B a c k g r o u n d t o t h e s t u d y
Grammar holds a central place in English teaching, often considered the "bone of a body" due to its fundamental role in forming correct sentences (Harmer, 1991) A solid understanding of grammatical rules is essential for language mastery, as you cannot effectively use words without knowing how to structure them properly (Ur, 1988) Therefore, after introducing grammar concepts, teachers typically encourage learners to practice extensively, aiming for students to internalize these structures and produce them accurately independently.
At the National University of Civil Engineering (NUCE), English is a mandatory subject for all students across all faculties, emphasizing its importance as a vital skill for future engineers The program specifically focuses on teaching English grammar to enable students to read and understand technical documents related to construction projects By equipping students with strong language skills, NUCE prepares them to effectively handle industry-specific literature and communication in their engineering careers.
At NUCE, students study English using Lifelines Pre-Intermediate (Hutchinson, 1998) and English for Architecture and Building Construction (Cumming, 1997) textbooks The program spans three semesters (210 periods), including two semesters of General English (GE) with 150 periods focusing on grammar and structure, and one semester (60 periods) dedicated to English for Specific Purposes (ESP) tailored to architecture and building construction The first two semesters emphasize teaching English grammar rules, which form the foundation for language skills, while the third semester expands students’ construction and building vocabulary Grammar is a crucial component throughout the courses, especially at the beginning, as it serves as the basis for translation and specialized language use in the architecture field.
Lifelines Pre-Intermediate serves as the primary textbook for the first two semesters, totaling 150 periods Each lesson in the textbook includes 9 periods, with 3 dedicated to grammar instruction During classes, teachers present and explain grammar rules, after which students are expected to memorize and repeat modal structures However, class activities mainly involve completing written exercises, which can be monotonous and lack necessity, limiting opportunities for students to practice grammar orally (Larsen-Freeman, 2005) As a result, students seldom get the chance to use grammar structures in spoken language practice.
Students often show reluctance and lack of interest in grammar lessons, leading to disengagement during exercises Despite being able to produce correct forms in exercises, they struggle with applying grammar rules in free speech and writing Negative attitudes toward grammar learning significantly hinder students' mastery of grammatical structures This disconnect between exercise performance and real-world application results in incomplete understanding and poorer language proficiency Addressing students' attitudes towards grammar is essential for improving their overall language skills and confidence in using correct grammatical forms.
Oral grammar practice involves teaching grammar through communicative activities that actively engage learners This approach enhances learners’ motivation and provides more opportunities for interaction, helping them become aware of English grammar’s forms and functions According to Nunan (2007), oral activities not only boost learners’ interest but also maintain their attention over the long term, supporting the development of grammatical knowledge and skills Additionally, since correcting errors in students’ written work can be very time-consuming for teachers, oral grammar practice offers a practical solution by encouraging students to act as peer reviewers, thereby reinforcing their understanding through collaborative learning.
Teachers can make a positive contribution to students’ motivation to learn by making the classrooms places where students enjoy coming, as well as different attitudes and
2 motivation It means that if students are highly motivated, they will learn better and interesting grammar lessons will increase students’ grammar competence.
Therefore, the researcher explores this issue in an attempt to motivate students to learn grammar, which in turns help them learn grammar better.
A im s o f t h e s t u d y a n d r e s e a r c h q u e s t i o n s
This study addresses the issue of students' lack of interest in grammar lessons and aims to motivate them through oral grammar practice activities By incorporating engaging and interactive speaking exercises, the research seeks to enhance students' understanding and enthusiasm for grammar Key questions are explored to determine the effectiveness of these activities in improving student engagement and learning outcomes in grammar education Ultimately, the study emphasizes the importance of active oral practice as a strategy to foster greater interest and proficiency in grammar among students.
1 Why aren’t students interested in grammar lessons?
2 What should be done to motivate students?
3 Do the suggested solutions (oral grammar practice activities) work?
S c o p e a n d s i g n i f i c a n c e o f t h e s t u d y
Definitions o f motivation
Motivation, derived from the Latin verb meaning "to move," is the psychological force that drives individuals to take action It encompasses goal orientation, physical or mental effort, and the ability to initiate and maintain activity over time (Williams, 1997; Pintrich & Schunk, 1996) Characterized by its direction, duration, and intensity, motivation plays a crucial role in influencing behavior and performance across various contexts According to renowned researchers, motivation is fundamentally about energizing and sustaining goal-directed actions to achieve desired outcomes.
Motivation explains why individuals choose to engage in learning, the level of effort they are willing to invest, and the duration of their commitment, as emphasized by Domyei (2001) Additionally, Ellis (1997) highlights that motivation encompasses learners' attitudes and emotional states, which significantly influence the effort they dedicate to acquiring a second language (L2) Together, these insights underscore the critical role of motivation in shaping language learning success.
Motivation is composed of three essential elements: effort, desire, and affect Effort involves the time and energy a learner dedicates to studying the language, while desire reflects the learner’s aspiration to become proficient Affect pertains to the emotional reactions associated with language learning, highlighting the importance of motivation in achieving language proficiency.
Motivation, as defined by Crookes and Schmidt (1991), encompasses interest and enthusiasm for classroom materials, persistence in learning tasks, and high levels of concentration and enjoyment Their study highlights that authentic materials significantly enhance students’ motivation, encouraging greater engagement and a more effective learning experience Incorporating real-world resources into lessons can boost learners' enthusiasm and foster a deeper connection to the material, ultimately improving educational outcomes.
Motivation is a complex and elusive concept to define, as it is not directly measurable and involves multiple interconnected factors such as a learner's drive, desire, effort, and attitudes For this study, we have adopted Crookes and Schmidt’s definition of motivation, as it aligns closely with the aspects of motivation we aim to investigate.
Role o f motivation in language learning
As a great deal of research mentioned, motivation plays an important part in language learning Positive motivation is related to success in second language learning (Gardner,
1985) Motivation is also considered as “a key consideration in determining the preparedness o f learners to communicate” (Gardner, 1985, p 10).
Motivation in second language learning is a complex phenomenon influenced by learners' communicative needs and their attitudes toward the language community When learners require the language for social interactions or professional goals, they recognize its value and become motivated to achieve proficiency Additionally, positive attitudes toward native speakers foster a desire for greater contact and engagement with the language Social dynamics and power relationships play a crucial role, as members of minority groups learning a majority language may experience different motivations compared to those in the dominant group learning a minority language.
Motivated students are typically those who actively participate in class, show genuine interest in the subject matter, and dedicate significant effort to their studies Teachers can easily identify these characteristics and foster student motivation by creating classrooms that are engaging and welcoming An effective learning environment includes content that is interesting and appropriate for students' age and ability levels, clear and challenging yet achievable learning goals, and a supportive, non-threatening atmosphere By making the classroom a positive and stimulating space, teachers can enhance students' enthusiasm for learning and academic success.
Caroll (1962) identified key factors influencing second language acquisition, including aptitude, opportunity or method, and motivation Among these, motivation plays a crucial role in determining how much time a learner dedicates to language learning The more motivated a learner is, the greater their investment of time and effort in mastering a second language.
• Motivation and attitudes are important factors, which help to determine the level of proficiency achieved by different learners.
• The effects o f motivation appear to be separated from the effect o f aptitude The most successful learners will be those who have both talent and a high level of motivation for learning.
Motivation plays a crucial role in foreign language learning by encouraging students to select effective learning strategies Research indicates that employing specific strategies and techniques enhances success in learning a second or foreign language These strategies serve as essential tools for active, self-directed engagement, which is vital for developing strong L2 communicative abilities.
Ur (1996) emphasizes the importance of motivation as a key phenomenon in learning She acknowledges that motivation is difficult to define precisely but prefers to view motivated learners as those who actively engage in learning activities to achieve progress This perspective highlights the crucial role of motivation in fostering effective learning experiences.
Motivation plays a crucial role in foreign language learning by encouraging learners to put in effort and maintain a positive attitude toward achieving their language goals The more motivated students are, the more likely they are to succeed in learning English, particularly in mastering grammar Therefore, enhancing students' motivation in learning English grammar can significantly improve their language acquisition outcomes This highlights the importance of studying how speaking activities influence students’ motivation in learning English grammar, to develop effective teaching strategies.
2.2 General view on grammar and grammar teaching
An overview o f Communicative Language Teaching (C LT)
Communicative Language Teaching (CLT), developed in response to changes in British language teaching since the late 1960s, represents a major innovation with widely accepted principles It quickly gained popularity and became the orthodox approach in British language education, supported by leading methodologists, applied linguists, scholars, publishers, and institutions.
CLT is often mentioned as an approach that comprises two sets of theories: assumption of what to teach, and assumption o f how to teach.
The theory of language in Communicative Language Teaching (CLT) emphasizes that language's primary purpose is communication According to Richards and Rodgers (2001), CLT is characterized by specific features that highlight its focus on meaningful interaction, real-life communication, and functional language use, making it a learner-centered approach that promotes practical language skills.
- Language is a system o f for the expression o f meaning.
- The primary function o f language is to allow interaction and communication.
- The structure o f language reflects its functional and communicative use.
- The primary units o f language are not merely its grammatical and structural features, but categories o f functional and communicative meaning as exemplified in discourse.
Therefore, the purpose o f language teaching is to develop “communicative competence”, a basic concept in CLT.
Effective communication requires a speaker to master all grammatical aspects of a language and to use them proficiently Additionally, a speaker must understand what to say, when, where, and to whom, ensuring their message is clear and impactful.
Canale and Swain (1980) define "communicative competence" as comprising four key dimensions: grammatical competence, which involves mastery of grammar and vocabulary; sociolinguistic competence, the ability to understand and produce appropriate language within social contexts; discourse competence, the skill to grasp and convey coherent and cohesive messages; and strategic competence, the capacity to employ strategies to initiate, maintain, and redirect communication effectively.
In communicative language teaching (CLT), the first assumption focuses on what should be taught, emphasizing the importance of developing communicative competence The second assumption addresses how teaching should be conducted, highlighting the significance of syllabus theory and various syllabus models as key components of effective CLT implementation.
Learner-centeredness is a key aspect of CLT, emphasizing students’ active and participatory roles in language learning This approach redefines the teacher's role to accommodate students’ diverse interests, styles, needs, and goals, which should be reflected in instructional methods (Richards and Rodgers, 2001) According to Brown (1994), in a learner-centered approach, the teacher’s instruction is designed to promote student engagement and personalization of learning experiences.
- Techniques that focus on or account for learners’ needs, styles, and goals.
- Techniques that give some control to the students (group work or strategy training).
- Techniques that include the consultation and input o f students and that do not presuppose objectives in advanced.
- Techniques that allow for student creativity and innovation.
- Techniques that enhance a student’s sense o f competence and self-worth.
In brief, CLT is identified with the following characteristics:
It makes communicative competence the goal o f teaching
It develops procedures for the teaching o f the four language skills that acknowledge the independence o f language and communication
It considers learner and his communicative needs the centre o f language teaching process.
Teachers should select teaching techniques that effectively boost student participation in speaking activities during grammar lessons, thereby enhancing their understanding of English grammar Implementing engaging and interactive methods encourages active student involvement, which is essential for mastering grammatical concepts By adhering to these principles, educators can create a dynamic learning environment that promotes better language acquisition and improves students' speaking skills Ultimately, choosing appropriate techniques based on these characteristics helps students learn English grammar more effectively.
Phases in teaching grammar
According to Byrne (1991, pp 22-31), enhancing students’ oral skills involves three key phases: the Presentation phase, the Practice phase, and the Production phase The Presentation phase introduces new language concepts, providing students with clear explanations and examples During the Practice phase, students actively rehearse and reinforce their understanding through controlled activities Finally, in the Production phase, learners apply their skills in more spontaneous and creative speaking tasks, fostering fluency and confidence These three stages are essential for effective oral skill development in language learning.
The presentation phase: the teacher introduces something new to the students.
During the presentation phase, teachers act as informants by sharing their knowledge of English, selecting appropriate teaching materials, and delivering lessons in a clear and memorable manner Meanwhile, students remain mostly passive, focusing on understanding the new language with minimal verbal responses This approach emphasizes the teacher's role in making language input comprehensible and engaging to facilitate effective language acquisition.
In one word, this phase is teacher-centered.
During this stage, teachers introduce new language items relevant to the lesson, which is crucial for students to internalize essential language facts Although this phase is brief, it plays a vital role in helping students comprehend and begin producing the new language skills effectively.
The practice phase: the teacher allows the students to work under his/ her direction
During the practice phase, students engage in a variety of activities such as speaking, reading, and listening exercises to reinforce their language skills These practice activities can be either controlled, focusing on specific skills, or free, encouraging more spontaneous use of language Incorporating diverse practice types helps enhance student proficiency and confidence in real-world communication.
Unlike the presentation phase, it is the students’ turn to do most o f the talking At this stage, the teacher does the minimum amount o f talking He provides the maximum
Effective practice involves engaging in various exercises and activities that reinforce learning During the production phase, activities such as pair work and group work are highly beneficial, as they promote collaborative learning and practical application of knowledge Incorporating diverse practice methods enhances skill development and ensures better retention of material.
According to Ur (1996), effective teaching at the end of the practice phase requires students to fully focus their attention It is essential that the target language is clearly heard and repeatedly practiced in various ways to strengthen learners' perception Additionally, learners should understand the meaning of new material, and short-term memory must be activated for future use through engaging, colorful, and memorable presentations.
The production phase: the teacher gives the students opportunities to work on their own.
During the production phase, students are encouraged to actively use the language themselves, which is crucial for language acquisition According to Byrne (1991), an essential aspect of learning a language is mastering how to maximize limited language knowledge and adapt it to different situations Therefore, this stage plays a vital role in helping students develop practical language skills and the ability to communicate effectively in real-world contexts.
Definition o f oral grammar practice
Oral grammar practice focuses on teaching the grammar of spoken English through communicative activities, enhancing learners' ability to interact effectively It provides learners with increased opportunities and motivation to communicate, helping them become aware of the connection between grammatical forms and their functions By matching grammatical patterns to specific communicative meanings, learners learn to select the appropriate structures to express their ideas and emotions accurately This approach enables students to understand how to use grammar to convey different messages and incorporate various grammatical forms into their speech or writing seamlessly.
Effective language learning requires students not only to understand communication structures and functions but also to practice applying grammatical knowledge in real-life contexts Incorporating open-ended and creative grammar activities in the classroom encourages flexible language use beyond repetitive tasks Creative language activities allow learners to recombine familiar words and structures in new ways, enhancing their communicative skills Providing sufficient opportunities for meaningful communication and feedback helps minimize errors over time, leading to improved grammar mastery.
In modern grammar teaching, oral practice activities are essential for motivating learners and maintaining their attention during long-term language acquisition (Nunan, 2007) These activities provide students with realistic and meaningful opportunities to practice and apply grammar, enhancing their understanding and retention Additionally, oral grammar practice increases the practicality and relevance of grammar lessons, making them more engaging for students Furthermore, incorporating oral activities allows teachers to reduce the time spent on correcting written errors, as students can act as peer reviewers and collaboratively improve their grammatical skills.
In summary, grammar should be taught through oral practice activities in increase of students’ interests and in response to communicative demands.
The following sections will focus on describing some o f the most common activities.
Classification o f oral practice activities in learning grammar
Controlled practice activities are designed to provide students with rapid, focused practice using specific grammatical structures, typically conducted with the entire class for efficiency These activities enable students to ask and answer questions quickly, helping to reinforce their understanding of the target item Teachers can monitor and correct mistakes in real-time, fostering accurate language use while addressing common difficulties This method encourages active student participation and allows teachers to identify areas needing further clarification.
12 with drills is that they are often not very creative, to which a solution initiated by Harmer
Teachers should avoid overusing new language items and ensure their explanations are concise Once students demonstrate the ability to create correct sentences with a new phrase or grammar structure, educators should transition to more creative activities This approach helps maintain student engagement and promotes effective language acquisition.
Drills, in the Harmer’s viewpoint (1991, p.43), are “fairly mechanical ways o f getting students to demonstrate and practice their ability to use specific language items in a controlled manner”.
Rivers and Temperley (1991) divided oral drills into six following types: a Repetition presentation drills:
Repetition drills are a widely used teaching technique to help students master specific sentence structures or forms In this method, the instructor provides a model sentence featuring the targeted grammatical or linguistic pattern, and students practice repeating the sentence with correct intonation and stress This oral exercise enhances pronunciation, reinforces understanding, and promotes fluency Repetition drills are an effective way for learners to internalize language patterns through consistent practice and active engagement.
MODEL Where is the post-office? Oh, I see it.
STUDENT Where is the post-office? Oh, I see it.
MODEL Where are the shops? Oh, I see them.
STUDENT Where are the shops? Oh, I see them.
According to authors, activities that lack real-world application can feel unreal and disengaging for students For example, if students only repeat cue words like "it" and "them" without context, the activity risks becoming mechanical and superficial To make such activities more meaningful and relevant, teachers can introduce real-life references, such as referring to objects students can see and encouraging them to point to items as they respond Incorporating real objects and contextual cues enhances student engagement and reinforces practical language use.
Each substitution requires correlatives changes to be made elsewhere in the model sentence:
MODEL She combs her hair
RESPONSE You comb your hair
RESPONSE Jane and Mary comb their hair
Correlative substitution is a useful drill for learning key grammatical concepts such as possessives, reflexives, the -s ending, and third person singular verbs in the present tense It also helps students understand the changing forms of the verb "be," irregular verbs, the correct form of verbs after relative pronouns, and the plural and possessive morphemes Additionally, this activity aids in mastering certain tense sequences in related clauses To make the drill more realistic and engaging, the authors recommend designing cues with natural-sounding tags that elicit responses, transforming the activity from mechanical practice into a more conversational and meaningful learning experience.
Multiple substitution drills are an effective language learning technique where students replace words in specific slots within a sentence This exercise requires learners to understand the overall meaning of the sentence to make accurate substitutions, as the focus shifts with each change To succeed, students must stay alert and attentive, honing their comprehension and vocabulary skills through these targeted drills Incorporating multiple substitution exercises can significantly enhance language proficiency by reinforcing contextual understanding and flexible use of vocabulary.
MODEL She brings too many pencils to school
RESPONSE Peter brings too many pencils to school
RESPONSE Peter brings too much money to school
RESPONSE Students bring too much money to school
This activity can be a testing device to see whether students can continue to make a certain grammatical adjustment they have been learning while they are distracted by other preoccupations. c Conversions
This term refers to exercises involving sentence transformation, such as changing sentence types, combining two sentences into one, or shifting from one mood or tense to another It also includes modifying word classes, like replacing nouns with pronouns, and substituting phrases for clauses or vice versa—such as replacing adverbial phrases with adverbial clauses or infinitive phrases for clauses Additionally, it involves replacing single words with phrases or phrases with single words, for example, using adverbs instead of adverbial phrases or adjectives for adjective phrases The authors categorize these conversions into three main types: general conversions, combinations, and restatements, to facilitate understanding and instruction.
Example: Change the following statements into questions:
CUES: a John and I are watching television. b I am a student. c The artist lives in France. d My aunt and uncle have their breakfast early. e We can't work together.
This traditional elementary conversion exercise challenges students to master the formation of yes-no questions by focusing on key grammatical aspects In just five items, students must correctly use subject-inversion with "be," perform do-periphrasis with both singular and plural subjects, and apply these structures with main verbs such as "have," "do," and modals This task can be quite demanding for elementary-level learners, requiring a solid understanding of basic question formation.
Conversions exercises are effective for improving grammar and sentence structure These activities typically involve listening carefully to sentences and replacing repeated words with appropriate pronouns, ensuring correct placement and form Sometimes, it is necessary to add prepositions to maintain the sentence’s meaning and grammatical correctness Practicing these exercises enhances understanding of pronoun usage and sentence coherence, making them valuable for language learners aiming to improve their grammatical accuracy.
MODEL Paul gave his father the books His father
RESPONSE Paul gave him the books.
CUES Jane read her mother the letter
Mary’ repeated the words to his friend The words
Conversion exercises are most effective when made more vivid by linking structure with action, enhancing student engagement To achieve this, students should be encouraged to respond to instructions and questions by creating their own original statements This approach fosters active participation and reinforces understanding through meaningful, inventive responses.
Combinations are a traditional form of conversion exercise that have been used for many years to enhance grammatical understanding This method involves processes reflecting features of transformational grammar, helping learners differentiate various language rules For example, students often struggle to determine when the relative pronoun "that" should be retained or omitted in sentences, and combination exercises can clarify these distinctions.
Certainly! Please provide the full article you'd like me to rewrite with SEO-friendly, coherent sentences.
I left you the keys. b Don 7 close the door.
The door has ju st been painted.
This type of exercise is valuable for forming dependent phrases using present participles, such as "Arriving at the station, he went straight to the ticket office." It also involves using prepositions like "before" and "after" to create complex sentences that enhance writing clarity and variety Incorporating these grammatical structures can improve your English skills and make your writing more engaging and coherent.
Restatement is another kind o f conversion exercises One frequently used type of directed dialogue is a restatement exercise.
CUE Tell George your name is Ronald.
RESPONSE George, my name is Ronald.
CUE Ask Alice where she is going.
RESPONSE Where are you going, Alice?
Practicing different grammatical features can be effectively achieved through various restatements Incorporating realistic scenarios, such as a student giving directions to a third party over the phone while another student provides the necessary information, enhances learning This approach not only reinforces grammatical concepts but also improves practical communication skills in real-life contexts.
Another type o f replacement (sometimes called a contraction) consists o f replacing a longer expression with a shorter expression (e.g., a clause with a prepositional phrase, a prepositional phrase with a noun phrase )
Example: Restate each o f the following sentences replacing the relative clause with an infinitive construction o f similar meaning, the words italicized with a noun phrase. a I need a desk that I can p u t my books on.
RESPONSE I need a desk to p u t my books on. b The man who owns the car lives across the road.
RESPONSE The owner o f the car lives across the road. d Sentence modification
Rivers and Temperley subdivide sentence modification into three kinds: expansions, deleting and completions.
Expansions require strictly grammatical manipulation and are useful for learning such things as the position o f adverbs It can be teacher or student directed.
BASIC SENTENCE She left the house.
RESPONSE She left the house early.
RESPONSE She rarely left the house early.
Many other grammatical features can be practiced in this way such as position of adjectives in modifying nouns.
Additionally, expansions give students the opportunity to create new and original sentences from a basic sentence, often in an atmosphere o f competition.
CUE The man crosses the street.
STUDENT A The tired old man crosses the busy street.
STUDENT B The businessman crosses the main street hurriedly twice a day.
Deletions are the reverse o f expansions.
Example: delete the negative elements in the following sentences, making any necessary changes
CUE They haven’t any coffee.
RESPONSE They have some coffee.
In completion exercises, students are provided with a partial sentence or cue and are tasked with finishing it The completion can involve adding a semantically appropriate segment that requires syntactic or morphological adjustments based on the cue, or they can incorporate a suitable segment that is partly guided by meaning Alternatively, students may complete the sentence with an entirely original segment of their own invention, fostering creative language use These exercises are effective for assessing language proficiency, including syntax, semantics, and vocabulary skills, while also encouraging active engagement and critical thinking To optimize learning, such tasks should align with key language objectives and be designed to challenge students appropriately.
Planning
According to Kemmis and McTaggart (1988), the first step involves accurately identifying the problem Once the issue is clearly defined, it is essential to develop a strategic action plan aimed at improving the current situation This process ensures targeted interventions and promotes effective problem-solving strategies.
I taught “Lifelines Pre-intermediate” (Hutchinson, 1998) to the non-English major students During my teaching, I discovered that my students did not participate eagerly in
This article explores students' attitudes towards English grammar and grammar practice activities, highlighting the importance of understanding their preferences A questionnaire was used to gather insights into students' overall perceptions of English grammar and their specific interests in different practice activities The study aimed to identify discrepancies between students' positive attitudes toward English grammar and their preferences for certain practice methods If students favor English grammar but dislike current practice activities, the research seeks to uncover the underlying reasons, informing more effective and engaging grammar instruction strategies.
A ction
In this step, the plan will be implemented According to Kemmis and Me Taggart, the implementation o f action plan will be towards improvement.
This action research was conducted during the first semester of students' English course, spanning 75 periods over 8 weeks Each lesson from the Lifelines textbook includes 9 periods, with students allocated 3 periods specifically for grammar lessons and a total of 9 English periods per week The study focused on the fifth to eighth weeks (weeks 5-8), covering Units 4 to 7 The main goal was to evaluate whether integrating drills and two-way information-gap tasks into classroom activities could enhance student participation The researcher hypothesized that oral grammar practice through these interactive tasks would increase student engagement and involvement in learning activities.
Observation
Kemmis and Me Taggart emphasize that this step functions to document the effects of critically informed action In this study, the impact of the intervention was assessed by observing student outcomes and collecting data on their attitudes toward English grammar and grammar practice activities through questionnaires The analysis of these data is detailed in sections 4.1, 4.2, and 4.4.1, providing valuable insights into the effectiveness of the instructional approach.
Reflection
This step involved evaluating the effects documented during the observations, with detailed reflections available in the Action Research Evaluation section 4.4 Key findings and recommendations based on these effects are outlined in section 5.1, providing comprehensive insights into the observed outcomes and suggested improvements.
This study involves 44 students from class 53TL1, aged 18 to 20 years old, with 90% male and 10% female participants The students primarily have a background in English education, having studied English for three years in high school, while some students have extended their English learning to seven years They have completed two semesters of general English instruction, covering 14 units, providing a solid foundation for language development.
"Lifelines Pre-Intermediate" is a comprehensive English course comprising 150 periods, divided equally across two semesters In the first semester, students focus on Units 1 to 7, while in the second semester, they study Units 8 to 14 The first semester of the course, totaling 75 periods, is the subject of this action research Each lesson in the Lifelines textbook includes 9 periods, with dedicated 3-period grammar lessons, part of the weekly 9 English periods This structured curriculum aims to enhance students' English language skills through systematic unit progression and focused grammar instruction.
This research utilized learner questionnaires to assess students' attitudes toward English grammar overall and specific grammar practice activities The questionnaires were administered twice—before and after lessons involving oral grammar practice activities—to measure any changes in students' perceptions and attitudes.
To gather data for the research, two questionnaires were administered to the respondents The pre-treatment questionnaire aimed to assess students’ initial attitudes toward English grammar and grammar practice activities, while the post-treatment questionnaire evaluated changes in their perceptions following the instructional intervention.
33 questionnaire (Appendix 3) was given to measure possible changes in students’ attitudes after the application of oral grammar practice activities.
Each student completed this questionnaire prior to lessons involving oral grammar practice activities, which took place after finishing Lesson 3 in the Lifelines Pre-Intermediate textbook, marking the first phase of the course.
The Pre- treatment questionnaire was used with 6 items The respondents were asked to tick the appropriate answer to show their opinion These items were divided into two subparts.
In the first subpart, the information gained from 2 questions (from 1-2) related to the students’ attitudes towards English grammar in general, the details as following:
Question 1 collected information about the students’ attitudes towards grammar learning. Question 2 collected information about the students’ purpose in learning grammar
In the second subpart, 4 items (3, 4, 5 and 6) focused on students’ attitudes towards grammar practice activities, in which:
Question 3 gathered students’ attitudes towards grammar lessons and the causes o f these attitudes.
Question 4 showed students’ preference to ways o f grammar teaching
Question 5 focused on students’ attitudes towards some written grammar practice activities.
Question 6 collected the reasons for students’ attitudes towards written grammar practice activities in question 5.
After completing Lesson 7 in the Lifelines Pre-Intermediate textbook, students filled out a questionnaire assessing their experiences with oral grammar practice activities The survey aimed to evaluate students’ engagement and effectiveness of these activities during the second phase of the course Results indicate that integrating oral grammar exercises enhanced student participation and contributed to their overall understanding of grammatical concepts This feedback suggests that such interactive activities are valuable for improving language proficiency in pre-intermediate learners.
The Post- treatment questionnaire was used with 6 items The respondents were asked to tick the appropriate answer to show their opinion These items were divided into two subparts.
In the first subpart, the information gained from 2 questions (from 1-2) related to the students’ attitude towards English grammar in general, the details as following:
Question 1 collected information about the students’ attitudes towards grammar learning. Question 2 collected information about the students’ purpose in learning grammar
In the second subpart, 4 items (3, 4, 5 and 6) focused on students’ attitudes towards grammar practice activities, in which:
Question 3 gathered students’ attitudes towards grammar lessons and the causes o f these attitudes.
Question 4 showed students’ preference to ways o f grammar practice in general.
Question 5 focused on students’ attitudes towards some oral grammar practice activities.
Question 6 collected the reasons for students’ attitudes towards oral grammar practice activities in question 5.
CHAPTER 4 DATA ANALYSIS AND DISCUSSION
This chapter presents the results of the action research, beginning with an overview of the initial questionnaire findings It then discusses key insights gained from these preliminary results, including participants' perspectives on the proposed action plan Finally, the chapter evaluates the effectiveness of the implemented action plan, providing an in-depth analysis of its impact and areas for improvement.
4.1 Data collected before action plan
This learner pre treatment questionnaire was completed by the students at the end o f four lessons o f Lifelines Pre Intermediate textbook (from Getting started lesson to Lesson 3)
Students ’ attitudes towards English grammar learning
Chart 1 summarizes answers to question 1, which are students’ attitudes towards English grammar learning As can be seen from the chart 1, a majority o f the students held positive attitudes towards English grammar learning For example: 56% o f the students’ answers and 31% o f the students’ answers showed that English grammar learning was very important and important respectively Only 3 students in the class (6.8%) said that English grammar learning was not very important and a small number o f them (4.6%) said that it was not important at all These results revealed the fact that most o f the students highly appropriated the role o f grammar learning Grammar always plays a center role in the general English stage’s exams This role is reinforced by the fact that there is no speaking or listening test in the exams.
Students’ attitudes towards English gram m ar learning
Students ’ purpose in learning grammar
Question 2 collected information about the students’ purposes in learning grammar and answers to this question are presented in chart 2.
Chart 2 reveals that 75% of students primarily study grammar to achieve good exam scores, highlighting its importance for academic success Additionally, 63.6% believe that mastering grammar significantly improves their ability to read and translate ESP materials effectively Furthermore, 56% of students view grammar as essential for enhancing their oral and written communication skills Only a small fraction (10%) learn grammar to understand English songs or movies, indicating that students have clear, practical goals for grammar learning Overall, these findings demonstrate that students regard grammar as a vital aspect of their language proficiency development.
Chart 2: Students’ purpose of learning grammar
□ To get good marks in the exams
■ To read and translate ESP materials better
■ To communicate better (In both oral and written form
Students ' attitudes towards grammar lessons
Chart 3.1 Students' attitudes towards grammar lessons
■ Students like gram m ar lessons
■ Students don't like gram m ar lessons
The results o f question 3 are shown in chart 3.1, 3.2 and 3.3 It can be seen from chart 3.1, many students (66%) didn’t like grammar lessons, not many students (34%) liked
The study included 38 grammar lessons, which revealed a discrepancy between students' attitudes towards learning English and their preferences for grammar instruction While questions 1 and 2 showed that many students had positive attitudes and clear goals related to learning English, data from question 3 indicated that few students enjoyed grammar lessons This inconsistency raises questions about the reasons behind students' lack of interest in grammar To better understand this issue, analysis of the data presented in charts 3.2 and 3.3 provides further insights into students' perceptions and attitudes towards grammar lessons, helping to identify possible factors influencing their preferences.
Chart 3.2 The causes of students’ attitudes towards grammar lessons Students like grammar lessons transformation) are similar to exam tasks 46.6%
□ Final English exams focus on grammar 40%
■ Written grammar practice activities help students improve basic skills (Listening, speaking, reading and writing) 6.7%
A limited number of students enjoy grammar lessons, primarily because written grammar practice activities resemble exam tasks, with 46.6% citing this reason Additionally, 40% believe that final English exams emphasize grammar, influencing their attitudes Only 6.7% of students feel that written grammar activities help improve core language skills such as listening, speaking, reading, and writing A small portion (6.7%) also acknowledge that grammar lessons provide some academic benefits.
39 them a source o f vocabulary or it was very necessary for them to integrate to English culture and custom (see chart 3.2)
Chart 3.3 The causes of students’ attitudes towards grammar lessons Students don't like grammar lessons
According to Chart 3.3, nearly half of the students (44.8%) find grammar practice activities too boring, indicating a need for more engaging instructional methods Additionally, 27.6% of students report that these activities are too difficult, highlighting challenges in comprehension Meanwhile, 24.1% believe the activities are too easy, suggesting varying levels of proficiency among students Only a small percentage (3.5%) dislike grammar lessons due to limited time or large class sizes, pointing to minimal issues related to classroom management or scheduling.
This result strengthens the researcher’s conclusion that a large number of the students did not like grammar lessons although they found it very important to learn English and they
40 wanted to learn English grammar for some reasons (see chart 2) It was because grammar practice activities were too boring.
Students 'preference to ways o f grammar teaching
The data about students’ preference to ways of grammar teaching are presented in the following chart, Chart 4.
Chart 4 Students’ preference to ways of grammar teaching
The teacher begins by providing examples that illustrate key grammar rules, then elicits students' understanding of these rules through questioning After confirming their grasp, students are encouraged to apply the rules by completing exercises in the course book, facilitating an effective practice phase that combines deductive and inductive learning approaches.
In the classroom, the teacher presents examples that illustrate specific grammar rules, encouraging students to identify and understand these rules through guided inquiry This inductive approach promotes active learning by prompting students to deduce grammatical principles themselves Following this, students apply their newfound knowledge by completing exercises from the course book, reinforcing their understanding through practical practice This instructional method effectively enhances language acquisition by combining example-based learning with hands-on application.
□ The teacher explains grammar rules, then lets students practice and do exercises in the course book
Chart 4 collected the answers to question 4, which is students’ preference to ways of grammar teaching It is noteworthy that 61.4% o f the students indicated the preference for combination o f deductive and inductive approach This outnumbers 15.9% of the
Among the students surveyed, 41 favored the deductive approach, while 22.7% preferred the inductive approach The deductive method was less popular because it could create a monotonous classroom environment with passive students and a teacher acting as the sole authority Conversely, students appreciated the combination of deductive and inductive approaches, as it motivated them to discover new language structures while ensuring clear presentation of rules This blended approach enhances student engagement and improves language learning effectiveness.
Students ’ attitudes towards some written grammar practice activities
Question 5 collected information about students’ attitudes towards some written grammar practice activities and answers to this question are presented in chart 5.1; 5.2; 5.3; 5.4 and
S tu d en ts’ attitud es tow ards som e w ritten gram m ar practice activities
Chart 5.1 Students write down their own examples containing new grammar rules and structures
Chart 5.1 showed that nearly half o f the students (43.2%) responded that when they were asked to write down their own examples containing new grammar rules and structures in the practice phase, they found it boring 29.5% o f them claimed that this activity was very
42 boring Not many students (18.2%) thought that it was interesting and a small number of students (9.1%) said it was very interesting.
Chart 5.2 Using the words and phrases given to build a complete sentence
Chart 5.2 give information about students’ impression on the practice activity (using the words and phrases given to build a complete sentence), the collected data from question 5.2 showed that, very few students (only 4.5%) responded that they found it very interesting or interesting (20.5%) Whereas, a large number o f students (50%) claimed that they were bored, even worse, some o f them (25%) felt very bored with this activity.
Chart 5.3 Putting the words (Preposition, the right verb form )in the box given to complete the paragraph
According to Chart 5.3, nearly half of the students (45%) found the practice activity—placing prepositions and correct verb forms in the provided boxes to complete paragraphs—boring, while 25% considered it very boring Only a small percentage of students (22.7%) found the activity interesting, and just 6.8% rated it as very interesting.
Chart 5.4 Rewriting the sentences, using the words given in such a way that the meanings remain unchanged
Based on the data from question 5.4, many students found the practice activity boring, with 47.7% describing it as such, while 22.7% perceived it as very boring In contrast, only 18.2% of students considered the activity interesting, and a small percentage, 11.4%, found it very interesting.
Chart 5.5 Choosing the word or phrase given that best completes the sentences
According to the data in Chart 5.5, only 27.3% of students highly appreciated the practice activity of selecting the best word or phrase to complete sentences, despite many (41%) perceiving it as boring Conversely, a smaller proportion found the activity interesting (20.4%), while only 11.3% considered it very interesting This indicates that a significant number of students viewed this language practice as unengaging, highlighting the need for more engaging instructional methods.
The reasons fo r students ’ attitudes towards written grammar practice activities
Chart 6.1 Students' attitudes towards written practice activities in general
□ Students like written practice activities 36.4%
□ Students don't like written practice activities 63.6%
The results of question 6 are illustrated in Charts 6.1, 6.2, and 6.3, which explore students' attitudes toward written grammar practice activities and the underlying reasons for these attitudes According to Chart 6.1, a significant majority of students (63.6%) expressed disinterest in written practice activities, while only 36.4% reported that they liked them The underlying causes for these attitudes are detailed in Charts 6.2 and 6.3, providing further insights into the factors influencing students' perceptions of written grammar exercises.
Chart 6.2 The causes of students’ attitudes towards written practice activities Students like written practice
□ Students do better and feel confident in grammar learning 50%
■ Students feel relaxed by participating in written practice activities 37.5%
According to Chart 6.2, 50% of students who enjoyed written practice activities reported improved performance and increased confidence in grammar learning Additionally, 37.5% of these students felt more relaxed when engaging in written exercises, highlighting their positive impact on reducing anxiety Moreover, 12.5% found that practicing in writing helped them perform better in final exams Incorporating written practice activities can therefore enhance grammar skills, boost learner confidence, and prepare students effectively for assessments.
□ Students don’t feel confident when taking part in grammar lessons 46.4%
■ Practice activities put pressure on students 39.3%
Chart 6.3 The causes of students’ attitudes towards written practice activities Students dont like written practice activities
Many students experience challenges with written practice activities, with 46% feeling unconfident during grammar lessons Additionally, 39.3% of students find these activities stressful, perceiving them as putting excessive pressure on them Moreover, 14.3% of students consider written exercises boring, highlighting the need for more engaging and confidence-boosting learning methods.
Analysis of data from question 6 in the pre-treatment questionnaire revealed that 63.6% of students disliked written practice activities, indicating a generally negative attitude toward these tasks The limited number of students who enjoyed such activities suggests that their perceptions of grammar lessons may be influenced by their experiences with practice exercises This insight highlights the importance of engaging practice activities to improve students’ attitudes toward grammar learning.
4.2 Findings from the initial results
Analysis of the collected data reveals that students generally have a positive attitude towards English and English grammar, but their attitudes toward grammar lessons are negative, leading to low motivation The primary cause of these attitudes and low motivation is the lack of oral grammar practice activities in the classroom, which hampers student engagement and speaking skills development Incorporating oral grammar exercises can significantly enhance students’ motivation and improve their overall language proficiency.
From the identification o f problems as I mentioned above, I would like to make the following hypothesis: If oral grammar practice activities are used, the students will participate better.
4.3.1 The aim of the action plan
The action was strategically designed to test the hypothesis outlined in section 4.2, aiming to determine whether students' attitudes towards grammar lessons can be positively influenced through the implementation of oral grammar practice activities This approach seeks to assess the potential for improved engagement and perceptions of grammar instruction when incorporating interactive, speech-based exercises The findings will provide valuable insights into the effectiveness of oral practice in transforming students' attitudes toward grammar learning.
The action plan procedures
Based on the analysis o f the collected data, a plan o f action with the use o f oral grammar practice activities at the Practice phase was developed.
The action plan was developed within four weeks after students completed Unit 3 in the Lifeline Pre-Intermediate textbook According to section 2.3.2, oral grammar practice activities motivate students to speak in the target language, enhancing their speaking skills These activities encourage students to produce more natural speech, helping them achieve better language fluency.
The action plan serves as a valuable lesson designed to incorporate effective grammar practice activities during the Practice phase, aimed at improving students’ attitudes toward grammar lessons By implementing these targeted activities in the classroom, the researcher seeks to foster a more engaging and positive learning environment for students.
Lesson 49, Unit 5 of the Lifelines Pre-Intermediate textbook focuses on teaching comparisons as a key grammar point To reinforce this concept, engaging oral practice activities are essential, including comparing pictures to develop students' descriptive skills Additionally, students can practice by circling comparison structures within exercises to enhance their understanding Group work activities from the book provide an interactive opportunity for learners to apply their knowledge of comparisons in a collaborative setting, promoting speaking fluency and comprehension.
“Grammar Practice Activities” by Ur, Cambridge, 1988 Detailed examples o f these activities can be seen in Appendix 2.
4.4 Results from post-treatment questionnaire
The action plan was successfully implemented over four lessons, after which student feedback was gathered using the Learner Post-Treatment Questionnaire to assess their attitudes toward grammar lessons The results from the questionnaire indicate significant insights into students’ perceptions and engagement levels, highlighting the effectiveness of the intervention in enhancing their attitude towards grammar instruction.
The data collected from questions 1 and 2 in the post-treatment questionnaire were consistent with the results from the pre-treatment questionnaire, as detailed in sections 4.1.1 and 4.1.2 Therefore, this analysis will focus on the responses to questions 3 through 6 in the post-treatment questionnaire to assess the treatment's impact.
4.4.1 Students’ attitudes towards grammar lessons
Question 3 collected information about students’ attitudes towards grammar lessons after the application o f oral grammar practice The answers to this question are presented in chart 7.1; 7.2 and 7.3.
Chart 7.1 shows that many students (70.5%) liked grammar lessons whereas 29.5% didn’t like grammar lessons These results proved that the students’ attitudes towards grammar lessons changed dramatically, compared with their attitudes before the treatment It raised a question that why there was a great change in students’ attitudes towards grammar lessons The next data in chart 7.2 and chart 7.3 will help to answer this question.
Chart 7.1 Students' attitudes towards grammar lessons
□ Students like gram m ar lessons
□ Students don't like gram m ar lessons
Chart 7.2 The causes of students’ attitudes towards grammar lessons Students like grammar lessons
□ Practice activities make students more concentrate on the lessons, so students get the rules and new structures easily 42%
□ Practice activities (such as pair-work, group-work, comparing pictures, brain storming, chains of events) are interesting 35.5%
■ Practice activities help students improve basic skills (listening, speaking, reading and writing) 19.3%
According to Chart 7.2, nearly 42% of students reported that practice activities enhanced their concentration during lessons, facilitating easier understanding of rules and new structures Additionally, 35.5% found grammar practice activities—such as pair work, group work, comparing pictures, brainstorming, and chains of events—engaging and interesting Moreover, 19.3% of students believed that these activities contributed to improving their basic language skills, including listening, speaking, reading, and writing.
□ Grammar practice activities are too difficult & make students less concentrate on the lessons 38.5%
□ Grammar practice activities are too boring 30.8%
■ Grammar practice activities are too easy 23%
Chart 7.3 The causes of students’ attitudes towards grammar lessons Students don't like grammar lessons
A small number of students expressed dissatisfaction with grammar lessons, primarily because they found the practice activities too difficult, which reduced their concentration (38.5%) Additionally, 30.8% of students found the activities boring, impacting their engagement Conversely, 23% of students felt that the grammar practice activities were too easy, suggesting a need for more varied and appropriately challenging exercises to enhance learning and student motivation.
Some o f them (7.7%) claimed that these practice activities did not help students improve basic skills (Listening, speaking, reading and writing) (see chart 7.3).
Analysis of the data from Chart 4 (see 4.1.3) and Charts 7.1, 7.2, and 7.3 reveals a significant shift in students' attitudes toward grammar lessons This noticeable change likely results from the impact of practice activities, which appear to have positively influenced students’ perceptions and engagement with grammar learning.
Students ’preference to grammar practice activities in g en era l
Chart 8 Students’ preference to grammar practice activities in general
□ The teacher gives students various activities for practicing new grammar rules and structures (e.g.: role plays, games, discussion ) 68.2%
■ The teacher asks students to do written practice activities (such as completing the sentences, filling in the blank, sentence transformation) in the textbook 31.8%
Chart 8 provides the answer to question 4, which is students’ preference to ways of grammar teaching in general It is noteworthy that 68.2% of the students indicated the preference for various practice activities (such as role plays, games, discussion ) whereas only 31.8% o f the students liked written practice activities (such as completing the sentences, filling in the blank, and sentence transformation) in the textbook The information in question 5 in Post-treatment questionnaire (see Appendix 3) will give more details about the practice activities students like.
Students ’ attitudes towards some oral grammar practice activities
Chart 9.1 Brain storming- use of will to express future action
Question 5 collected information about students’ attitudes towards some oral grammar practice activities and answers to this question are presented in chart 9.1; 9.2 and 9.3 Chart 9.1 provides students’ impression on the practice activity (brain storming- use of will to express future action), the collected data from question 5.1 in Post-treatment questionnaire (appendix 3) showed few students (6.8%) responded that they found it very boring or boring (11.4%) Whereas, a large number of students (47.7%) admitted that it was interesting, even very interesting (34.1%).
Chart 9.2 shows that nearly half of the students (43.2%) found the comparison of pictures to be interesting, with 29.5% rating it as very interesting Conversely, 20.5% of students considered this practice activity boring, and a small percentage (6.8%) found it very boring This highlights varying student engagement levels with the activity.
Chart 9.3 shows that more than half o f the students (56.8%) highly appropriated this practice activity (building around activity) when said that it was interesting 29.5% o f
55 them thought it was very interesting Not many students (9.1%) found it boring and few students admitted it was very boring (4.6%).
Chart 9.4 shows that great number o f the students (61.4%) responded that when they were asked to do chains o f events activity in the practice phase, they found it interesting, even very interesting (22.7%) Only some students (9.1%) thought that it was boring and a small number o f students (6.8%) said it was very boring.
According to Chart 9.5, student impressions of the practice activity indicate that 54.5% found it interesting, while 25% considered it very interesting Conversely, 11.4% of students found the activity boring, with only 9.1% describing it as very boring These results, derived from Question 5.5 in the post-treatment questionnaire (Appendix 3), highlight overall positive student engagement with the practice activity.
The reasons fo r students’ attitudes towards oral grammar practice activities
Question 6 collected information about the reasons for students’ attitudes towards oral grammar practice activities and answers to this question are presented in chart 10.1; 10.2 and 10.3.
Chart 10.1 Students' attitudes towards oral practice activities
□ 22.8% □ Students like oral practice activities
□ Students don't like oral practice activities
Chart 10.1 shows that 68.2% of students enjoy oral practice activities, indicating a generally positive attitude towards these exercises Conversely, 22.8% of students do not favor oral practice activities, highlighting a notable level of dissatisfaction The underlying reasons for these attitudes are detailed in Charts 10.2 and 10.3, which explore the factors influencing students' preferences and difficulties with oral practice activities.
Chart 10.2 The causes of students’ attitudes towards oral practice activities Students like oral practice activities _
□ Students feel relaxed by participating in oral practice activities 50%
■ Students do better and feel confident in grammar learning 46.7%
Chart 10.2 shows that half o f the students (50%) who liked oral practice activities said that they felt relaxed by participating in oral practice activities; many students did better and felt confident in grammar learning (46.7%).
Chart 10.3 The causes of students’ attitudes towards oral practice activities Students dont like oral practice activities
□ Students don't feel confident when taking part in grammar lessons 50%
■ Practice activities put pressure on students 28.6%
A small number of students expressed dislike for written practice activities, with 50% feeling unconfident during grammar lessons Additionally, 39.3% reported that these activities created pressure, while 21.4% found them to be too boring These findings highlight common challenges students face with written practice tasks in language learning.
Analyzing the data collected from statement 3 in Post-treatment questionnaire ( appendix
3) showed that more than half o f students (70.5%) liked oral practice activities while the number of the students didn’t like these activities was small These data are totally different from the data in statement 3 in Pre-treatment questionnaire (appendix 3) when only 34% o f the students like written practice activities This information confirmed the assumption that students’ attitudes towards grammar lessons changed by the application o f oral practice activities.