drills and two-way information-gap tasks, evaluating their effectiveness in improving oral grammar practice and overall student engagement.
Observation
Kemmis and McTaggart emphasized the importance of documenting the effects of critically informed action in their research This study focused on observing the impact of such actions and gathered data on students' attitudes towards English grammar and specific grammar practice activities through questionnaires The analysis of the collected data is detailed in sections 4.1, 4.2, and 4.4.1.
Reflection
This step involved evaluating the effects recorded during the observations, with detailed reflections presented in the action research evaluation section 4.4, alongside key findings and recommendations outlined in section 5.1.
The study involved 44 students from class 53TL1, aged between 18 and 20 years, with a gender distribution of 90% male and 10% female Most participants have three years of prior English education in high school, while some have studied the language for up to seven years They are currently enrolled in two semesters of general English, covering 14 units.
The "Lifelines Pre-Intermediate" course consists of 150 periods, with students covering the first seven units in the first semester and the remaining seven units in the second semester This action research focuses on the initial English semester, which comprises 75 periods The teaching schedule includes 9 periods per lesson in the Lifelines textbook, providing students with 3 dedicated grammar lessons for each unit, alongside a total of 9 English periods each week.
This research paper utilized learner questionnaires to gather information on students' attitudes towards English grammar and specific grammar practice activities Each student completed the questionnaires twice, once before and once after lessons that incorporated oral grammar practice activities.
To collect data for the research, two questionnaires were utilized: the pre-treatment questionnaire assessed students' initial attitudes towards English grammar and grammar practice activities, while the post-treatment questionnaire measured any changes in these attitudes following the implementation of oral grammar practice activities.
Before engaging in oral grammar practice activities, each student completed a questionnaire after finishing Lesson 3 of the Lifelines Pre-Intermediate textbook, marking the first phase of the process.
The Pre- treatment questionnaire was used with 6 items The respondents were asked to tick the appropriate answer to show their opinion These items were divided into two subparts.
In the first subpart, the information gained from 2 questions (from 1-2) related to the students’ attitudes towards English grammar in general, the details as following:
Question 1 collected information about the students’ attitudes towards grammar learning. Question 2 collected information about the students’ purpose in learning grammar
In the second subpart, 4 items (3, 4, 5 and 6) focused on students’ attitudes towards grammar practice activities, in which:
Question 3 gathered students’ attitudes towards grammar lessons and the causes o f these attitudes.
Question 4 showed students’ preference to ways o f grammar teaching
Question 5 focused on students’ attitudes towards some written grammar practice activities.
Question 6 collected the reasons for students’ attitudes towards written grammar practice activities in question 5.
After completing Lesson 7 in the Lifelines Pre-Intermediate textbook, each student filled out a questionnaire to provide feedback on the oral grammar practice activities used during the lessons.
The Post- treatment questionnaire was used with 6 items The respondents were asked to tick the appropriate answer to show their opinion These items were divided into two subparts.
In the first subpart, the information gained from 2 questions (from 1-2) related to the students’ attitude towards English grammar in general, the details as following:
Question 1 collected information about the students’ attitudes towards grammar learning. Question 2 collected information about the students’ purpose in learning grammar
In the second subpart, 4 items (3, 4, 5 and 6) focused on students’ attitudes towards grammar practice activities, in which:
Question 3 gathered students’ attitudes towards grammar lessons and the causes o f these attitudes.
Question 4 showed students’ preference to ways o f grammar practice in general.
Question 5 focused on students’ attitudes towards some oral grammar practice activities.Question 6 collected the reasons for students’ attitudes towards oral grammar practice activities in question 5.
DATA ANALYSIS AND D ISC U SSIO N
Students ’ purpose in learning grammar
Question 2 collected information about the students’ purposes in learning grammar and answers to this question are presented in chart 2.
The primary motivation for learning grammar among students, as indicated by Chart 2, is to achieve high exam scores, with 75% citing this reason Additionally, 63.6% of students believe that a strong grasp of grammar significantly enhances their ability to read and translate English for Specific Purposes (ESP) materials Furthermore, 56% expressed that mastering grammar would improve their communication skills in both oral and written forms In contrast, only 10% of students learned grammar to better understand English songs or films These findings illustrate that students have clear and practical objectives for learning grammar, underscoring its importance in their educational pursuits.
Chart 2: Students’ purpose of learning grammar
□ To get good marks in the exams
■ To read and translate ESP materials better
■ To communicate better (In both oral and written form
Students ' attitudes towards grammar lessons
Chart 3.1 Students' attitudes towards grammar lessons
■ Students like gram m ar lessons
■ Students don't like gram m ar lessons
The findings from question 3 are illustrated in charts 3.1, 3.2, and 3.3 These charts reveal a discrepancy: while many students expressed positive attitudes toward learning English and had clear objectives in questions 1 and 2, the data from question 3 indicates a lack of interest in grammar lessons This raises the question of why students are disengaged with grammar despite their overall enthusiasm for the language The subsequent data in charts 3.2 and 3.3 will provide insights into this issue.
Chart 3.2 The causes of students’ attitudes towards grammar lessons Students like grammar lessons transformation) are similar to exam tasks 46.6%
□ Final English exams focus on grammar 40%
■ Written grammar practice activities help students improve basic skills (Listening, speaking, reading and writing) 6.7%
A small percentage of students enjoy grammar lessons, primarily because 46.6% find that written grammar practice closely resembles exam tasks, while 40% note that final English exams emphasize grammar Only 6.7% believe that these activities enhance essential skills such as listening, speaking, reading, and writing Additionally, the same percentage acknowledges that grammar lessons are crucial for vocabulary acquisition and for integrating into English culture and customs.
Chart 3.3 The causes of students’ attitudes towards grammar lessons Students don't like grammar lessons
According to Chart 3.3, nearly 45% of students find grammar practice activities boring, while 27.6% consider them too difficult Only 24.1% of students perceive these activities as too easy, and a mere 3.5% dislike grammar lessons due to constraints such as limited time or large class sizes.
The findings indicate that many students dislike grammar lessons, despite recognizing the importance of learning English and expressing a desire to improve their grammar skills This aversion is largely attributed to the perceived dullness of grammar practice activities.
Students 'preference to ways o f grammar teaching
The data about students’ preference to ways of grammar teaching are presented in the following chart, Chart 4.
Chart 4 Students’ preference to ways of grammar teaching
The teacher presents grammar rules through examples, engages students in identifying these rules, and then confirms their understanding Following this, students apply the rules by completing exercises in the course book, effectively combining both deductive and inductive learning methods.
The teacher introduces grammar rules through examples, encourages students to identify these rules, and then guides them in applying the rules by completing exercises in the course book, utilizing an inductive approach for effective learning.
□ The teacher explains grammar rules, then lets students practice and do exercises in the course book
Chart 4 collected the answers to question 4, which is students’ preference to ways of grammar teaching It is noteworthy that 61.4% o f the students indicated the preference for combination o f deductive and inductive approach This outnumbers 15.9% of the students who liked deductive approach and 22.7% of the students who preferred inductive approach Deductive approach was not chosen by many students because it was likely to make the class atmosphere rather boring as students were passive and the teacher was the ideal language model and the commander o f the class The students liked the combination of deductive and inductive approach the most because this way not only motivated them to discover new structures but also ensured the rules and structures were clearly presented to the students.
Students ’ attitudes towards some written grammar practice activities
Question 5 collected information about students’ attitudes towards some written grammar practice activities and answers to this question are presented in chart 5.1; 5.2; 5.3; 5.4 and
S tu d en ts’ attitud es tow ards som e w ritten gram m ar practice activities
Chart 5.1 Students write down their own examples containing new grammar rules and structures
Chart 5.1 showed that nearly half o f the students (43.2%) responded that when they were asked to write down their own examples containing new grammar rules and structures in the practice phase, they found it boring 29.5% o f them claimed that this activity was very boring Not many students (18.2%) thought that it was interesting and a small number of students (9.1%) said it was very interesting.
Chart 5.2 Using the words and phrases given to build a complete sentence
Chart 5.2 give information about students’ impression on the practice activity (using the words and phrases given to build a complete sentence), the collected data from question 5.2 showed that, very few students (only 4.5%) responded that they found it very interesting or interesting (20.5%) Whereas, a large number o f students (50%) claimed that they were bored, even worse, some o f them (25%) felt very bored with this activity.
Chart 5.3 Putting the words (Preposition, the right verb form )in the box given to complete the paragraph
According to Chart 5.3, nearly half of the students (45%) found the practice activity of filling in the blanks with prepositions and the correct verb forms to be boring, with 25% describing it as very boring Only a small percentage of students, 22.7%, considered the activity interesting, while just 6.8% rated it as very interesting.
Chart 5.4 Rewriting the sentences, using the words given in such a way that the meanings remain unchanged
According to the data gathered from question 5.4 regarding students' perceptions of the practice activity, a significant portion of students (47.7%) described the activity as boring, while 22.7% considered it very boring In contrast, only 18.2% of the students found the activity interesting, and a mere 11.4% rated it as very interesting.
Chart 5.5 Choosing the word or phrase given that best completes the sentences
According to the data presented in chart 5.5, only 27.3% of students highly engaged with the practice activity of selecting the most suitable word or phrase to complete sentences, with many (41%) finding it boring A smaller portion of students (20.4%) considered the activity interesting, while just 11.3% rated it as very interesting.
The reasons fo r students ’ attitudes towards written grammar practice activities
Chart 6.1 Students' attitudes towards written practice activities in general
□ Students like written practice activities 36.4%
□ Students don't like written practice activities 63.6%
The results from question 6, illustrated in charts 6.1, 6.2, and 6.3, reveal students' attitudes towards written grammar practice activities and the underlying causes of these attitudes Chart 6.1 indicates that a significant majority of students (63.6%) expressed a dislike for written practice activities, while only 36.4% reported a positive attitude towards them The reasons behind these preferences will be further explored in charts 6.2 and 6.3.
Chart 6.2 The causes of students’ attitudes towards written practice activities Students like written practice
□ Students do better and feel confident in grammar learning 50%
■ Students feel relaxed by participating in written practice activities 37.5%
According to Chart 6.2, 50% of students who enjoyed written practice activities reported improved performance and increased confidence in grammar learning Additionally, 37.5% of participants felt more relaxed while engaging in these activities, and 12.5% found them beneficial for preparing for final exams.
□ Students don’t feel confident when taking part in grammar lessons 46.4%
■ Practice activities put pressure on students 39.3%
Chart 6.3 The causes of students’ attitudes towards written practice activities Students dont like written practice activities
A significant portion of students, specifically 46%, expressed a lack of confidence during grammar lessons, largely due to their dislike for written practice activities Additionally, 39.3% of students reported feeling pressured by these tasks, while 14.3% found them to be excessively boring.
Analysis of the data from question 6 in the Pre-treatment questionnaire (Appendix 3) revealed that 63.6% of students expressed a dislike for written practice activities, indicating that only a small number enjoyed these tasks This suggests that their attitudes toward grammar lessons, as illustrated in Chart 4, may be influenced by their feelings about these practice activities.
4.2 Findings from the initial results
The analysis of the collected data revealed several key issues: students generally have a positive attitude towards English and English grammar; however, their perceptions of grammar lessons are negative, and their motivation is low This lack of motivation and negative attitude towards grammar lessons can be attributed to the absence of oral grammar practice activities in the classroom.
From the identification o f problems as I mentioned above, I would like to make the following hypothesis: If oral grammar practice activities are used, the students will participate better.
4.3.1 The aim of the action plan
The objective of the planned action was to test the hypothesis outlined in section 4.2, specifically to determine whether students' attitudes towards grammar lessons can improve through the implementation of oral grammar practice activities.
The action plan procedures
Based on the analysis o f the collected data, a plan o f action with the use o f oral grammar practice activities at the Practice phase was developed.
The action plan was created over a four-week period after students completed Unit 3 of the Lifeline Pre-Intermediate textbook As highlighted in section 2.3.2, engaging in oral grammar practice activities motivates students to communicate in the target language, leading to increased speech production compared to their usual output.
The action plan focuses on enhancing students' attitudes towards grammar lessons by implementing targeted practice activities during the Practice phase These activities, designed for lesson 5 of the Lifelines Pre-Intermediate textbook, specifically address the topic of comparisons To facilitate effective learning, I will incorporate oral practice activities such as comparing pictures, circling comparisons, and engaging in group work.
“Grammar Practice Activities” by Ur, Cambridge, 1988 Detailed examples o f these activities can be seen in Appendix 2.
4.4 Results from post-treatment questionnaire
The action plan was executed over four lessons, after which a Learner post-treatment questionnaire was administered to gather data on students' attitudes towards grammar lessons The results from this questionnaire are presented below.
The data obtained from questions 1 and 2 in the Post-treatment questionnaire mirrored the results from the Pre-treatment questionnaire (refer to sections 4.1.1 and 4.1.2) Consequently, this analysis will concentrate on questions 3 through 6 in the Post-treatment questionnaire.
4.4.1 Students’ attitudes towards grammar lessons
Question 3 collected information about students’ attitudes towards grammar lessons after the application o f oral grammar practice The answers to this question are presented in chart 7.1; 7.2 and 7.3.
Chart 7.1 shows that many students (70.5%) liked grammar lessons whereas 29.5% didn’t like grammar lessons These results proved that the students’ attitudes towards grammar lessons changed dramatically, compared with their attitudes before the treatment It raised a question that why there was a great change in students’ attitudes towards grammar lessons The next data in chart 7.2 and chart 7.3 will help to answer this question.
Chart 7.1 Students' attitudes towards grammar lessons
□ Students like gram m ar lessons
□ Students don't like gram m ar lessons
Chart 7.2 The causes of students’ attitudes towards grammar lessons Students like grammar lessons
□ Practice activities make students more concentrate on the lessons, so students get the rules and new structures easily 42%
□ Practice activities (such as pair-work, group-work, comparing pictures, brain storming, chains of events) are interesting 35.5%
■ Practice activities help students improve basic skills (listening, speaking, reading and writing) 19.3%
According to chart 7.2, nearly 42% of students indicated that practice activities enhanced their concentration during lessons, allowing them to grasp rules and new structures more easily Additionally, 35.5% found grammar practice activities, including pair work, group work, picture comparison, brainstorming, and event chains, to be engaging Furthermore, 19.3% of students believed these activities contributed to the improvement of their fundamental skills in listening, speaking, reading, and writing.
□ Grammar practice activities are too difficult & make students less concentrate on the lessons 38.5%
□ Grammar practice activities are too boring 30.8%
■ Grammar practice activities are too easy 23%
Chart 7.3 The causes of students’ attitudes towards grammar lessons Students don't like grammar lessons
A small percentage of students expressed dissatisfaction with grammar lessons, primarily due to the difficulty of grammar practice activities, which hindered their concentration (38.5%) Additionally, 30.8% found these activities to be boring, while 23% felt that they were too easy.
Some o f them (7.7%) claimed that these practice activities did not help students improve basic skills (Listening, speaking, reading and writing) (see chart 7.3).
A comparison of the data from chart 4 with the results from charts 7.1, 7.2, and 7.3 reveals a significant shift in students' attitudes toward grammar lessons, indicating that their improved outlook may be attributed to engaging practice activities.
Students ’preference to grammar practice activities in g en era l
Chart 8 Students’ preference to grammar practice activities in general
□ The teacher gives students various activities for practicing new grammar rules and structures (e.g.: role plays, games, discussion ) 68.2%
■ The teacher asks students to do written practice activities (such as completing the sentences, filling in the blank, sentence transformation) in the textbook 31.8%
Chart 8 provides the answer to question 4, which is students’ preference to ways of grammar teaching in general It is noteworthy that 68.2% of the students indicated the preference for various practice activities (such as role plays, games, discussion ) whereas only 31.8% o f the students liked written practice activities (such as completing the sentences, filling in the blank, and sentence transformation) in the textbook The information in question 5 in Post-treatment questionnaire (see Appendix 3) will give more details about the practice activities students like.
Students ’ attitudes towards some oral grammar practice activities
Chart 9.1 Brain storming- use of will to express future action
Question 5 collected information about students’ attitudes towards some oral grammar practice activities and answers to this question are presented in chart 9.1; 9.2 and 9.3 Chart 9.1 provides students’ impression on the practice activity (brain storming- use of will to express future action), the collected data from question 5.1 in Post-treatment questionnaire (appendix 3) showed few students (6.8%) responded that they found it very boring or boring (11.4%) Whereas, a large number of students (47.7%) admitted that it was interesting, even very interesting (34.1%).
According to chart 9.2, nearly half of the students found the practice activity of comparing pictures engaging, with 43.2% expressing that it was interesting and 29.5% considering it very interesting Conversely, 20.5% of students described the activity as boring, while a smaller segment, 6.8%, deemed it very boring.
Chart 9.3 shows that more than half o f the students (56.8%) highly appropriated this practice activity (building around activity) when said that it was interesting 29.5% o f them thought it was very interesting Not many students (9.1%) found it boring and few students admitted it was very boring (4.6%).
Chart 9.4 shows that great number o f the students (61.4%) responded that when they were asked to do chains o f events activity in the practice phase, they found it interesting, even very interesting (22.7%) Only some students (9.1%) thought that it was boring and a small number o f students (6.8%) said it was very boring.
According to the data presented in chart 9.5 from the Post-treatment questionnaire (question 5.5, see Appendix 3), a significant majority of students (54.5%) found the practice activity engaging, with 25% rating it as very interesting Conversely, 11.4% of students perceived it as boring, while only 9.1% described it as very boring.
The reasons fo r students’ attitudes towards oral grammar practice activities
Question 6 collected information about the reasons for students’ attitudes towards oral grammar practice activities and answers to this question are presented in chart 10.1; 10.2 and 10.3.
Chart 10.1 Students' attitudes towards oral practice activities
□ 22 8% □ Students like oral practice activities
□ Students don't like oral practice activities
According to the data presented in chart 10.1, 68.2% of students expressed a preference for oral practice activities, while 22.8% indicated a dislike for them The reasons behind these differing opinions will be further explored in charts 10.2 and 10.3.
Chart 10.2 The causes of students’ attitudes towards oral practice activities Students like oral practice activities _
□ Students feel relaxed by participating in oral practice activities 50%
■ Students do better and feel confident in grammar learning 46.7%
Chart 10.2 shows that half o f the students (50%) who liked oral practice activities said that they felt relaxed by participating in oral practice activities; many students did better and felt confident in grammar learning (46.7%).
Chart 10.3 The causes of students’ attitudes towards oral practice activities Students dont like oral practice activities
□ Students don't feel confident when taking part in grammar lessons 50%
■ Practice activities put pressure on students 28.6%
A survey of students revealed that among those who disliked written practice activities, 50% felt a lack of confidence during grammar lessons Additionally, 39.3% reported feeling pressured by these practice activities, while 21.4% found them to be too boring.
Analyzing the data collected from statement 3 in Post-treatment questionnaire ( appendix
3) showed that more than half o f students (70.5%) liked oral practice activities while the number of the students didn’t like these activities was small These data are totally different from the data in statement 3 in Pre-treatment questionnaire (appendix 3) when only 34% o f the students like written practice activities This information confirmed the assumption that students’ attitudes towards grammar lessons changed by the application