Journal articles: 'EFL grammar instruction'

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Daloglu, Aysegul. "EFL Students’ Beliefs about How They Learn Grammar Best." English Language Teaching 13, no. 10 (September 29, 2020): 158. http://dx.doi.org/10.5539/elt.v13n10p158.

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Learner beliefs about how they learn a language best play a vital role in the instructional process and the role of grammar instruction has been a much-debated topic in the research and practice of EFL instruction. This study explores learner beliefs about how they best learn grammar focusing on four construct pairs: meaning-focused versus form-focused instruction, focus on form versus focus on forms, explicit versus implicit instruction, and inductive versus deductive grammar instruction. Data were collected through a survey from 927 preparatory year and undergraduate students at an English-medium university in an English as a foreign language (EFL) setting. Results showed that regardless of year of study, students showed a preference for having grammar included as part of their lessons and course books, and although focus on form was reported to be the least preferred method of instruction, when given a choice between implicit versus explicit grammar instruction, all groups preferred explicit instruction.

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Dabiri, Asma. "Comparing Two Modes of Instruction in English Passive Structures (Processing and Meaning-Based Output Instruction)." JEES (Journal of English Educators Society) 3, no. 1 (April 4, 2018): 67. http://dx.doi.org/10.21070/jees.v3i1.1259.

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This research compared the effects of two types of instruction: Processing Instruction (PI) and Meaning-based Output Instruction (MOI) on the interpretation and production of English passive structures. Ninety EFL intermediate tertiary level female students (PI group= 30, MOI group= 30 and control group = 30) participated in this study. The instruments were a proficiency test, a test to assess English passive structures and two instructional materials (PI and MOI). The data were analyzed by running one-way analysis of variance (ANOVA) and mixed between-within ANOVA. The study indicated the effectiveness of PI and MOI on English passive structures. PI had considerable enhancement on interpretation tasks all the time. It supported the use of PI rather than the use of traditional instructions in which mechanical components were emphasized. Also, the PI and MOI had long term effects on the interpretation and production of English passive sentences. This study supported the use of PI and MOI rather than the use of traditional instruction (TI) in EFL settings. The implication for particularly classroom teaching is that successful grammar instruction has to related to ultimate learning outcomes. Also, creating communicative tasks to offer opportunities for teaching grammar can lead to long-lasting learning effects.

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Söğütlü, Enriketa. "Albanian EFL Teachers’ Perceptions of the Role of Grammar Instruction in EFL Learning." European Journal of Social Sciences Education and Research 5, no. 1 (December 30, 2015): 433. http://dx.doi.org/10.26417/ejser.v5i1.p433-443.

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The role of grammar knowledge and the contribution it makes to foreign/second language learning has been one of the most hotly debated issues in language research. Studies and findings in the field have revealed that after a relatively long period of exaggerated underestimate, grammar stands now where it should. Various theories of learning have caused theories of language learning to emerge, which on their part have had a strong influence on language teachers regarding the strategies they adopt, develop and implement in their classroom practices. This paper attempts to explore some Albanian EFL teachers’ perceptions and beliefs on the role grammar knowledge and grammar instruction play in their students’ EFL learning. It also aims to investigate how these teachers’ attitudes influence their classroom practices of grammar instruction and grammar related activities. Since hardly any research on the issue has been conducted in Albania, this study may also serve as an incentive for further large-scale research, which might offer suggestions for improvement in EFL teaching strategies and expectations in Albania.

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Smithers, Ryan W., and James W. Gray. "Enhancing the quality of life in lifelong learners: The influence of a meaning-order approach to pedagogical grammar on motivation and self-efficacy." Applied Linguistics Review 11, no. 1 (March 26, 2020): 129–49. http://dx.doi.org/10.1515/applirev-2017-0095.

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AbstractThe purpose of this study is to outline how a practitioner puzzling over the appropriateness of grammar instruction for an English as a foreign language (EFL) class of 11 adults, aged 56 to 78, used the Exploratory Practice (EP) framework to try and enhance the quality of life for these learners learning English as a hobby in Japan. More specifically, this case study sought to come to an understanding of whether the quality of older learners’ lives could be positively influenced through grammar instruction via a meaning-order approach to pedagogical grammar (MAP Grammar). The results demonstrated that older learners benefited from grammar instruction, specifically, MAP Grammar instruction. Furthermore, the quality of their lives was enhanced because, after training in MAP Grammar, these lifelong learners developed stronger self-efficacy beliefs and became more motivated to study EFL. Therefore, teachers who teach older language learners should try incorporating MAP Grammar instruction as part of their pedagogies to see if their practices can also be positively affected.

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Lee, Eun-Hee, and Hee Jeong Oh. "Korean EFL Learners’ Beliefs about Grammar Instruction." Journal of Linguistics Science 78 (September 30, 2016): 307. http://dx.doi.org/10.21296/jls.2016.09.78.307.

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Almuhammadi, Anas. "Teaching Grammar: Professional Needs of Saudi EFL Instructors." International Journal of English Linguistics 10, no. 3 (March 7, 2020): 14. http://dx.doi.org/10.5539/ijel.v10n3p14.

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Grammar teaching has been a long tradition in EFL instruction in various parts of the world and Saudi Arabia is no exception to this. However, various approaches to teaching grammar have emerged over a period of time. For this, professional development (PD) programs are designed to meet the EFL teachers’ needs by enabling them to use a range of approaches and techniques. To do this successfully, professional needs analysis of teachers is essential. The present study investigates the beliefs of teachers regarding the use of various teaching approaches for grammar teaching and their need for professional development (PD). Questionnaire survey was conducted among 50 randomly chosen EFL teachers at a public sector university. The results showed that EFL teachers deem grammar as a foundational framework for teaching English as a foreign language. Furthermore, grammar is thought to be a major factor in developing accuracy and correct use of EFL. Moreover, the teachers have the theoretical knowledge of various grammar teaching methods using TBL, PBL and CLT. However, they need to develop practical skills for grammar instruction. Thus, the study recommends that the universities in Saudi Arabia need to arrange regular PD programs so that the EFL teachers with modern methods to teach English grammar successfully.

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Gardaoui, Nasser, and Bouhadiba Farouk. "The Effects of Two Grammar Teaching Options on Learning Complex Grammatical Structures." SMART MOVES JOURNAL IJELLH 3, no. 1 (May 17, 2017): 1. http://dx.doi.org/10.24113/ijellh.v3i1.325.

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Abstract This study compared the relative effectiveness of two instructional options -explicit instruction (EI) in conjunction with input enhancement (IE) vs. IE alone- on students’ learning of tense and grammatical aspect in the Algerian EFL situation. The treatment conditions were implemented with thirty-eight young adult EFL learners in two intact classes at the university level. The first group received instruction through input enhancement only, while the second group was exposed to explicit instruction prior to input enhancement. All participants had to participate in a pretest and a posttest. The tests consisted of three tasks: (1) a grammaticality judgment task and (2) a written gap-filling task, and (3) a picture description task. The results ‘descriptive results indicated that the EI + IE group outperformed the IE group while the statistical analysis (Anova) revealed that the instructional effect did not amount to statistically significant learning gains. These limited findings imply that, pedagogically, combining implicit and explicit instructional treatments is a better choice for teachers than focussing on implicit and less intrusive techniques in grammar classes.

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Mowlaie, Bahram, and Mona Mirzaei. "Effect of Explicit Spoken Grammar Instruction on Raising Pre-Intermediate Iranian EFL Learners’ Competence." Global Journal of Educational Studies 3, no. 1 (June 30, 2017): 71. http://dx.doi.org/10.5296/gjes.v3i1.10531.

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The present study aimed at investigating the effect of explicit instruction of four main spoken grammar features of heads, tails, progressive past tense, and ellipsis on raising EFL learners’ awareness of them. The main impetus came from the fact that these features are usually ignored in ELT textbooks because nearly all grammatical points are restricted to written grammar. To this end, 23 female EFL learners in pre-intermediate level whose homogeneity was confirmed using KET test, were assigned to an experimental group. A pretest was conducted to determine their current level awareness of the spoken features aforementioned. A posttest was administered after 10 sessions of awareness-raising oriented instruction. The data analysis showed that it is both possible and potentially desirable to apply explicit instruction to raise learners’ awareness of aspects of native speaker spoken grammar to EFL learners. The study can have educational implications for language teachers and learners in EFL context.

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Male, Hendrikus. "UNDERSTANDING INDUCTIVE AND DEDUCTIVE APPROACHES IN TEACHING GRAMMAR IN EFL CONTEXT." Jurnal Dinamika Pendidikan 9, no. 1 (April 1, 2016): 19. http://dx.doi.org/10.33541/jdp.v9i1.135.

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Giving instruction for a language class specifically a grammar class can be a problematic issue of controversy in EFL context for non native speaker (NNS) teacher due to the lack of approach or strategies implementation and the language problem faced in the teaching and learning process. The primary aim of this article is to provide some insight for teachers when conducting or giving instruction to the teaching of English grammar. It also highlights that in giving instruction, combining deductive and inductive approaches can be beneficial for teachers or faculties who are teaching English grammar in the setting of EFL context. Hence, they have to vary the strategies whether it should be extensive or intensive as suggested by Hinkel (2006) in which it might be one of the technique that can be put into account and applied in order to make the teaching of grammar more effective and efficient.Keywords : EFL context, deductive and inductive approaches

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Alkhawaldeh, Ahmad. "A Research Investigation of Contextualized Grammar Instruction from the Perspective of English Language Lecturers and Students at Al-Imam Mohammad Ibn Saud Islamic University." International Journal of English Linguistics 10, no. 5 (July 14, 2020): 162. http://dx.doi.org/10.5539/ijel.v10n5p162.

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

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Alghanmi, Bayan, and Nadia Shukri. "The Relationship between Teachers’ Beliefs of Grammar Instruction and Classroom Practices in the Saudi Context." English Language Teaching 9, no. 7 (May 15, 2016): 70. http://dx.doi.org/10.5539/elt.v9n7p70.

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Teacher cognition (Borg, 2015) of grammar instruction is a relatively new phenomenon that has yet to be explored in the Saudi context. While many studies have focused on the teaching of grammar in general (Ellis, 2006; Corzo, 2013; Braine, 2014), further research needs to be done - particularly when it comes to understanding teachers’ beliefs of grammar and grammar instruction as well as their practices in the classroom. This case study investigates the relationship between teachers’ beliefs of grammar and grammar instruction and their instructional practices. In the first stage, a sample of 30 teaching faculty members at the English Language Institute (ELI) at the University of Jeddah (UJ), in Saudi Arabia completed a survey discussing their beliefs related to grammar instruction. In the second stage, ten of these teachers were observed in classroom in order to explore the relationship between their beliefs and practices. In the third and final stage, open-ended questions were distributed to the teachers after the observations to better understand the factors that influence their beliefs. The findings reveal that teachers’ beliefs are indeed reflected in their classroom practices. Students’ proficiency level, attitudes toward the language, needs, learning styles, classroom environment, and teacher development are six factors that influence the transformation of teachers’ beliefs regarding grammar and grammar instruction into practices. These findings will help broaden the discussion on how to improve the quality of grammar teaching, particularly in the Saudi EFL classroom.

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Al-Qutaiti, Yaqoub Obaid, and Mohaida Mohin. "EFL Teachers’ Perceptions of Grammar Instruction in Oman: Challenges and Recommendations." SMART MOVES JOURNAL IJELLH 7, no. 12 (December 28, 2019): 20. http://dx.doi.org/10.24113/ijellh.v7i12.10236.

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Teachers of English and other concerned educators try hard to make their students be fluent and accurate users of English. In order to achieve that aim, they should ensure that they have students who rarely or never make language errors. During their studying period, students must see the difficulties, challenges, and rewards of using the language correctly and accurately. They have to obtain a better understanding of how language is structured and interconnected logically. More importantly, EFL teachers and other educators should enhance the idea of how students can use correct English in their lives inside and outside classrooms. The main purpose of this study is to investigate EFL teachers’ perceptions pertaining to grammar teaching, correction of students’ grammatical mistakes and the challenges that are prevalent when teaching grammar in the Omani context. In addition, the study advocates some practical recommendations to EFL teachers, supervisors, teacher trainers, curriculum developers and assessment officers ascribed to grammar teaching.

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Nguyen, Thao. "Toward Fluent Speaking: Spoken Grammar Instruction in EFL Classrooms." Issues in Language Instruction 5 (January 10, 2018): 25. http://dx.doi.org/10.17161/ili.v5i0.7017.

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Grammar teaching in EFL classrooms is high-stakes, which can raise anxiety when students try to speak. This also results in their lack of natural and authentic English. The presenter introduces an effective way to help students decrease such anxiety to enhance confidence for more fluency in real-life conversations

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Nguyen, Thao. "Toward Fluent Speaking: Spoken Grammar Instruction in EFL Classrooms." Issues in Language Instruction 5, no. 1 (January 10, 2018): 25–26. http://dx.doi.org/10.17161/ili.v5i1.7017.

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Grammar teaching in EFL classrooms is high-stakes, which can raise anxiety when students try to speak. This also results in their lack of natural and authentic English. The presenter introduces an effective way to help students decrease such anxiety to enhance confidence for more fluency in real-life conversations

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Işik, Ali. "The Role of Input in Second Language Acquisition." ITL - International Journal of Applied Linguistics 129-130 (January 1, 2000): 225–74. http://dx.doi.org/10.1075/itl.129-130.04isi.

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The present study investigates the combined effects of different amounts of comprehension-based and form-focused instruction on skill-based proficiency and knowledge of grammatical structures of beginner-level efl students. Specifically, the study addresses the following research questions : 1) Does a basically comprehension-based program of instruction supported by form-focused instruction help beginner-level efl learners improve/develop their listening, reading and writing abilities more than a basically form- focused program of instruction? 2) Does a basically form-focused program of instruction help beginner-level efl learners improve their knowledge of grammatical structures more than a basically comprehension-based program of instruction? One experimental and one control group, each containing 20 lycee prep level Turkish efl students, participated in the study. The subjects in the experimental and control groups were randomly selected from among lycee prep classes in two different schools. The experimental group enrolled in a program of comprehension-based instruction supported by form- focused instruction; whereas, the control group enrolled in a basically form-focused program of instruction. Both the experimental and control groups had 29 hours of efl instruction per week for 36 weeks. Different instruments were used to see the effects of these two different types of instruction on their reading, listening, writing skills and knowledge of grammatical structures. At the end of the fourth month, both groups were given the listening, reading and writing components of the Key English Test (ket) and the grammar component of the Oxford Placement Test. At the end of the eighth month, they were given the Preliminary English Test (pet) and another version of the grammar component of the Oxford Placement Test. The results indicated that the program of comprehension-based efl instruction supported by form-focused instruction was more effective than a basically form-focused program of instruction in helping beginner-level students develop their listening, reading, and writing skills as well as their knowledge of grammatical structures.

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Janfeshan, Kamran. "Iranian EFL teachers' beliefs about how to Teach English Grammar." BELT - Brazilian English Language Teaching Journal 8, no. 2 (December 31, 2017): 335. http://dx.doi.org/10.15448/2178-3640.2017.2.28633.

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The main purpose of this study is to investigate Iranian English teachers' beliefs about how to teach English grammar. For this purpose,forty-three teachers, eighteen females and twenty-five maleteachers from Kermanshah, Iran, participated in this study. To gather data in the studies about teacher beliefs, MacDonald Badger & White, (2001) questionnaire was used (TBQ). The questionnaire used for this study contained close-ended sections that required teachers to respond to statements on a five point Likert scale- as well as open-ended questions that invited teachers to describe or comment on the issue in details. Findingsof the study indicated the extent to whichsome of these teachers’ beliefs became an influential factor in their teaching and actually their stated pedagogical decisions. Consistent with the findings from previous research studies, this study indicates that teachers do possess a vast array of complex beliefs about pedagogical issues (e.g. importance of grammar) including beliefs about students (e.g. their ability to understandgrammar) and classroom practices (i.e. approaches to grammar teaching). It was clear from the teachers’ responses to thequestionnairethat their pedagogic beliefs represented an interconnected system in which some beliefs were central. These core beliefs were seen to influence other lessstrongly held beliefs. One strong core belief that almost all teachers shared was that grammar instruction was not only necessary but it should form a substantial part of the curriculum. Grammar was regarded by the teachers as a declarative set of facts to be learnt. Moreover, grammar instruction was seen to entail the explanation of grammar rules.

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Tsiriotakis, Ioanna K., Valia Spiliotopoulos, Matthias Grünke, and Costas Kokolakis. "The Effects of a Cognitive Apprenticeship Model on the Argumentative Texts of EFL Learners." Journal of Education and Learning 10, no. 5 (August 11, 2021): 63. http://dx.doi.org/10.5539/jel.v10n5p63.

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In the present study, a quasi-experimental pre-post test design was used to assess the effects of an argumentative writing strategy (POW+TREE) on the performance of grade five and six students of Greek origin who were learning English as a foreign language (EFL) in a Greek setting. The Self-Regulated Strategy Development (SRSD) cognitive apprenticeship model was utilized to improve the text composition skills of the students. In the experimental group (N=77), participants received instruction on general and genre-specific strategy use for planning and writing argumentative essays, on procedures to apply self-regulation (goal setting, self-monitoring, self- reinforcement, and self-instructions), and on establishing additional skills (vocabulary, grammar-drill instruction, good word choice, interesting openings etc.). The control group (N=100) was supported through a traditional curriculum in writing (focusing on spelling and grammar). Findings of the study showed that strategy instructed students wrote argumentative essays that were schematically stronger, qualitatively better, and longer than those produced by their counterparts in the control group.

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Yanto, Elih Sutisna, Ghyarlina Triyani, and Hikmah Pravitasari. "ENGAGING STUDENTS IN A FLIPPED CLASSROOM INSTRUCTION: JUNIOR HIGH SCHOOL GRAMMAR PROGRAM." Research and Innovation in Language Learning 3, no. 2 (June 1, 2020): 123. http://dx.doi.org/10.33603/rill.v3i2.3468.

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The importance of grammar pedagogy in learning and teaching of foreign language has been the focus of discussion for many years which has resulted in a variety of views on grammar and grammar teaching and different teaching approach as well depend on various perspectives and contexts of language learning. The present study reports students’ perception on flipped classroom mode in learning English grammar. Drawing on classroom action research through reflective journal, photo elicitation and interviews data. Qualitative findings show that: All of the students enjoyed watching the video materials and had an interest in using them for learning grammar; (2) the use of the flipped classroom mode in learning grammar made students’ independent and active in learning grammar; (3) flipped classroom engaged them in learning grammar in different discourse contexts; (4) flipped classroom mode motivated students in learning grammar. The findings of this study may be useful to other researchers who are interested in EFL teaching innovation or teachers who seek effective grammar teaching method.

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Akef, Kourosh, and Maryam Kherad Ranjbar. "The Comparative Impact of Reading Comprehension and Translation Practices on EFL Learners’ Grammar Achievement." Journal of Studies in Education 5, no. 4 (September 26, 2015): 51. http://dx.doi.org/10.5296/jse.v5i4.8321.

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This study focused on the comparative impact of teaching reading comprehension and translation practice on EFL learners’ grammar achievement since previous studies have not directly dealt with the respective subject. In this study the total number of learners was 60 students attending in Poyandegan Rahe Kish institute. The current study utilized quantitative research methods to explore the implications of reading comprehension and translation by comparing their success rates in terms of grammar. Sixty participants out of 120 after going through a proficiency test for homogenization and a pilot test on the grammar questionnaire were divided into two experimental groups receiving instruction on reading comprehension in one group and translation in another each in 12 sessions (two sessions dedicated for pre and post test). At the end of the treatment, sample TOEFL grammar questionnaires were administered to both groups. To test the hypothesis, a T-test was employed concluding that the participants who received translation instruction and reading comprehension on grammar achievement. The analysis of data using an independent sample t-test indicated significant difference between the performances of experimental groups. The respective conclusion was that translation had a significant effect on EFL learners’ grammar achievement.

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Setoodeh, Khalegh, and Esmaeil Jadidi. "An in-Depth Exploration of EFL Teachers’ Grammar Teaching Cognition." International Journal of Language Education 4, no. 2 (October 13, 2020): 301. http://dx.doi.org/10.26858/ijole.v4i2.13935.

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L2 research, during the last two decades, has almost abandoned studying appropriacy of methodologies and techniques to focus more on the underlying derives for teachers’ pedagogical decision makings inside the class. Borg’s (2003) ideas of the role of teachers’ cognition in their adaptation and adoptation of teaching techniques and activities have noticeably influenced L2 professional research community. This study, in line with the recent trend, is designed and conducted to elicit EFL teachers’ grammar teaching cognition to have more comprehensive accounts of teachers’ behaviors in the class. In so doing, a Likert scale 25-item questionnaire developed by Naashia (2006) was administered to 177 Iranian EFL teachers. The results indicated that EFL teachers are currently more inclined toward communicative focus on grammar in which grammar instruction is marginalized to have learners naturally act out linguistics rules while performing communicative tasks.

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Shinozuka, Katsumasa, Setsue Shibata, and Yumiko Mizusawa. "Effectiveness of Read-aloud Instruction on Motivation and Learning Strategy among Japanese College EFL Students." English Language Teaching 10, no. 4 (March 5, 2017): 1. http://dx.doi.org/10.5539/elt.v10n4p1.

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Poor English performance among Japanese college EFL students has often been explained by grammar-translation and lecture-memorization instruction. This study investigated the effectiveness of a recently designed teaching method, namely, “The read-aloud instruction package,” which consists of four major activities: Slash/chunked reading practice (S/CRP), repeated read-aloud practice (RRAP), cloze test, and simultaneous read-aloud and write-out practice (SRAWOP). The study also examined how EFL college students’ motivation to learn English and their choice of EFL learning strategies changed after intensive three-month’ instruction using these methods. Thirty-two participants with an elementary level of English proficiency completed a pretest and posttest using the TOEIC Bridge®, Strategy Inventory for Language Learning (SILL) and a motivation survey. Results indicated that the participants’ score on the posttests on the TOEIC Bridge® improved significantly, but no change was found in their motivation. As to EFL learning strategy, the study found that the participants used more mental processes but less learning with others strategy after the instruction. The article discusses some possible explanations of the effectiveness of the read-aloud instruction package from cognitive and neuro-linguistic perspectives.

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Shooshtari, Zohreh G., and Somaiyeh Shahri. "Down the Garden Path: An Effective Kind of EFL Grammar Instruction." Procedia - Social and Behavioral Sciences 98 (May 2014): 1777–84. http://dx.doi.org/10.1016/j.sbspro.2014.03.606.

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Martínez Agudo, Juan de Dios. "How do Spanish EFL learners perceive grammar instruction and corrective feedback?" Southern African Linguistics and Applied Language Studies 33, no. 4 (August 14, 2015): 411–25. http://dx.doi.org/10.2989/16073614.2015.1061890.

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Rochmawati, Dyah. "Innovative Techniques of Teaching English Grammar at Secondary Schools." JET ADI BUANA 4, no. 2 (October 31, 2019): 152–59. http://dx.doi.org/10.36456/jet.v4.n2.2019.2077.

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Learning English grammar is always a difficult process to most of the English as Foreign Language (EFL) learners at secondary school level. Innovative ideas, interesting teaching materials, practicing and drilling learners for learning the English grammar should be done through fun and joyful ways. The main aim of this library study was to identify and describe examples of practical grammar instruction methods in an EFL which employed innovative methodologies. The process of the library-based research involves identifying and locating relevant information, analyzing what has been found, and then developing and expressing the ideas. The results revealed that songs and poems, music, games, and tasks can be employed as tools in the classroom. Using innovative methodologies in teaching English grammar in the classroom at the secondary schools has paved a positive way to students to learn the language meaningfully.

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Nguyen, Huu Anh Vuong, Choon Keong Tan, and Kean Wah Lee. "THE AFFORDANCES OF THE FLIPPED CLASSROOM APPROACH IN ENGLISH GRAMMAR INSTRUCTION." International Journal of Education, Psychology and Counseling 4, no. 33 (December 15, 2019): 95–106. http://dx.doi.org/10.35631/ijepc.433008.

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Recently, the flipped classroom instructional approach has received much attention from teachers of different subjects around the world. This new pedagogical model has been reported to be a potential method in the area of EFL teaching. In Vietnam, teaching English grammar has mainly focused on students’ acquisition of grammar rules without much practical application in real communicative situations. This case study aims at investigating the affordances perceived by students in a flipped English grammar class in order to help language teachers to harness the approach to enhance their students’ learning. The qualitative research design was adopted in the study. Thirty-four students majoring in the English language at a university in Vietnam attended a 10-week flipped grammar class. The instruments include semi-structured interviews with ten students randomly selected from the participants. Thematic analysis was performed to address the qualitative data drawing on the Activity Theory framework. Twelve affordances of the flipped classroom approach in English grammar instruction such as being self-paced in learning, offering opportunities to voice opinions, saving time for in-class communicative activities and facilitating learning English grammar communicatively were identified. The results of the study offer valuable implications for the application of this model in teaching English as a foreign language, especially in the context of Vietnam.

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Ebrahimi, Sediqe, Hossein Saadabadi Motlagh, and Fatemeh Karampour. "EFL Learners` Beliefs about Isolated and Integrated Grammar Teaching and Performance on a Grammar Recognition Test." International Journal of Linguistics 7, no. 6 (December 20, 2015): 108. http://dx.doi.org/10.5296/ijl.v7i6.8633.

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Approaches to teaching grammar have changed dramatically since the 1970s when communicative language teaching was proposed. An increasing number of studies have investigated the adequacy of this kind of grammar instruction. Yet, few studies have been done to look at the preferences that learners have for these methods of focus-on-form instruction and its relationship with their performance on grammar tests. The purpose of the present study is to explore Iranian EFL learners` attitudes and preferences for isolated and integrated focus-on-form and their performance on a grammar recognition test. Participants were learners studying English in a private language teaching institute. They were requested to complete the questionnaire of the isolated and integrated focus on form and answer a TOEFL grammar recognition test. The analysis of findings using descriptive statistics and T-test showed that learners did not have clear preferences for different types of focus on form and that learners` attitude towards isolated and integrated focus on form was not related to their performance. students' The findings can provide useful information for teachers and instructors learners` preferences for different approaches.

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Kim, Hye-Kyung. "The Effectiveness of Correcting Grammatical Errors in Writing Classes: An EFL Teacher’s Perspective." International Journal of Literacy, Culture, and Language Education 1 (March 5, 2012): 227–37. http://dx.doi.org/10.14434/ijlcle.v1i0.26836.

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The role of grammar instruction to help students reduce errors in L2 writing is under debate: Truscott (1996, 1999, 2007) claims that error correction is largely ineffective and harmful, whereas Ferris (1997, 1999, 2004) argues that students need feedback on their grammatical errors. Grammar correction is considered to be one of the most important forms of feedback. This paper examines the role of grammar correction in L2 writing on the basis of these controversies and discusses some pedagogical implications of error correction for teaching writing, with particular reference to my own experience of teaching EFL writing classes in South Korea.

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Pangestu, Adjie Putra, Jumatul Hidayah, and Eka Apriani. "The Impacts of Explicit and Implicit Instructions of English Connectors on EFL Students’ Reading Comprehension." Linguists : Journal Of Linguistics and Language Teaching 7, no. 1 (July 14, 2021): 23. http://dx.doi.org/10.29300/ling.v7i1.4305.

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There have been many studies on English grammar, but a dearth of studies has been conducted in the cross-sectional fields such as seeking how the field of grammar makes contributions to reading comprehension. Accordingly, the current study sought to find out the impacts of explicit and implicit instructions of English connectors on EFL students’ reading comprehension. 50 third semester students from an English department at a university in Bengkulu were incorporated as the samples. Adopting a quasi-experimental method, those 50 students were split into two classes, the so-called experimental and control classes. Students in the experimental class were taught English connectors explicitly, and those of the control class were taught English connectors implicitly. Before eight times of treatments in the form of the two ways of instructions, students of the two group were given a valid and reliable reading comprehension pre-test, and a similar construct of post-test was given after the eighth treatments ended. The data of the current study were analyzed by deploying paired sample t-test and independent sample t-test. The present study revealed that explicit and implicit instructions of English connectors had positive impacts on EFL students’ reading comprehension. However, the explicit instruction of English connectors enhanced EFL students’ reading comprehension more significantly and more effectively. It is recommended that further studies be conducted to replicate the present study in different contexts for the sake of providing rich data to confirm the current study’s results.

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Moon, Soyeon, and Sun-Young Oh. "Unlearning overgenerated be through data-driven learning in the secondary EFL classroom." ReCALL 30, no. 1 (September 20, 2017): 48–67. http://dx.doi.org/10.1017/s0958344017000246.

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AbstractThis paper reports on the cognitive and affective benefits of data-driven learning (DDL), in which Korean EFL learners at the secondary level notice and unlearn their “overgenerated be” by comparing native English-speaker and learner corpora with guided induction. To select the target language item and compile learner-corpus-based materials, writing samples of 285 learners were collected. The participants were randomly divided into traditional grammar learning and DDL groups. After providing instruction for each group, one immediate and one delayed writing sessions were implemented. Revealing a lower ratio of overgenerated be after the instruction than the control group, the DDL group showed statistically significant retention as well as immediate effects in terms of the raw counts of the target item. Based on this improvement in grammar learning and retention, DDL is considered helpful for these learners as it facilitated their efforts to discover and apply rules. In addition, their positive attitudes toward DDL including both native speaker and learner data provide useful pedagogical implications. Learning from the negative evidence produced in their own classroom helped learners, especially at lower levels, to raise their grammar consciousness and boost their motivation to learn.

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Fithriani, Rahmah. "COMMUNICATIVE GAME-BASED LEARNING IN EFL GRAMMAR CLASS: SUGGESTED ACTIVITIES AND STUDENTS’ PERCEPTION." JEELS (Journal of English Education and Linguistics Studies) 5, no. 2 (January 22, 2019): 171–88. http://dx.doi.org/10.30762/jeels.v5i2.509.

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The role of grammar instruction is inevitably important for second and/or foreign language mastery. Unfortunately, in practice, many English teachers in foreign language contexts such as in Indonesia still teach grammar deductively; that is, learners are provided the grammar rules and examples, are told to memorize them, and then are asked to apply the rules to other examples. This particular method of teaching is believed to produce learners who cannot use the language communicatively although they have considerable knowledge of grammar rules. It has also been seen as contributing to learners’ passive participation and negative feelings towards grammar learning. The aims of this paper are to give an alternative solution to that problem by offering some ideas of game-based activities and to investigate students’ perception of the implementation of communicative game-based grammar learning. Using pre- and post-study questionnaire, the research study was conducted with 30 adult EFL learners taking an after-class English course. The findings indicated that these activities were effective in creating a non-threatening and more relaxing grammar classes, changing students’ negative perception of grammar learning and improving their perceived communicative skills.

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., Armaghan Agha Abedi. "Employing Moodle-Supported Instruction to Foster Grammar Performance of Iranian EFL Learners." International Journal of Advanced Multidisciplinary Scientific Research 1, no. 3 (May 15, 2018): 79–87. http://dx.doi.org/10.31426/ijamsr.2018.1.3.137.

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Liu, Jiren, and Jianying Zhang. "The Effects of Extensive Reading on English Vocabulary Learning: A Meta-analysis." English Language Teaching 11, no. 6 (May 8, 2018): 1. http://dx.doi.org/10.5539/elt.v11n6p1.

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Extensive reading has been continuously studied as a promising instructional method for improving students’ language proficiency, including reading proficiency, vocabulary acquisition, and grammar awareness. The present study is a meta–analysis, which synthesized the data of 21 empirical studies (N = 1268). It was designed to explore whether extensive reading instruction was effective in improving students’ vocabulary acquisition, and if so, how the effectiveness varied in terms of the instruction length and teaching methods. Stata 14.0 was utilized to calculate the collected data. The results revealed that: (1) extensive reading has a significant effect on English vocabulary learning; (2) one semester (less than three months) is the most appropriate length of extensive reading instruction for vocabulary learning; (3) Graded Readers, comprehension questions and vocabulary exercise play significant roles as reading materials and education methods in promoting the vocabulary learning of EFL learners.

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Davoudi, Mohammad, Neda Moattarian, and Gholamreza Zareian. "The Impact of Cornell Note-Taking Method Instruction on Grammar Learning of Iranian EFL Learners." Journal of Studies in Education 5, no. 2 (May 26, 2015): 252. http://dx.doi.org/10.5296/jse.v5i2.6874.

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Given the potential benefits of classroom note taking as an essential learning strategy, the aim of the present study was to investigate how effective Cornell note-taking instruction and use could be in language grammar learning process. The variable of gender was also taken into consideration. For these reasons, 70 intermediate EFL students, 44 males and 26 females, formed two homogenous groups and underwent an experiment in which, after both groups took a pre-test, the experimental group received special training on how to take Cornell notes. Then, the two groups were exposed to grammar instruction. When the treatment was over, a test of grammar was administered to both groups. A careful examination of the data, using a series of T-tests, clearly depicted that the experimental group had outperformed the control one. With respect to the variable of gender, no significant difference was observed between the two groups. The conclusions were further discussed and used to develop some practical applications of the study.

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Martínez Adrián, María, and María Junkal Gutiérrez Mangado. "Is CLIL instruction beneficial in terms of general proficiency and specific areas of grammar?" Journal of Immersion and Content-Based Language Education 3, no. 1 (February 9, 2015): 51–76. http://dx.doi.org/10.1075/jicb.3.1.03adr.

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Recent studies have highlighted the benefits of CLIL instruction regarding general competence in the acquisition of second languages. However, it is not clear whether these benefits extend to specific areas of grammar. Here we compare the general proficiency and specific linguistic features of a group of learners of L3 English in a CLIL programme with two EFL groups: one matching the CLIL group in age and hours of exposure and a second group two grades ahead. The results confirm that the benefits of CLIL in general competence do not extend to the acquisition of specific linguistic features. In this respect, the best results were obtained by the older EFL learners suggesting that CLIL benefits do not extend to the acquisition of English verbal morphology.

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Yunus, Melor Md, Hadi Salehi, and Mahdi Amini. "Impact of Using CALL on Iranian EFL Learners' Vocabulary Knowledge." English Language Teaching 9, no. 1 (December 15, 2015): 173. http://dx.doi.org/10.5539/elt.v9n1p173.

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Computer Assisted Language Learning (CALL) integration in EFL contexts has intensified noticeably in recent years. This integration might be in different ways and for different purposes such as vocabulary acquisition, grammar learning, phonology, writing skills etc. More explicitly, this study is an attempt to explore the effect of using CALL on vocabulary acquisition of EFL learners. It also discusses CALL applications for vocabulary instruction and searches for efficient methods to integrate CALL in vocabulary acquisition. For the discussion, it reviews the results of previous international and Iranian studies on CALL integration in vocabulary instruction to illustrate the state of research in this field. Based on the literature review, it is proposed that further research is required to find out the influences of CALL on different facets of vocabulary knowledge. At the end, some pedagogical implications have been offered for EFL teachers and learners.

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Kamali, Mojtaba, Mehdi Abbasi, and Firooz Sadighi. "The Effect of Dynamic Assessment on L2 Grammar Acquisition by Iranian EFL Learners." International Journal of Education and Literacy Studies 6, no. 1 (January 31, 2018): 72. http://dx.doi.org/10.7575/aiac.ijels.v.6n.1p.72.

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This study investigated the effect of dynamic Assessment (DA) on the acquisition of L2 grammar by EFL learners. The focus was on teaching Conditional Type II, or Unreal Conditional, which is a difficult structure for language learners to acquire. To this end, two intact classes of intermediate EFL learners, each consisting of 23 male students were assigned to control and experimental groups. They were pre-tested and post-tested (immediately and delayed post-test) using a written grammaticality judgment task. Multivariate Analysis of Covariance (ANCOVA) was run to analyze the data. The results revealed that the experimental group significantly outperformed the control group (p<0.05) on both immediate and delayed post-tests. The findings point to the advantage of implementation of DA in L2 grammar instruction in classroom contexts.

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Tavakoli, Mona. "USING GOOGLE SEARCH FOR ENGLISH GRAMMAR LEARNING." Journal of Nusantara Studies (JONUS) 6, no. 2 (June 30, 2021): 318–39. http://dx.doi.org/10.24200/jonus.vol6iss2pp318-339.

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Background/Purpose: Second/foreign language learners face problems in different areas such as correct word usage, grammatical accuracy, and pronunciation fluency. This paper responds to one of these problems by investigating the impact of strategic Google Search on Iranian English as a foreign language (EFL) learners’ grammar learning. Methodology: Sixty Iranian intermediate EFL learners from a private English language institute in Isfahan, Iran were selected and randomly divided into two groups. To find which areas of grammar are most problematic among the participants, a multiple-choice grammar pretest which was validated by five English experts was given to them. Then 10 questions that most participants answered wrongly were selected as the most challenging ones. During 10 class sessions, the participants were taught how to select the correct choice through Google Search. In fact, each participant in the class had a laptop connected to the internet. The researcher taught them how to search on Google strategically and the participants found out that in Google sites there are some sentences which are grammatically wrong and they should not trust them. They learned how to search strategically for the correct choices. At the end of the sessions they answered a posttest containing different questions but in the same grammatical areas. The pretest and posttest both were conducted while the participants were connected to internet sites. Findings: Data analysis was done through running t-test using SPSS software and statistically significant difference was revealed. The findings showed that those participants who were taught how to strategically use Google Search performed better in the posttest. Therefore, the results revealed that correct Google Search had improved the Iranian intermediate EFL learners’ grammar knowledge. Contributions: This study has several implications for both language learners and teachers regarding the use of Google platform for English grammar learning. In addition, it contributes to the body of knowledge that strategic Google Search does not only improve the Iranian EFL learners’ English grammar but also make them less dependent on teachers thus promoting autonomous learning. Keywords: Google search, EFL learners, grammar learning, intermediate EFL learners, Iran, web-based instruction. Cite as: Tavakoli, M. (2021). Using Google search for English grammar learning. Journal of Nusantara Studies, 6(2), 318-339. http://dx.doi.org/10.24200/jonus.vol6iss2pp318-339

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Chavarría, Yenny, and Doris Correa. "Pre-Service EFL Teachers’ Responses to a Systemic Functional Linguistics Pedagogical Unit: An Experience in a Public University in Colombia." Íkala 26, no. 1 (December 4, 2020): 97–116. http://dx.doi.org/10.17533/udea.ikala.v26n01a11.

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Acknowledging the need for pre-service teachers to learn about language structures, many teacher preparation programs have incorporated grammar courses into their curriculum. Recently, there has been a push from Systemic Functional Linguistic (SFL) scholars to switch to more functional views of grammar in these courses. Such a switch, scholars claim, can better prepare pre-service teachers (PST) for writing across the curriculum and for teaching writing to their prospective students. Despite the potential benefits, many efl teacher preparation programs are still cautious about providing instruction on SFL. This has created a gap in terms of how pre-service teachers would respond to this type of instruction. Considering this gap, scholars from a university in Medellín, Colombia implemented a three-month pedagogical unit within a grammar course, which intended to move pre-service teachers from traditional to functional views of grammar. As they did this, they conducted a case study which explored how psts responded to the implementation of this unit. Data analysis shows that psts’ responses do not always move in a straight line, that is, from resistance, to caution, to openness, but may very well vary depending on the sfl concept or premise that is being taught. The results suggest that English grammar courses offered in teacher preparation programs can have traditional grammar as a starting point and then move PSTs towards more functional and critical views. They also suggest the need to identify some strategies that could be used with PSTs who show either caution or resistance.

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Xiaodong, Zhang. "Unpacking EFL textbook content: A focus on teachers’ role in the textbook-based classroom." Círculo de Lingüística Aplicada a la Comunicación 83 (July 9, 2020): 243–50. http://dx.doi.org/10.5209/clac.70577.

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This theoretical paper first explores how English-as-a-foreign-language (EFL) teachers’ beliefs impact their delivery of textbook content. In response to this important pedagogical relationship, as well as the trend of de-contextualized teaching in EFL settings, this paper argues for the compatibility of systemic functional linguistics (SFL) as an intervention tool to shape teachers’ beliefs and facilitate their deconstruction of textbook content in terms of the co-play between language form (i.e., grammar/vocabulary) and meaning representations. The paper ends with pedagogical strategies for pre-service and in-service EFL teacher education, enabling teachers to conceptualize the dynamic relationship between language form and meaning embedded in textbook content and to enact contextualized instruction in textbook-based classrooms.

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Sevy-Biloon, Julia. "Integrating EFL skills for authentically teaching specific grammar and vocabulary." Studies in English Language and Education 5, no. 2 (September 3, 2018): 175–84. http://dx.doi.org/10.24815/siele.v5i2.9705.

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When a person uses a language in an authentic setting, skills such as speaking, reading, writing and listening are naturally integrated to achieve communicative competence. Therefore, this research is based on the use of a content-based instruction model and the communicative language approach to teach English as a foreign language (EFL). The activities described in this article integrate language skills using communicative activities to learn and practice the present perfect and associated new vocabulary. All the skills were evaluated through qualitative informal assessments and quantitative formal testing to see if the chosen strategies could aid in attaining the goals set by the professor and could allow for authentic learning by the participants. This qualitative and quantitative research used 33 sample students, pre- and post-evaluations of all four skills, and questionnaires about the students’ knowledge of the present perfect post-treatment and the opinions of the students about the types of strategies and educational models used to integrate the four language skills in their classes. These results were then used to find out how these teaching strategies could aid in student teaching-learning. The tools used aided in the results were to find out how to integrate communication skills throughout the lessons in the classroom to allow for a more fluid and in-depth learning experience for the intermediate students that participated in this research done at UNAE, Ecuador.

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Saboonchi, Fatemeh, and Asgar Mahmoudi. "Effect of Elementary EFL Learners’ Negotiation on Their Classroom Participation and Grammatical Achievement." Journal of Language Teaching and Research 8, no. 2 (March 1, 2017): 411. http://dx.doi.org/10.17507/jltr.0802.26.

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The principal concern of the present study was to explore the effects of two types of negotiation (group work and pair work) on the degree of elementary EFL students’ participation and its corollary impact on their grammatical achievement. Both classes in the study received grammar instruction for twenty sessions. The learners took two grammar tests before and after the treatment in the multiple-choice format. The results showed that negotiation in pairs leads to less participation but better grammatical achievement. In other words, while students in the group work negotiated more, their grammatical achievement was significantly less than the students in the pair work who participated less. It could be concluded, therefore, that while group work leads to more participation, higher grammatical knowledge is possible to be obtained by less participative students.

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LIU, DILIN, and PING JIANG. "Using a Corpus-Based Lexicogrammatical Approach to Grammar Instruction in EFL and ESL Contexts." Modern Language Journal 93, no. 1 (February 9, 2009): 61–78. http://dx.doi.org/10.1111/j.1540-4781.2009.00828.x.

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Atai, Mahmood Reza, and Zahra Shafiee. "Pedagogical knowledge base underlying EFL teachers’ provision of oral corrective feedback in grammar instruction." Teacher Development 21, no. 4 (March 2, 2017): 580–96. http://dx.doi.org/10.1080/13664530.2016.1277257.

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Hashemi, Ali, and Samran Daneshfar. "The Impact of Different Teaching Strategies on Teaching Grammar to College Students." Theory and Practice in Language Studies 8, no. 3 (March 1, 2018): 340. http://dx.doi.org/10.17507/tpls.0803.10.

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Grammar is considered critical to the ability to use language. Grammar teaching is an issue that provokes strong feelings and attitudes. Grammar teaching is particularly prominent in English as a foreign language (EFL) settings as it is perceived that without a good grammar knowledge, language development will be seriously inhibited. In the current study, we used three grammar instruction techniques including “the Deductive Technique”, “the Inductive Technique”, and “the Implicit Technique”. 80 college students, studying different fields in Abbar, Zanjan, participated in the study. They were assigned to three experimental groups for each of the three teaching techniques. The Deductive group consisted of 31 law students, both boys and girls, the Inductive group comprised 27 boy and girl accounting students, and there were 28 IT students in the Implicit group. The results of data analysis indicated that these groups performed differentially in certain respect. Meanwhile, the Inductive group exceeded the other groups in their performance.

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Daneshfar, Samran, Seyed Hesamuddin Aliasin, and Ali Hashemi. "The Effect of Dynamic Assessment on Grammar Achievement of Iranian Third Grade Secondary School EFL Learners." Theory and Practice in Language Studies 8, no. 3 (March 1, 2018): 295. http://dx.doi.org/10.17507/tpls.0803.04.

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The present study intends to investigate the effect of dynamic assessment (DA) on EFL learners' grammar knowledge. Based on Murphy, DA originates with the workings of the Russian psychologist and its basis is rooted in his outstanding concept of the zone of proximal development (2008). Embedding instruction and assessment through mediation, DA distinguishes learning potential and promotes development in relation to this potential (Lantolf, 2009, p.360). This study inspects the difference between applying dynamic and non-dynamic (static) assessment of Third Grade Secondary School EFL learners' grammar achievement. Therefore, 86 male and female participants (in segregated groups) were investigated to explore the purpose of the study. The consequences of applying DA on both female and male learners, i.e. an experimental and a control group for each gender, were discovered through the current research. First, a pre-test, then a post-test (it was the same as the pre-test) were administered to the applicants to show the possible changes after a period of six mediated sessions. The outcomes of the study presented that dynamic assessment had a significant improvement in participants' grammar achievement.

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Biber, Douglas, and Randi Reppen. "WHAT DOES FREQUENCY HAVE TO DO WITH GRAMMAR TEACHING?" Studies in Second Language Acquisition 24, no. 2 (June 2002): 199–208. http://dx.doi.org/10.1017/s0272263102002048.

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Using frequency findings from corpus linguistics, this paper explores the relationship between the information presented in ESL-EFL materials and what is known about actual language use based on empirical studies. Three aspects of materials development for grammar instruction are discussed: the grammatical features to be included, the order of grammatical topics, and the vocabulary used to illustrate these topics. For each aspect, we show that there are often sharp contrasts between the information found in grammar materials and what learners encounter in the real world of language use. In our conclusion, we argue that a selective revision of pedagogy to reflect actual use, as shown by frequency studies, could result in radical changes that facilitate the learning process for students.

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Sulistyani, Sulistyani, and Khoiriyah Khoiriyah. "Proposing Structured Input Activities for Communicative Grammar Teaching." English Teaching Journal : A Journal of English Literature, Language and Education 4, no. 1 (May 24, 2019): 33. http://dx.doi.org/10.25273/etj.v4i1.4358.

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Current views of language teaching suggest that grammar is included in communicative activities. The reason is that discrete grammar teaching fails to produce fluent speakers while pure communicative classroom fails to produce accurate speakers. This article aims to share a way of teaching grammar in meaning-focused instruction namely structured input activities consisting of referential activities and affective activities. The activities not only affect learners’ input processing strategies but also affect their underlying system in such a way to be able to incorporate the target forms in their output. Besides containing input that facilitates form meaning connections they also force learners to focus on the target structure and to process it for meaning. This practice is expected to provide EFL teachers with useful practical insight to enhance their teaching practices.

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Devibala, S., and Pankajam R. "LEARNING DIFFICULTIES OF STUDENTS IN LEARNING EFL." International Journal of Research -GRANTHAALAYAH 5, no. 5(SE) (May 31, 2017): 87–92. http://dx.doi.org/10.29121/granthaalayah.v5.i5(se).2017.1976.

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The study aimed to identify the learning difficulties in English as a second language among ninth standard students. In the present study survey method was used. The investigator adopted the survey method to study the difficulties in learning English as a second language among the 9th standard students. . Investigator selected only 300 ninth std school students as sample in Coimbatore district using stratified random sampling. The findings reveal that based on the factors the maximum difficulty is found to be in the Speaking (45%) skill. Next to speaking, vocabulary and reading are found to be difficult for the selected ninth standard students. Grammar seems to be least difficult for their level. Demographic variables such as gender and medium of instruction has no impact on LD in learning EFL among students, whereas type of school and locality has significant impact on LD in learning EFL among students.

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Merlo, Jarrad R., and Paul A. Gruba. "Contemporary tutorial call." Australian Review of Applied Linguistics 38, no. 1 (January 1, 2015): 50–65. http://dx.doi.org/10.1075/aral.38.1.03mer.

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Despite an increased emphasis on form-focused instruction (FFI), the use of the computer as a grammar tutor has remained largelyunexamined for nearly two decades. With new technologies at hand, there is a need to take a fresh look at online grammar tutors andlink designs more strongly to contemporary second language acquisition (SLA) principles and the concept of a teaching presence. Theaim of this study, therefore, is to investigate the potential of using a purpose-built digital video series as a virtual grammartutor. To achieve this aim, we used a pre-test, post-test, and delayed post-test to evaluate the impact of a purpose-built grammar video on 62 EFL university students. The results of the study demonstrate that purpose-built video has strong potential for use as a virtual grammar tutor. Consequently, it may be possible to improve the state of Tutorial CALL from a drill-based approach to one that is more substantive through the development of a series of step-based video tutorials that tutor, allow for the practice of and evaluate second language (L2) grammar skills.

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황세희. "Effects of Construction Grammar-based Instruction on Unlearning Topic-prominence of Korean EFL Learners’ Interlanguage." Korean Journal of English Language and Linguistics 19, no. 3 (September 2019): 347–70. http://dx.doi.org/10.15738/kjell.19.3.201909.347.

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Journal articles on the topic 'EFL grammar instruction'

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