INTRODUCTION
Statement of problem and rationale of the study
Effective grammar teaching in second language acquisition has garnered significant attention from scholars, especially with the shift from traditional methods to communicative language teaching (CLT) Unlike traditional approaches that emphasize rote memorization of grammar rules, CLT focuses on using grammar meaningfully in real communication, aligning with learners’ communicative needs and experiences (Savignon, 1991) Research indicates that engaging students in meaningful activities enhances their grammar acquisition (Storti, 1990), and studies by Spada, Lightbown, and others demonstrate that focusing on linguistic forms during communicative interactions is more effective than decontextualized grammar lessons (Larsen-Freeman, 2001) Overall, teaching grammar within the CLT framework has proven to be successful and widely encouraged in modern language education.
The study revealed that students showed little interest in English grammar lessons despite being taught for a year The benefits of communicative language teaching were not fully incorporated into the lessons, partly due to students' low English proficiency, which made the subject challenging and resulted in poor test scores As a result, the instructor relied on traditional teaching methods to simplify instruction Additionally, assessment practices focused primarily on grammar through multiple-choice tests, neglecting listening and speaking activities, which limited the development of practical language skills.
Future school leavers will be required to pass a written exam, leading the researcher to believe that teaching English grammar within communicative language teaching may be unnecessary Limited class time—only 45 minutes per lesson—further restricts the ability to focus on grammar, which is just one of three sub-sections in the language syllabus These constraints make it challenging to implement communicative activities effectively Consequently, the researcher initiated an action research project to explore effective methods for teaching grammar in the new English textbook to Year-11 students in a Hanoi high school.
Aims and objectives of the study
This study focuses on enhancing English grammar lessons for Year-11 students at a Hanoi high school through the integration of communicative activities It aims to identify effective methods for implementing these activities to improve student engagement and understanding The research seeks to discover innovative approaches that make English grammar teaching more interactive and effective, ultimately enhancing students' language skills.
This overall aim is fulfilled with the following objectives:
1 To find out why year-11 students are uninterested in English grammar lessons
2 To find out effective ways to teach English grammar to the students with their current textbook.
Research questions
In an attempt to achieve the above aim and objectives, the following research questions are addressed:
1 Why are students uninterested in English grammar lessons?
2 What are students’ attitudes towards communicative activities in English grammar lessons?
3 How should communicative activities be carried out to make English
Scope of the study
This study's findings are based on a limited participant group, involving only forty eleventh-grade students from the 2020–2021 school year, rather than the entire high school student body The research was conducted over a period of six weeks within a single eleventh-grade class While numerous communicative activities are recommended for teaching English grammar, this project specifically implemented interventions such as role play and information-gap activities These selected strategies aim to enhance students' grammatical understanding through engaging and interactive methods.
Significance of the study
The findings from the study are hoped to bring some of the following significance:
Theoretically, the research hopes that these results will be taken as a reference for English teachers who want to improve their English grammar lessons
Pedagogically, the results are expected to be useful for improving the English grammar teaching, as well as English grammar learning for high school students, especially year-11 students
Practically, the researcher hopes that the results can help to encourage English teachers to be innovative in using communicative activities in English grammar teaching.
Design of the study
The study consists of three main parts: the introduction, the development, and the conclusion
The first part – Introduction presents the statement of the problem and the rationale, the aims and objetcives, the scope, the significance, and the design of the study
The development section is divided into three sub-chapters, beginning with a literature review that summarizes research on English grammar, teaching approaches, and previous studies on communicative language teaching methods The second sub-chapter discusses the study's methodology, including its research context, design, data collection tools, and analysis procedures The final sub-chapter presents data analysis and findings, offering detailed descriptions of the collected data, insightful analysis, and discussions to interpret the results.
The third part – Conclusion provides the summary of the main issues, the limitations and some suggestions for further research.
LITERATURE REVIEW
Definitions of grammar
Grammar, as defined by the Longman Dictionary of Contemporary English, refers to "the rules by which words change their forms and are combined into sentences." This fundamental aspect of language emphasizes the importance of understanding grammatical structures to communicate effectively Mastering grammar ensures proper sentence formation and clarity, making it essential for both written and spoken communication.
When analyzing grammar, it is essential to consider not only the form but also the meaning and usage within context Thornbury (1999) emphasizes the importance of understanding the meaning of grammar, noting that a sentence may be grammatically correct but still fail to fully convey the intended message He concludes that language teachers should focus on both the forms of language and the meanings they express to ensure effective communication.
Additionally, a three-dimensional grammar framework by Larsen-Freeman (2001) gives more clues to the perspective of meaning focus in grammar She states that
“grammatical structures not only have (morphosyntactic) form, they are also used to express meaning (semantics) in context-appropriate use (pragmatics)”
The perspective on grammar has evolved significantly, emphasizing its role in creating well-formed sentences Proper grammar allows us to convey our intended message clearly and accurately in various contexts Understanding grammatical principles enables teachers to select effective teaching methods, enhancing the overall quality of language instruction.
The role of grammar in foreign language teaching and learning
Nassaji and Fotos (2011) emphasize that "without grammar, language does not exist," highlighting the essential role of grammar in foreign language teaching and learning While scholars have debated various perspectives on the significance of grammar, there is a notable divide between advocates and critics This study's researcher supports the view that incorporating grammar into language instruction is crucial for effective learning Prioritizing grammar helps learners develop a strong linguistic foundation, which is vital for fluency and communication skills Emphasizing grammar in language education aligns with best practices for achieving proficient foreign language mastery.
The role of grammar is realized in some arguments mentioned by Thornbury
Grammar plays a crucial role in learner’s linguistic creativity, enhancing their ability to experiment with language Without proper grammar instruction, learners’ linguistic competence may become fossilized, hindering further language development Additionally, grammar acts as an effective advance organizer, helping students notice and understand language features more easily Due to its discrete item nature, grammar is especially beneficial when learners encounter complex language tasks, as it allows for organizing language into clear categories, simplifying the learning process Moreover, older students tend to expect more comprehensive grammar instruction as they progress in their language studies, seeking to deepen their understanding of language structure.
Over the past few decades, the concept of "grammaring" has emerged as a new approach to teaching grammar, emphasizing its vital role in language learning According to Larsen-Freeman (2003), grammar is a skill that requires deliberate training, similar to reading, writing, speaking, and listening skills This perspective encourages learners to use grammar not only with accuracy but also in a meaningful way, enhancing overall language proficiency.
Approaches in grammar teaching
Deductive and inductive approach are two basic approaches in language teaching
In deductive approach, students are supplied with the rules before applying them to examples A definition was given by Al-Kharrat (2000) as following:
Deductive teaching is a method where the teacher explicitly presents metalinguistic information at the beginning of the lesson, providing clear explanations of language rules This approach involves demonstrating how new grammatical structures are formed, breaking down their components, and illustrating appropriate contexts for their use By focusing on rule presentation and guided practice, deductive teaching helps students understand language patterns effectively Implementing this strategy can enhance language acquisition by offering structured and explicit instruction on key grammatical concepts.
The inductive approach to teaching language begins with presenting students with a set of examples that illustrate the target language rules From these examples, students are encouraged to infer and discover the rules themselves, promoting active learning According to Gollin (1998), this method emphasizes student discovery and engagement, making it an effective strategy for understanding language patterns.
Inductive teaching is a learner-centered, bottom-up approach that encourages students to discover grammatical rules through experience Instead of being presented with explicit rules, learners are provided with carefully selected contextual examples of the target language, which they analyze to induce grammar patterns themselves This method promotes active engagement and allows students to develop a deeper understanding of language use through graded exposure, practice, and substitution tables that facilitate rule induction.
Larsen-Freeman (2001) emphasizes that language learners recognize grammatical rules through examples, supporting the idea that rules are learned contextually However, some scholars argue that grammatical rules are not inherently given, highlighting the importance of explicit instruction when beneficial They suggest that providing clear grammatical rules can facilitate better linguistic insights, as long as the rules are not oversimplified or overly complex, which might hinder understanding Robinson (1996) notes that explicit rule statement can promote more effective language learning, provided the rules are presented in an accessible manner Incorporating these perspectives can enhance the effectiveness of language acquisition strategies.
Combining deductive and inductive approaches in language teaching offers significant benefits, as each method addresses different student needs The deductive approach is particularly effective for students with cognitive styles that are less suited for analyzing language rules and is ideal for complex linguistic concepts (Laren-Freeman, 2001) Conversely, the inductive approach helps nurture students’ ability to develop their own generalizations, promoting critical thinking and autonomous learning (Laren-Freeman, 2001) Additionally, using these approaches allows teachers to assess students’ prior knowledge, enabling them to tailor lessons more effectively and improve overall learning outcomes (Laren-Freeman, 2001).
Both deductive and inductive approaches offer unique benefits in the language classroom, enhancing student learning when applied effectively To maximize their advantages, teachers should carefully consider the appropriate approach for each lesson This study demonstrates how combining both methods can optimize English grammar instruction, providing a comprehensive learning experience for students.
Communicative Language Teaching (CLT) emerged from the fundamental idea that language's primary purpose is communication, emphasizing the importance of meaningful tasks and real-life interaction in language learning Unlike traditional approaches that prioritized grammar rules, CLT balances grammatical accuracy with developing communicative competence, fostering both language form and meaning This approach promotes active participation and authentic communication, making language learning more relevant and effective Understanding the relationship between grammar teaching and communicative objectives is essential for implementing CLT successfully.
2.3.2.1 Definition of communicative language teaching approach
Communicative Language Teaching (CLT) marks a significant shift from traditional grammar-based methods, focusing on enabling learners to use language meaningfully in real-life contexts rather than simply producing grammatically correct sentences According to the Longman Dictionary of Language Teaching & Applied Linguistics (1992), CLT is defined as an approach that emphasizes developing learners' communicative competence as the ultimate goal of language learning This approach motivates learners to actively participate in authentic communication and social interaction, fostering practical language use skills Patel and Praveen (2008) further emphasize that CLT prioritizes meaningful communication over rote memorization of grammatical rules, making language learning more relevant and effective.
The communicative approach is a learner-centered methodology that emphasizes developing both grammatical competence and essential social skills It teaches learners not only what to say but also how, when, and where to say it to meet their everyday communication needs This approach prioritizes fluency, accuracy, and appropriateness equally, ensuring learners can effectively navigate real-life conversations while mastering language skills.
(As cited in Mai Thi Thai, p 12)
In communicative language teaching, the learners are expected to get the following skills:
The primary goal for learners is to achieve the highest possible level of linguistic competence This involves developing the ability to manipulate the language system skillfully, allowing for spontaneous and flexible use of language Ultimately, the learner should be capable of expressing their intended message clearly and effectively through proficient language use.
Understanding the difference between mastered linguistic forms and their communicative functions is essential for language learners Mastery of linguistic items involves knowing the structural aspects of the language, while comprehending their communicative functions ensures effective real-life communication Ultimately, language competence entails recognizing that linguistic forms are interconnected with their roles within a functional communicative system.
To succeed in communication, learners must develop effective language skills and strategies tailored to real-life situations They should focus on using language to convey meaning clearly and accurately, ensuring messages are understood Additionally, learners need to utilize feedback to evaluate their communication performance and identify areas for improvement When necessary, they should be able to adapt and modify their language to overcome misunderstandings and enhance overall effectiveness.
Learners need to understand the social significance of language forms, emphasizing the importance of using generally acceptable expressions While not all learners may develop the ability to adapt their speech to diverse social contexts, it is essential to avoid offensive language Recognizing the social meaning of language helps learners communicate respectfully and appropriately in various social situations.
In terms of methodology, some principles for communicative language teaching are recommended as follows:
- Make real communication the focus of language learning
- Provide opportunities for learners to experiment and try out what they know
- Be tolerant of learners’ errors as they indicate that the learner is building up his or her communicative competence
- Provide opportunities for learners to develop both accuracy and fluency
- Link the different skills such as speaking, reading, and listening together, since they usually occur so in the real world
- Let students induce or dicover grammar rules
This study focuses on applying the communicative language teaching (CLT) approach in English grammar lessons to enhance students' communicative skills The researcher adopts the recommended CLT principles flexibly to ensure students develop essential language competencies By integrating these principles into grammar instruction, the aim is to create an engaging learning environment that promotes effective communication and practical language use This approach aligns with current ESL teaching practices and aims to improve students' overall proficiency in English.
2.3.2.2 Grammar teaching in communicative language teaching
Communicative language teaching has significantly improved grammar pedagogy by emphasizing both meaning and form Initially, this approach focused primarily on promoting meaning in grammar instruction However, over time, more linguists and researchers have emphasized the importance of paying attention to grammatical forms alongside meaning In recent decades, numerous studies have provided evidence supporting the effectiveness of form-focused instruction within communicative language teaching Lightbown and Spada (1993) highlighted the crucial role of integrating form-focused activities to enhance language learning outcomes.
Previous studies on communicative language teaching in teaching grammar
A number of studies on how effective communicative language teaching is in English grammar teaching are presented as follows:
Burns (2009) investigated the reasons, timing, and methods for teaching grammar within communicative language teaching (CLT) through a study involving 231 adult language teachers across 18 countries spanning Europe, Asia, Australia, and Latin America Using questionnaires, the research concluded that integrating grammar instruction into CLT enhances language learning effectiveness This study highlights the importance of appropriately timing and methods for teaching grammar to maximize student engagement and language acquisition in communicative settings.
A study by Nguyen Quynh Giao and Nguyen Thi Nhan Hoa (2004) explored the impact of communicative methods on teaching English grammar in Vietnam The research, based on pre-tests, post-tests, and classroom observations, found that students using communicative approaches showed significant improvements in grammatical accuracy and appropriateness Additionally, the study demonstrated that communicative language teaching effectively boosts student motivation, making learning more engaging and effective.
Numerous studies worldwide, including in Vietnam, have demonstrated the effectiveness of communicative language teaching in improving English grammar instruction However, there is a lack of research specifically focused on high school settings, particularly among Year-11 students This gap motivates the researcher to explore the application of communicative language teaching approaches in English grammar lessons at a high school in Hanoi.
For timid students with large knowledge gaps and passive learning styles, simple communicative activities are recommended to foster engagement (Mai Thi Thai, 2012) To maximize the benefits of communicative activities, it is advised to prioritize accuracy-focused tasks before fluency activities, ensuring students develop correct language use Additionally, emphasizing a solid grammar foundation through accuracy activities can boost students' confidence, encouraging more active participation in communicative tasks.
Summary
This chapter provides an overview of the theoretical background of grammar and various grammar teaching approaches, with a focus on the communicative language teaching (CLT) approach It highlights the role of grammar within CLT and emphasizes the importance of integrating communicative activities to enhance language proficiency The chapter also discusses the intervention through communicative activities in action research, demonstrating their effectiveness in grammar instruction Additionally, it reviews previous studies on the application of communicative language teaching methods for teaching grammar, underscoring its significance in modern language education.
METHODOLOGY
The context of the study
The research was conducted in a Hanoi high school, established in 1994 Up to now, there are 13 classes with almost 40 teachers of different subjects and about
The institution serves approximately 520 students annually and was established as a project of SOS Kinderdorf International It offers a comprehensive curriculum aligned with other high schools in Hanoi, featuring three main academic streams: Basic, Natural Sciences, and Social Sciences This structure ensures students receive a well-rounded education that prepares them for diverse future opportunities.
The teaching staff consists of 4 English teachers, all of them graduated from University of Languages and International Studies, Viet Nam National University,
In Hanoi, two students have earned master's degrees, showcasing their academic achievements Additionally, a dedicated researcher and teacher at the school is scheduled to obtain their master's degree by the end of this year This research was conducted with the full approval of the school principal and received active support from the students, ensuring a collaborative and successful study process.
English is considered a key subject at this school, being compulsory for all achievement exams Students attend six English lessons weekly, including three optional classes, using the new English textbook This textbook features units with sections such as getting started, language, reading, speaking, listening, writing, communication and culture, looking back, and project, all aimed at developing students’ communicative competence English achievement assessments are primarily multiple-choice tests that assess knowledge and skills covered in the textbook, except for listening and speaking.
In terms of physical condition, English teaching and learning are supported with the help of projectors, screen, and speakers
This study involved 40 students from class 11A3, including 19 males and 21 females, during the first semester from November to December The researcher, who has been teaching this class since grade 10, aimed to conduct research within this group All students enrolled without taking an entrance exam, resulting in a diverse range of English proficiency levels Some students demonstrate enthusiasm and recognize the importance of English, actively participating and achieving high marks, while others put in significant effort to improve their English skills.
Research questions
As mentioned in the previous part, the study aims to deal with the following research questions:
1 Why are students uninterested in grammar lessons?
2 What are students’ attitudes towards communicative activities in English grammar lessons?
3 How should communicative activities be carried out to make English grammar lessons more effective?
Research design
This section provides an overview of the research approach employed in this study, highlighting the rationale behind its selection It also details the research procedures followed, offering insights into the methodology used to ensure accurate and reliable results.
3.3.1.1 Rationale for the use of action research
According to Kemmis and McTaggart (cited in Nunan, 1992), action research is characterized by three key features Firstly, it is conducted by practitioners, such as classroom teachers, rather than external researchers Secondly, it is inherently collaborative, involving multiple stakeholders in the process Lastly, the primary goal of action research is to bring about meaningful change, improving practice and outcomes These characteristics make action research a powerful tool for educational development and professional growth.
Action research is characterized by the involvement of those affected by planned changes, who hold primary responsibility for deciding on and implementing critically informed strategies aimed at improvement This approach emphasizes their active role in evaluating the outcomes of these strategies to ensure effective and meaningful change (Nunan, 1992, p 17).
This study is conducted by a classroom teacher in collaboration with students to implement meaningful change Based on the researcher’s observations of her classes, it is evident that students show a lack of interest in grammar lessons This insight motivates the English teacher to undertake a careful investigation aimed at identifying effective solutions to improve student engagement and address the ongoing challenges in teaching grammar.
3.3.1.2 An overview of action research
Effective teaching requires continuous improvement to meet the evolving needs of society Teachers regularly implement actions to enhance their instructional practices and improve classroom outcomes Among various research methods in language teaching, action research is recognized as a practical and teacher-led approach that directly addresses real classroom challenges.
Kemmis and McTaggart (1988) define action research as a “solution-oriented investigation” aimed at enhancing understanding and improving curriculum, teaching, and learning practices According to Cohen and Manion, this approach focuses on practical problem-solving and continuous improvement in educational settings By emphasizing collaboration and reflective inquiry, action research serves as an effective method for educators to develop targeted interventions and foster meaningful educational change.
Action research, as defined in 1985, is primarily situational, focusing on identifying and solving problems within a specific context, with collaboration recognized as a key feature Its main aim is to improve the current conditions within the educational environment where the research is conducted (Nunan, 1992, p 18).
Action research aims to bring about meaningful change in language teaching practices According to Burns (2010), a primary goal is to identify a problematic situation or issue that stakeholders—including teachers, students, administrators, and parents—deem important to examine more systematically This collaborative and reflective approach helps improve language education by addressing real concerns and fostering effective solutions.
Action research is a valuable tool for teachers addressing practical issues in the classroom, as it aims to identify effective solutions for real-world problems Its primary goal is to develop actionable strategies that improve teaching practices and student outcomes By focusing on classroom challenges, action research ensures that interventions are relevant and applicable, making it a highly beneficial approach for educators seeking continuous improvement.
Two major authors in action research, named Kemmis and McTaggart (1988), indicates four broad phases in a cycle of research
The Planning phase involves identifying a specific problem or issue and developing an actionable plan to achieve improvements within a research context During this forward-looking stage, educators consider feasible investigations that align with their teaching realities and constraints, while also exploring potential enhancements that can positively impact the learning environment.
A well-designed action plan involves deliberate interventions in your teaching environment, implemented over an agreed period These interventions are “critically informed,” meaning you actively challenge your assumptions about the current situation and explore new, alternative approaches to improve your teaching practices.
The Observation phase is focused on systematically monitoring the effects of actions while thoroughly documenting the context, participant behaviors, and opinions involved This essential data collection stage requires a keen, open-eyed approach to observe all relevant details, ensuring a comprehensive understanding of the situation Proper documentation during this phase lays the foundation for informed analysis and effective decision-making, making it a crucial step in the overall process.
“open-minded” tools to collect information about what is happening
Reflection is a crucial step where you evaluate and analyze the effects of your actions to gain a clearer understanding of the issue you’ve explored This process helps you make sense of what has happened and identify areas for improvement You may choose to undertake additional Action Research cycles to enhance outcomes or share your findings as part of your professional development, fostering continuous growth and learning.
(Kemmis & McTaggart, 1988, pp 11-14) The following diagram has been used to illustrate the above model:
Figure 3.1: Cyclical AR model based on Kemmis & McTaggart, 1988
This research was conducted over eight weeks during the first semester of the 2020–2021 school year, running from early November to late December 2020 The study followed a structured four-step process based on the model developed by Kemmis and McTaggart (1988) The phased approach ensured a systematic implementation of the research activities, allowing for effective data collection and analysis throughout the semester This methodology provided a clear framework to evaluate and improve the educational intervention within the specified timeframe.
During the English teaching process, the researcher observed that students showed limited interest in the grammar lessons, indicating a potential issue with the current approach The researcher noted reliance on traditional grammar methods instead of incorporating communicative language teaching, which is recommended in the new English 11 textbook This observation prompted the researcher to question whether her teaching method aligns with effective language acquisition strategies Consequently, two key questions emerged to explore how to enhance student engagement and improve the effectiveness of English grammar instruction.
1 What are students’ attitudes towards communicative activities in English grammar lessons?
2 How should communicative activities be carried out to make English grammar lessons more effective?
Data collection instruments
Two main data collection instruments used in this research are questionnaires and interviews
According to Nunan (1992), questionnaires are a popular method for collecting data in research studies In this study, both closed-ended and open-ended questionnaires were used to explore students' reasons for disinterest in grammar lessons and to assess changes after interventions Questionnaire 1 was administered at the beginning of the research to address the first research question, while questionnaires 2 and 3 were given after each cycle of the action to gather data related to the second and third research questions This mixed approach allowed for comprehensive insights into students' attitudes and the effectiveness of the interventions.
This study utilized questionnaires written in Vietnamese to ensure students could easily understand and accurately express their opinions and ideas Questionnaire 1 was administered at the beginning of the research to address the first research question, while questionnaires 2 and 3 were completed by students after each cycle of action to explore the second and third questions All questionnaires primarily consisted of multiple-choice questions, requiring students to select the options that best represented their views Additionally, students had the opportunity to provide open-ended responses in blank spaces alongside the questions for further clarification or elaboration.
Interview is a widely used research tool in applied linguistics, with Wallace (1997) recommending it alongside questionnaires for comprehensive data collection In this study, semi-structured interviews are chosen to gain in-depth insights into the effectiveness of communicative activities in English grammar lessons, complementing questionnaire results Interviews can be classified into unstructured, semi-structured, and structured formats, with semi-structured interviews offering a balanced approach that supports the researcher's objectives Utilizing semi-structured interviews aims to validate and enrich the findings derived from questionnaires across all three research questions.
This study utilized individual semi-structured interviews, conducted in Vietnamese, to ensure that students could easily understand and respond authentically These interviews aimed to gather in-depth information that complements the questionnaire data, providing a clearer understanding of the research topic Using the mother tongue facilitated more effective communication and richer insights, supporting the overall findings of the study.
Data analysis methods
First, the data collected from questionnaires was presented in Excel computer program and analyzed quantitatively Frequencies and percentages are calculated straight away from all questionnaire items
Based on Burns (2010), the researcher systematically collected and coded interview data, enabling meaningful comparisons and interpretation The qualitative data from interviews were carefully analyzed to uncover key insights, which were then integrated with related information from questionnaires to provide a comprehensive understanding of the research topic.
Summary
This section provides a comprehensive overview of the study, including the research setting, participants, and methodology It outlines the research approach and procedures used to ensure a systematic investigation Additionally, the article discusses the data collection instruments and the data analysis methods employed, setting the stage for the detailed findings presented in the subsequent chapter.
DATA ANALYSIS AND FINDINGS
The reason why students are uninterested in English grammar lessons
As shown in questionnaire 1, there are 19 male and 21 female students in class 11A3 Their ages are from 15 to 16 All of them had studied English for a long time
The first question tried to find out the students’ purposes of learning English, which are presented in the following tables:
Table 4.1: The students’ purposes of learning English
To pass the written tests 11 27,5%
To use it properly in communication 16 40%
To improve confidence in using language 19 47,5%
To support other skills such as reading, listening, writing, and speaking
Learning English grammar is the top priority for students aiming to boost confidence in using the language effectively Additionally, 45% of students focus on constructing correct sentences to support other language skills, while 40% study grammar to communicate more accurately Only 27.5% of students are motivated by passing written tests when learning English grammar.
According to interview data, 5 out of 6 students agree that grammar is essential for effective communication However, one student emphasized that grammar is just one component, alongside vocabulary and communication skills Despite varying opinions, all interviewed students highlighted the importance of grammar for passing written tests This underscores the significance of mastering grammar to succeed in language assessments and improve overall communication skills.
Most students recognize the importance of using English grammar for effective communication and understand the need to integrate grammar with other language skills Based on questionnaire and interview results, as well as literature indicating the effectiveness of communicative language teaching, the researcher plans to implement this approach in teaching English grammar during the intervention phase.
For the second question about level of difficulty in learning English grammar, the results are shown as following:
Chart 4.1: Level of difficulty in learning English grammar
Based on the chart above, nearly half of the students found learning English grammar difficult Two main reasons were mentioned in both questionnaires and interviews as following:
- Due to the diversity of English grammar, it is difficult to remember grammar rules
- It is challenging to apply grammar rules to specific types of questions in practice
On the other hand, 25% students found it easy to learn English grammar in case a lot of practice tests were supplied
The researcher aimed to simplify target grammar rules by integrating communicative activities, making it easier for students to understand and master specific grammar concepts effectively.
With the next question about students’ feelings in English grammar lessons, the findings can be seen from the following chart:
Chart 4.2: Students’ feeling in English grammar lessons
According to recent survey data, 55% of students find English grammar lessons relaxing, while 38% describe them as interesting Conversely, 23% of students feel stressed during these lessons, and only 13% feel bored Some students express a neutral attitude, stating, “It is normal like other subject lessons,” reflecting no strong feelings toward English grammar These findings align with interviews where four students expressed genuine interest in English grammar, challenging the researcher’s initial assumption that most students would be uninterested.
Chart 4.3: The students’ understanding English grammar rules in lessons
As can be seen from the above chart, most of students quite understand grammar rules taught in lessons, which stood for 68% while 33% students fully understand
No students stated that they did not understand anything in English grammar lessons
When being asked about their opinions about teaching methods applied in English grammar lessons, students showed their like and dislike as following:
Table 4.2: Students’ opinions about teaching methods in English grammar lessons
Explaining grammar rules in English
Explaining grammar rules in Vietnamese
Explaining grammar rules in both English and Vietnamese
Supplying situations and examples which include the target grammar rules
Explaining grammar rules and then supplying practice exercises for revision
Supplying examples, which include the target grammar rules without any explanations, then having students discuss to acquire grammar rules
Carrying out activities to apply the target grammar rules
Most students (31%) disliked English grammar explanations but appreciated explanations in Vietnamese (29%) Nearly 100% of students expressed a preference for understanding grammar rules in both English and Vietnamese Based on these findings, it is recommended that teachers incorporate both languages when explaining grammar rules to enhance student comprehension and engagement.
62.5% of students expressed that they enjoyed explaining grammar rules and appreciated receiving practice exercises for self-review Interviews revealed that students emphasized the importance of additional practice exercises for mastering challenging grammar points at home Overall, students highly value practice exercises for effective English grammar learning.
Most students (95%) preferred providing situations and examples that incorporate the target grammar rules, demonstrating their understanding However, a significant portion (72.5%) expressed dislike toward supplying examples alone, especially when these examples lacked explanations and required them to acquire understanding independently.
Most students (92.5%) expressed a preference for activities that apply target grammar rules, highlighting the effectiveness of interactive learning During interviews, 2 out of 6 students recommended increasing interactions in English grammar lessons to enhance engagement Additionally, 4 students suggested incorporating games and fun activities to make grammar lessons more enjoyable and stimulating.
Based on expert opinions, the researcher integrated both accuracy and fluency activities alongside communicative practices into her English grammar lessons to enhance language learning She adopted a mixed approach by combining deductive and inductive teaching methods, as recommended by Laren and Freeman (2001), to maximize the benefits of language instruction Consequently, the researcher designed her lesson plans using both approaches to assess students' adaptability to the inductive method.
The results for the last question of factors affecting students’ learning English grammar were illustrated in the following chart:
Chart 4.4: Factors affecting students’ learning English grammar
Analysis reveals that 60% of students find the complexity of grammar rules impacts their English grammar learning, highlighting the significance of instructional methods Additionally, 45% believe that teaching approaches influence their understanding of grammar, while only 5% consider curriculum relevance as a factor Some students also cite personal mood and motivation as contributing to their learning challenges To address these issues, the researcher plans to implement communicative language teaching strategies in grammar lessons, aiming to improve student engagement and comprehension However, it is noted that current activities often focus on only limited aspects of target grammar rules, suggesting a need for more comprehensive communicative practice.
Based on research question 1, which aimed to identify the key challenges in my English grammar lessons, the researcher has identified several core issues that need to be addressed The findings highlight specific areas where students struggle, providing valuable insights for improving teaching strategies To enhance learning outcomes, targeted interventions will be implemented in the next stage, including tailored exercises and interactive activities These measures aim to resolve the identified problems, improve student understanding, and optimize the effectiveness of the English grammar lessons.
• Thank to students’ awareness of the importance of grammar in communication, it should be communicative language teaching approach to be applied in grammar lessons, instead of traditional teaching method.
Students’ attitudes towards communicative activities in English grammar
• When explaining English grammar rules, it should be both English and Vietnamese to be used, instead of only Vietnamese as it used to be
• Accuracy practice should also be highly recommended to ensure students’ confidence when using the target grammar as well as satisfy their needs for written tests
• Lesson plans are in both deductive and inductive approach to take the highest effects
4.2 Students’ attitudes towards communicative activities in English grammar lessons
For the first question to find out whether students like or dislike the application of role play in English grammar lessons, the results from questionnaires were presented as below:
Chart 4.5: Students’ opinions about application of role play
According to the chart, 43% of students quite like role play, while 28% like it very much, demonstrating strong enthusiasm for this teaching method Additionally, 28% of students feel neutral about role play, and only 3% dislike its use in grammar lessons, highlighting its overall acceptance The effectiveness of incorporating role play into grammar lessons is evident, as students report feeling more engaged and motivated This positive perception was supported by interviews with five students, all of whom expressed their appreciation for role play as an enjoyable and beneficial learning activity.
Question 2 requested data for students’ feeling when taking part in role play activities were illustrated by the following chart:
Chart 4.6: Students’ feelings about participation in role play activities
The data clearly indicates that the majority of students have positive attitudes toward participating in role-play activities According to the chart, 57% of students felt comfortable, while 41% found the experience acceptable, with only 3% feeling uncomfortable and none feeling unacceptable Additionally, interview results revealed that 80% of students felt comfortable during role-play activities, whereas just 20% felt uneasy These findings demonstrate that most students view role-play as a beneficial and engaging activity Supporting their positive perceptions, reasons from both questionnaires and interviews include increased confidence, improved communication skills, and enhanced engagement in the learning process Incorporating role-play activities can significantly boost student participation and foster a supportive classroom environment, making it a valuable teaching strategy.
• Studying was not stressful, less boring and became easier to get the knowledge
• The teachers appeared to be more active and happy
• We prefer speaking in grammar lessons
• We felt more confident in communication Besides, some students mentioned about the lack of confidence when communicating with others in role play activities
About the students’ level of participation in role play activities, the chart below showed the findings:
Chart 4.7: Students’ level of participation in role play activities
According to the chart, limited participation ranked first at 51%, followed by full participation at 36%, partial participation at 10%, and no participation at 3% Interviews with five students revealed that the primary reason for low engagement was a lack of confidence in communication skills.
When being asked about the effectiveness of role play activities, the findings are as in the chart and table:
Chart 4.8: Students’ opinions about the effectiveness of role play
Table 4.3: The aspects of effectiveness of role play
Grammar rules become easier to understand 26 65
Grammar rules become easier to remember 24 60
The grammar lessons become less stressful 25 62,5
I feel like learning grammar rules more 11 27,5
According to the chart, 71% of students found role play effective in enhancing English grammar lessons, while 26% considered it very effective, and only 3% found it not very effective Importantly, no students doubted the overall effectiveness of role play activities These findings indicate that role play successfully meets the objective of making English grammar lessons more engaging and effective for students, confirming its value as a student-centered teaching strategy.
According to student feedback, 65% reported that role-play activities significantly enhance understanding of grammar rules, while 60% found these activities effective for improving retention Additionally, 62.5% of students felt that English grammar lessons became less stressful through the use of role plays Furthermore, 27.5% of students expressed increased motivation and engagement in learning grammar when incorporating role play activities.
According to recent interviews, 4 out of 5 students find grammar lessons to be more engaging and relaxing when incorporated with communicative activities Many students prefer these dynamic teaching methods over traditional grammar instruction, highlighting their effectiveness in creating an enjoyable learning experience This shift toward interactive approaches can enhance student motivation and comprehension in language learning.
For the next question, in which students gave comments about situations in role play activities, the findings were seen in the following chart:
Chart 4.9: Students’ evaluation of situations in role play activities
According to the chart, 43% of students found the role play scenarios easy and attractive, indicating a high level of engagement Additionally, 38% considered these situations to be normal, while 13% viewed them as difficult yet still attractive A small percentage, 5%, perceived the scenarios as easy without attractiveness, and only 3% found them difficult and unattractive Overall, the majority of students agree that role play activities are both attractive and manageable, highlighting their effectiveness in engaging students.
Students face challenges in role-play activities primarily due to a lack of vocabulary and confidence, which hinders their ability to effectively express their ideas Building a robust vocabulary and boosting confidence are essential for improving performance in these activities Developing language skills and self-assurance can enhance students' participation and success in role-playing exercises.
The results for the last question about students’ difficulties when taking part in role play activities in English grammar lessons could be seen in the following table:
Table 4.4: Students’ difficulties in participation in role play activities
I feel shy when doing role play 18 45
I am afraid of making grammar mistakes 20 50
I am not confident enough in speaking 24 60
According to the data, 60% of students lacked confidence in their speaking skills, primarily due to a limited vocabulary and insufficient use of useful language structures Interviews revealed that all students acknowledged their speaking abilities were not satisfactory, highlighting common challenges Additionally, 50% of students expressed fear of making grammar mistakes, indicating a need for more grammar practice Furthermore, 45% of students felt shy during role-playing activities, affecting their speaking performance.
After a period of time for application of role play activities in English grammar lessons as an intervention, the following conclusions were drawn out:
• Students had positive reactions to role play activities in English grammar lessons
- Grammar rules appeared to be easier to understand and remember
- Grammar lessons were more fun
- They helped students be more confident in communication
- Role play situations were easy but attractive
• Not many students took part in role play activities in English grammar lessons due to the following reasons:
- They felt shy when doing role play (45%)
- They were afraid of making grammar mistakes (50%)
- They were not confident enough in speaking (60%)
Based on the above conclusions, some possible solutions to students’ problems, remaining in the first cycle, should be considered for the next one:
• Some considerations should be taken when choosing the next communicative activities to be applied:
- They should be more simple
- Grammar rules should be presented from easy to difficult level in communicative activities
- Group work size should be considered so that students will be less stressful when speaking in English
• Extra practice for grammar rules might be provided for students to do in class or at home
• Vocabulary and useful structures related to activities might be supported before their presentation
For the next cycle, the researcher chose to implement information-gap activities as an effective intervention According to Richard (2006), these activities involve real communication scenarios where individuals share information they do not currently possess, making interactions more authentic The importance of information-gap activities is emphasized by the claim that “without information gaps, classroom activities will be mechanical and artificial” (cited by Xiao, 2001) Additionally, the resource “Speaking: Information Gap Activities” (2015) highlights several advantages of using information gaps, such as promoting genuine communication and engaging students actively in language practice Incorporating information-gap activities can significantly enhance speaking skills by fostering meaningful interaction and authentic language use.
• They gave students more time talking actively
• The students were more motivated as they had to communicate to get information to complete the given task
• It was flexible in terms of task designs to focus on meaning, form, and/or curriculum content
Students were asked to share their opinions on the use of information-gap activities in English grammar lessons The results indicated that many students found these activities engaging and effective for improving their understanding, while some suggested they could be enhanced with additional explanations Overall, the feedback highlights the positive impact of information-gap activities on student learning and participation in grammar lessons.
Chart 4.10: Students’ opinions about the application of information-gap activities
According to the chart, 48% of students felt neutral about information-gap activities in English grammar lessons, while 38% expressed a preference for this activity Notably, 15% of students liked the activity very much, whereas no students disliked it Interview results indicate that three out of five students had a neutral attitude toward these activities, with one student quite enjoying them However, one student voiced disapproval, citing a lack of interest as the reason.
The second question, which elicits how students feel about information-gap activities, were shown in the following chart
Chart 4.11: Students’ feeling about information-gap activities
The survey results reveal that comfort is the predominant feeling among students, with 70% ranking it as their top priority, while 28% consider the activity acceptable Only 3% of students felt uncomfortable with the activity, and none found it unacceptable The questionnaires also highlighted several reasons supporting these responses, emphasizing overall positive perceptions and high levels of comfort regarding the activity.
- Most of information-gap activities applied in English grammar lessons were easy enough to follow
- Sometimes students felt too lazy to move around the class
- It was not so interesting
Additionally, the findings for students’ participation in information-gap activities could be found in the following chart:
Chart 4.12: Students’ participation in information-gap activities
70% of students reported full participation in information-gap activities during English grammar lessons, indicating high engagement Additionally, 18% demonstrated limited participation, while 13% actively participated fully, with no students opting out entirely Interviews with five students revealed that some participated out of necessity since these activities were part of the lessons The remaining students showed willingness to engage, citing factors such as the activities being manageable and their comfort in moving around instead of remaining seated for extended periods.
Furthermore, the chart and table below indicated the effectiveness and aspects of effectivenss of information-gap activities from questionnaires
Chart 4.13: The effectiveness of information-gap activities
Table 4.5: The aspects of effectiveness of information-gap atcivities
Grammar rules become easier to understand 25 62,5%
Grammar rules become easier to remember 26 65%
The grammar lessons become less stressful 29 72,5%
I feel like learning grammar rules more 18 45%
The chart indicates that 68% of students found information-gap activities effective for improving English speaking skills, with an additional 23% considering them very effective Only 10% believed these activities were not fully effective, and none viewed them as ineffective Overall, four out of five students agreed on the effectiveness of information-gap activities, highlighting their positive impact on language learning.
Findings and discussion
4.3.1 The reason why students are uninterested in English grammar lessons
Research indicates that students recognize the importance of grammar in effective communication, highlighting the significance of the communicative language teaching approach in English grammar instruction Surprisingly, the issue lies not in disinterest but in the complexities of grammar rules, which hinder students' learning; therefore, simplifying and clearly defining these rules within each activity can enhance understanding Additionally, students prefer explanations of grammar rules in both English and Vietnamese to facilitate comprehension Lastly, providing targeted accuracy practice is essential to build students' confidence in applying grammar correctly and to meet their preparation needs for written assessments.
4.3.2 Students’ attitudes towards communicative activities in English grammar lessons
Based on the data analysis, the researcher’s students demonstrated positive attitudes towards both role play and information-gap activities after the interventions These activities made grammar easier to understand and remember, enhancing students' learning experience Additionally, the communicative activities reduced anxiety during speaking tasks, making communication more comfortable Overall, integrating these activities made English grammar lessons more engaging and enjoyable for students.
Role-play activities were less engaging for students compared to information-gap activities, primarily due to students’ lack of confidence in speaking and fear of making grammar mistakes In contrast, students showed greater interest and comfort with information-gap activities, with nearly half of them finding these tasks easy.
In brief, the great influence of communicative activities on English grammar lessons cannot be denied
4.3.3 Suggestions for carrying out communicative activities to make English grammar lessons more effective
Based on students' attitudes towards the two communicative activities, several suggestions are proposed to enhance their effectiveness in English grammar lessons Implementing diverse and engaging communicative activities can significantly improve student participation and understanding Tailoring activities to align with students' preferences encourages greater engagement and motivation Incorporating interactive methods, such as group discussions and role-plays, fosters practical language use and reinforces grammatical concepts Regular feedback and adaptation of activities ensure they remain relevant and effective, ultimately making English grammar lessons more engaging and productive.
• Communicative activities should be simple enough but still attractive
• Grammar rules applied in each communicative activity should be from easy to difficult
• In order to help students to raise their confidence in speaking English, vocabulary and useful structures related to the communicative activities should be given before students’ presentations
• To prevent students’ feeling of stressful when speaking English, group work size should be carefully considered Working in large groups seems to be better
• Accuracy practice should be provided for students in class or be assigned as homework, with the hope that students become more confident when using them in communication
The findings highlight the significant role of grammar within the communicative language teaching approach, emphasizing its effectiveness These results support previous research demonstrating that integrating grammar instruction into communicative methods enhances English language learning outcomes Overall, the study reinforces the importance of incorporating grammar seamlessly into communicative language teaching to improve students' English proficiency.
In communicative language teaching, grammar should be taught within authentic communicative contexts, utilizing tasks and activities that promote real interaction (Nassaji & Fotos, 2011) Implementing role plays and information-gap activities proved effective in enhancing English grammar lessons, as these activities engaged students actively and facilitated meaningful language use The success of this approach was reflected in students' positive attitudes towards the communicative activities, demonstrating the effectiveness of integrating grammar instruction with interactive, real-world tasks.
The study revealed that students found communicative language teaching more helpful and less stressful, significantly enhancing their motivation to learn English grammar This positive impact was also supported by research conducted by Nguyen Quynh Giao and Nguyen Thi Nhan Hoa in 2004, demonstrating the effectiveness of communicative methods in fostering student engagement and reducing anxiety in language learning.
Burns (2009) advocates for teaching grammar "at the point of need," ensuring that grammar instruction is relevant and timely Combining deductive and inductive approaches enhances language teaching effectiveness, as suggested by Laren-Freeman (2001) In her study, the researcher integrated both methods across eight grammar lessons, applying lesson plans that utilized deductive and inductive strategies Grammar was taught when necessary to better prepare students for communicative activities, promoting practical language use and learner engagement.
Researcher Mai Thi Thai (2012) advocates for the use of simple communicative activities to enhance student participation and ensure activities are accessible She recommends implementing these activities in each cycle to promote effective communication skills among learners Additionally, she emphasizes the importance of focusing on accuracy activities before fluency exercises to maximize the benefits of communicative language teaching Based on her findings, the researcher in this study recognized the need for accuracy practice after the first cycle and incorporated it into classroom and homework activities to improve overall language proficiency.
This study focused on identifying effective methods for teaching English grammar, emphasizing the positive impact of interventions such as communicative activities, role plays, and information-gap exercises Incorporating these activities enhanced students’ understanding and the overall atmosphere of English grammar lessons, leading to improved engagement and learning outcomes Despite these advancements, fostering greater student confidence in using English for communication remains an ongoing challenge.
The researcher felt satisfied with her action research, as it successfully identified the remaining issues in her English grammar lessons Contrary to her initial prediction that students were uninterested in English grammar, the study revealed that students still engaged with the lessons These findings highlight the importance of reflective teaching practices in improving language instruction and student engagement.
English grammar lessons can be made more relaxing and interesting to enhance student engagement The primary issue was that the teaching methods did not align with students’ learning needs; instead of focusing on communication, the teacher emphasized memorizing grammar rules for written tests This approach limited the use of communicative language teaching strategies, reducing lesson effectiveness When the teacher identified students’ true needs, improvements were observed Implementing two communicative activities as interventions showed moderate success in enhancing grammar lessons Patience is essential, as developing speaking confidence in English requires time and consistent practice.