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Literatura académica sobre el tema "EFL grammar instruction"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 10 de febrero de 2022

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Artículos de revistas sobre el tema "EFL grammar instruction"

Daloglu, Aysegul. "EFL Students’ Beliefs about How They Learn Grammar Best". English Language Teaching 13, n.º 10 (29 de septiembre de 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, n.º 1 (4 de abril de 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, n.º 1 (30 de diciembre de 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. y 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, n.º 1 (26 de marzo de 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 y Hee Jeong Oh. "Korean EFL Learners’ Beliefs about Grammar Instruction". Journal of Linguistics Science 78 (30 de septiembre de 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, n.º 3 (7 de marzo de 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 y Bouhadiba Farouk. "The Effects of Two Grammar Teaching Options on Learning Complex Grammatical Structures". SMART MOVES JOURNAL IJELLH 3, n.º 1 (17 de mayo de 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 y Mona Mirzaei. "Effect of Explicit Spoken Grammar Instruction on Raising Pre-Intermediate Iranian EFL Learners’ Competence". Global Journal of Educational Studies 3, n.º 1 (30 de junio de 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, n.º 1 (1 de abril de 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, n.º 5 (14 de julio de 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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Tesis sobre el tema "EFL grammar instruction"

Edwall, Nicolina. "Explicit Grammar Instruction: In-Service Teacher Attitudes and Classroom Implementations". Thesis, Stockholms universitet, Engelska institutionen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-182622.

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The importance of explicit grammar instruction has been debated during decades within the second language acquisition discourse community. Researchers’ views on the topic are controversial, and there is still no clear answer to be found. In terms of English teacher attitudes, previous research shows no indication of a gradually decreasing interest in explicit grammar instruction in L2 or FL classrooms. Despite this, the Swedish National Agency of Education does not mention explicit grammar instruction in their official documents regarding the subject of English. Hence, this paper aims to examine if the Swedish context has an impact on in-service English teachers’ attitudes towards explicit grammar instruction. To investigate their attitudes, along with their preferred approaches to explicit grammar instruction, semi-structured interviews were conducted with five English teachers at upper secondary school. The interviews were recorded, carefully analysed and partly transcribed. The results show that all of the interviewed English teachers were positive towards explicit grammar instruction and use it in their teaching. In terms of approaches to explicit grammar instruction, all of the five teachers explained that they highlight a certain grammatical rule when they notice that many of their students have a hard time with it. It is often after a writing assignment that the grammatical difficulties are revealed and will be brought up in class. The teachers tend to explain the rule by using the whiteboard, a relevant YouTube clip or a PowerPoint. An interesting finding was that all of the teachers referred to their own experience when explaining why they use a specific approach to explicit grammar instruction, whereas none of the teachers referred to research within the field. In addition, all of the interviewed teachers expressed that the official steering documents by the Swedish National Agency of Education should mention grammar instruction more explicitly. However, they were still positive towards the official documents, because of the fact that these focus on communication. The current paper provides an indication of how English teachers in Sweden prefer to work with explicit grammar instruction, along with suggestions for further research on the topic.

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Al-Lawti, Nasrin Mohammed Redha Moosa. "Using Concordances in Teaching Grammar within the Context of Writing Instruction to EFL Students". Thesis, University of Reading, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.533778.

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Wen, Ya Ting. "The role of explicit and implicit grammar instruction in the Taiwanese University EFL context". Thesis, University of Aberdeen, 2011. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=192196.

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This study emerges from an interest in the shortcomings in the production of grammatically accurate sentences by university students of English as a Foreign Language in Taiwan. Informed by second language acquisition theory, it is a quasi-experimental investigation of the effects of explicit grammatical instruction on university students ’ EFL learning. Following the application of a pre-test the experimental group experienced explicit form-focused instruction in a communicative language teaching classroom for two semesters, receiving enhanced written input and undertaking linguistic consciousness-raising task, while the control group received no explicit grammatical instruction. Data were collected from recognition and written production tasks and students were interviewed on their linguistic performance to provide methodological triangulation. The statistical tools of Paired and Independent T-test, Chi-square, and Pearson’s Correlation were used to determine whether there were significant inter- and intra-group differences based on the different classroom experience. The major findings of this study were that explicit grammatical instruction raised students’ level of awareness of targeted forms significantly as they processed linguistic input and that subsequently their accurate production of these forms was enhanced. Differences in significance levels were discussed in the light of current debate on Second Language Acquisition with particular reference to the accessibility of Universal Grammar and the iv Minimalist framework. The results of this research indicate that a combination of focus on form and meaning is to be recommended within the content-based curriculum in Taiwanese university classrooms and the thesis ends with pedagogical implications for the application of explicit form-focused instruction in EFL learning.

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Lugoloobi-Nalunga, Maureen. "Teaching English grammar : A study of approaches to formal grammar instruction in the subject English in Swedish upper secondary school". Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-65459.

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The main aim of the present study was to identify examples of practical grammar instruction methods in an EFL/ESL classroom in Swedish upper secondary school. Data was collected through classroom observations and interviews. Four interview sessions were carried out with five teachers, and twelve observations were conducted in four different English classes. There are conflicting views and attitudes towards the role and place of grammar in EFL/ESL classrooms, but the participants agreed that the main goal of grammar instruction is to help students develop communicative skills. The interview results showed that four of the participants prefer inductive approaches, while the fifth regards deductive approaches as more effective. Characteristics such as student motivation, learning style, and experiences are considered equally vital for the choice of grammar instruction and application. The grammar instruction methods chosen and discussed are based on traditional structuralism, behaviourism, and the progressive natural approaches. Consistent with previous research, an eclectic grammar instruction approach was observed that blends both implicit and explicit methods to meet different learners’ needs. The methodologies which are often practically applied include grammartranslation, audiolingualism, and content- and/or task-based instruction. Nevertheless, a communicative framework using the communicative language teaching methodologies is often in the foreground, resulting in a Systemic Functional Grammar, SFG, approach.
Huvudsyftet med den aktuella studien var att identifieraexempel på praktiska grammatikundervisningsmetoder som används i ämnet engelska som andra- och/eller främmandespråk på gymnasienivå i Sverige. Data samlades in genom klassobservationer och intervjuer. Fyra intervjusessioner genomfördes med fem lärare och det gjordes även tolv klassrumobservationer i fyra olika klasser. Deltagarna hade motstridiga åsikter och attityder angående grammatikens roll och plats i klassrummet, men de var överens om att huvudsyftet med grammatikundervisning är att hjälpa eleverna att utveckla kommunikativa färdigheter. Intervjuresultaten visar att fyra av lärarna föredrar induktiva metoder, medan den femte betraktar deduktiva ansatser som effektivare. Egenskaper såsom lärstil, elevernas motivation och erfarenheter betraktas som lika avgörande för olika metodval och tillämpning. De valda grammatikundervisningsmetoderna som diskuteras i denna uppsats baseras på traditionell strukturalism, behaviorism samt de progressiva, naturliga tillvägsgångsätten. Ett eklektiskt tillvägagångssätt som blandar både implicita och explicita metoder för att möta elevernas behov observeras, vilket är i linje med tidigare forskning. De metoder som ofta praktiskt tillämpas innefattar bland annat grammatik-översättning, audiolingualism samt innehålls- och/eller uppgiftsbaserade instruktioner. Ett kommunikativt ramverk med kommunikativa språkundervisningsmetoder är ofta i förgrunden, vilket resulterar i ett tillvägsgångsätt med fokus på systematisk funktionell grammatik, SFG.

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Liao, Hui-Chuan. "Effects of Cooperative Learning on Motivation, Learning Strategy Utilization, and Grammar Achievement of English Language Learners in Taiwan". ScholarWorks@UNO, 2006. http://scholarworks.uno.edu/td/329.

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To examine the effects of cooperative learning on EFL students in Taiwan, a 12-week quasi-experimental pretest-posttest comparison group research study was designed. Two college classes (42 students each) in Taiwan participated in the study, one receiving grammar instruction through cooperative learning and the other through whole-class teaching. Three specific research questions guided the study. The first looked at effects of cooperative learning on motivation, the second on out-of-class strategy use, and the third on grammar achievement. Additional exploratory questions examined these results across subgroups within each class as well as the relationships between the dependent variables. Data were collected via learners' pretest and posttest scores on the dependent variables. The data were analyzed with MANCOVAs, one- and two-way ANCOVAs, simple effects, and Pearson correlations. Cooperative learning was found to have large positive effects on motivation and strategy use, and medium-to-large positive effects on grammar achievement. Overall, the findings indicated a consistent pattern in favor of cooperative learning over whole-class instruction in teaching the Taiwanese learners English grammar. The results of the exploratory questions indicated that cooperative learning facilitated motivation and strategy use of learners across all subgroups, but more so with those performing at higher and lower levels. Grammar achievement of learners at higher and lower levels was affected positively. Additional analyses also indicated cooperative learning positively affected learning at higher cognitive levels. Implications for future research and for curriculum and instruction are addressed.

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Wu, Ching-Hsuan. "Spoken grammaticality and EFL teacher candidates measuring the effects of an explicit grammar teaching method on the oral grammatical performance of teacher candidates /". Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1178218484.

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Eriksson, Linda. "The Effectiveness of Modified Inductive Versus Deductive Teaching : A case study on word order amongst a group of English as a foreign language learners". Thesis, Umeå universitet, Institutionen för språkstudier, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-90180.

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This study aims at investigating the effectiveness of modified inductive learning compared with deductive learning of English grammar among foreign language students. In order to achieve this purpose, two classes in Year Nine in a secondary school in Sweden were taught using the two different methods. An initial grammar test determined that the students struggled with word order, which as a result was chosen as the area to teach. A pre-test/post-test-design was used to examine the effect of the two methods, and compared with a control group. The results reveal that the inductive method should be favoured overall, but suggests that the deductive method may produce significantly better results among weaker students.

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Mikhail, Alexandria Kalyn. "Students’ and Teachers’ Beliefs and Preferences for Grammar Instruction in Adult ESL Classrooms". The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1597929908672287.

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Hartshorn, K. James. "The Effects of Manageable Corrective Feedback on ESL Writing Accuracy". BYU ScholarsArchive, 2008. https://scholarsarchive.byu.edu/etd/1522.

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The purpose of this study was to test the effect of one approach to writing pedagogy on second-language (L2) writing accuracy. This study used two groups of L2 writers who were learning English as a second language: a control group (n = 19) who were taught with traditional process writing methods and a treatment group (n = 28) who were taught with an innovative approach to L2 writing pedagogy. The methodology for the treatment group was designed to improve L2 writing accuracy by raising the linguistic awareness of the learners through error correction. Central to the instructional methodology were four essential characteristics of error correction including feedback that was manageable, meaningful, timely, and constant. Core components of the treatment included having students write a 10-minute composition each day, and having teachers provide students with coded feedback on their daily writing, help students to use a variety of resources to track their progress, and encourage students to apply what they learned in subsequent writing. Fourteen repeated measures tests using a mixed model ANOVA suggest that the treatment improved mechanical accuracy, lexical accuracy, and certain categories of grammatical accuracy. Though the treatment had a negligible effect on rhetorical competence and writing fluency, findings suggest a small to moderate effect favoring the control group in the development of writing complexity. These findings seem to contradict claims from researchers such as Truscott (2007) who have maintained that error correction is not helpful for improving the grammatical accuracy of L2 writing. The positive results of this study are largely attributed to the innovative methodology for teaching and learning L2 writing that emphasizes linguistic accuracy rather than restricting instruction and learning to other dimensions of writing such as rhetorical competence. The limitations and pedagogical implications of this study are also examined.

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Tsai, Chia-fang y 蔡佳芳. "The Effects of Story Grammar Instruction on Taiwanese EFL Elementary School Students' Reading Comprehension Performance". Thesis, 2012. http://ndltd.ncl.edu.tw/handle/36361256270057150277.

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碩士
國立彰化師範大學
兒童英語研究所
100
Story grammar instruction has long been found as one of the effective approaches for enhancing learners’ reading comprehension (Idol &; Croll, 1987; Kuldanek, 1998). The related studies have revealed that story grammar instruction has significantly positive effects on students’ reading comprehension; however, most related studies in the Taiwanese EFL context focus on investigating the effects of story grammar instruction on low-achieving students’ or special education students’ reading comprehension of Chinese narratives. Few of them emphasize the importance of story grammar instruction on the average primary school students’ English reading comprehension. Thus, the present study aims to investigate the effects of the story grammar instruction on enhancing the Taiwanese elementary school students’ English reading comprehension and to probe their responses toward the instruction. This study adopted convenience sampling; 53 fourth graders from two intact classes were recruited as the participants and randomly grouped into two groups. One received the story grammar instruction as the experimental group, while the other received the traditional reading instruction as the control group. Four narrative stories were employed during the fourteen-week experiment. The instruments used in the present study included the story reading comprehension tests, the story retellings, and a questionnaire. The subjects of both groups were requested to complete the story reading comprehension tests to measure the effectiveness of the story grammar instruction. Two-way ANOVA was used to analyze the results of the story reading comprehension tests of the two groups. Moreover, six subjects, for each story, were selected from each of the two groups to retell the story. The students’ story retellings were scored according to the scoring sheets to evaluate their story recall. Their story retellings were analyzed in accordance with the story structure. At the end of the experiment, the subjects of the experimental group were also requested to complete a questionnaire. Descriptive statistics were employed to present the results of the subjects’ responses toward the story grammar instruction. The major findings of the present study were as follows. First, the story grammar instruction significantly improved the students’ reading comprehension performance. The story grammar instruction was more beneficial in enhancing the Taiwanese EFL elementary school students’ reading comprehension performance than the traditional reading instruction. Second, story grammar instruction was effective in helping elementary school students better retell the stories. The experimental group students performed better than the control group students in retelling stories with more story elements and complete structure. Third, the majority of the subjects in the experimental group responded positively toward the story grammar instruction and the story map worksheets. Based on the findings, the present study suggests that it can be feasible to incorporate the story grammar instruction in the Taiwanese EFL elementary school classrooms.

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Libros sobre el tema "EFL grammar instruction"

Cantürk, Bahar. Explicit grammar instruction: A comparison of comprehension-based and production-based instruction for EFL learners. Eskişehir [Turkey]: Anadolu Üniversitesi, 2001.

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An evaluation of methodological options for grammar instruction in EFL textbooks: Are methods dead? Heidelberg: Winter, 2011.

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Uhl, Chamot Anna, Baker-Gonzalex Joan y Bixby Jennifer, eds. Up close.: English for global communication. Boston, MA: Heinle & Heinle, 2002.

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Alexander, Richard y Leo Jones. New International Business English Workbook cassette set. 2^a ed. Cambridge University Press, 1996.

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Capítulos de libros sobre el tema "EFL grammar instruction"

Dixon, Tülay y MaryAnn Christison. "Teaching English Grammar in a Hybrid Academic ESL Course". En Applications of CALL Theory in ESL and EFL Environments, 149–69. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2933-0.ch009.

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This study investigates whether hybrid instruction has a positive effect on the development of students' knowledge of English grammar and editing skills, as well as whether learners have positive perceptions of the hybrid design. The study was conducted in two sections of an English grammar and editing skills class. One section was designed as a hybrid course, while the other was a traditional face-to-face (f2f) class. To determine the effectiveness of hybrid instruction, a quasi-experimental design with a pre- and posttest was employed. To investigate learner perceptions of the hybrid design, learners completed a questionnaire and participated in a focus group. The results indicate that there was no significant difference between the two groups in terms of their knowledge of English grammar and editing skills after the treatment. The learners had positive perceptions of the hybrid design and also offered some suggestions for improving course effectiveness.

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Anglada, Liliana. "Reflections on English Grammar Instruction in EFL/ESL Educational Settings". En Content Knowledge in English Language Teacher Education. Bloomsbury Academic, 2020. http://dx.doi.org/10.5040/9781350084650.0009.

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Jayaraman, Seetha. "Correct Writing and Spelling in the ESL Classroom". En Methodologies for Effective Writing Instruction in EFL and ESL Classrooms, 269–87. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6619-1.ch016.

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Writing is an activity that serves as a link between theory and practice. Learning to write involves the basic level of learning to spell a spoken word or phrase and the advanced level of learning to write creatively. This chapter discusses the practical challenges faced by the teacher and student in learning to spell words and applying the rules of grammar in English. Authentic examples are drawn from writing samples from the ESL classroom, produced in a session of timed writing when teaching academic writing skills to undergraduate learners in Oman's Dhofar Region. The results of the study point to the use of a bilingual approach as a very useful method for bringing out the similarities and differences in the use of the target language. This minimizes Mother Tongue interference in students' writing in English.

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"Grammar in Content-Based Instruction". En Content-Based College ESL Instruction, 107–20. Routledge, 1999. http://dx.doi.org/10.4324/9781410603081-11.

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Kaçar, Işıl Günseli. "Turkish EFL Pre-Service Teachers' Attitudes towards Multi-Media Enhanced Wiki-Mediated Blended Learning Environments". En Advances in Educational Technologies and Instructional Design, 357–404. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8499-7.ch014.

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With a variety of changes taking place in the role of learners and teachers in the 21st century, learners are expected to be active participants in the learning process through interaction and collaboration, while teachers act as facilitators, creating learning opportunities for the former and monitoring the learning process. This chapter aims to highlight perceptions of Turkish pre-service teachers' of English as a Foreign Language (EFL) concerning a wiki project in a freshman contextual grammar course. Considering the limited research on wiki use in the Turkish teacher education context, this mixed method case study aimed to explore perceptions of pre-service English teachers' wiki learning experiences and investigate their critical appraisal of the project at a state university. The results indicated mainly favourable perceptions, pointing out the enhanced impact of wikis on group dynamics, pre-service EFL teachers' learning process, their creativity and autonomy, while revealing varying degrees of level of and satisfaction with collaborative work, and technical aspects.

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Lazic, Dragana, Andrew Thompson, Tim Pritchard y Saori Tsuji. "Student preferences: using Grammarly to help EFL writers with paraphrasing, summarizing, and synthesizing". En CALL for widening participation: short papers from EUROCALL 2020, 183–89. Research-publishing.net, 2020. http://dx.doi.org/10.14705/rpnet.2020.48.1186.

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This study explores students’ perceptions about using Automated Writing Evaluation (AWE), Grammarly (a paid version), as a complementary instructional tool to teach and support writing from sources. Participants were second-year students (n=37) at a public university in Japan. After in-class tasks aimed at teaching paraphrasing, summarizing, and synthesizing, students completed a survey that measured their perceptions. Students had positive attitudes about Grammarly in general but had somewhat polarized opinions on how useful the tool is in teaching writing from sources and helping with plagiarism.

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Vergara, Reyna E. "The Executive Function of the Brain as Applied to L2 Instruction in the Diverse Classroom". En Engaging Teacher Candidates and Language Learners With Authentic Practice, 139–57. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8543-5.ch009.

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This chapter explores the executive function (EF) of the brain and its relevance in the second language (L2) classroom through a methodology that focuses on form as content. The author emphasizes the scaffolding of vocabulary and grammar in order to effectively break down content into manageable parts. The chapter also examines the three Rs, reception, retention, and reproduction, as imperative principals when introducing new material in a language class. Reception refers to the way in which the content is introduced, retention is the presentation of the material, and reproduction is the guided practice. The ultimate aim of the chapter is to help language educators realize that knowledge of the executive function of the brain and the skills associated with strengthening a weakness in this area can enhance instruction and productivity in the diverse L2 classroom.

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Actas de conferencias sobre el tema "EFL grammar instruction"

Manning, Alan y Nicole Amare. "A Simpler Approach to Grammar: (Re)engineering Parts-of-Speech Instruction to Assist EFL/ESP Students". En 2007 IEEE International Professional Communication Conference. IEEE, 2007. http://dx.doi.org/10.1109/ipcc.2007.4464084.

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