INTRODUCTION
Rationale of the study
In recent years, education has undergone significant transformations in teaching and learning foreign languages, particularly English As a global lingua franca, English is increasingly essential for effective communication and staying aligned with sustainable global progress, leading to a rising demand for proficiency in this international language.
Vietnam has undergone a significant transformation in its English teaching methods, moving away from traditional approaches Since the 2012-2013 school year, the Ministry of Education and Training has actively sought to innovate English education by introducing a new version of the Tieng Anh textbooks, which implement various changes, particularly in grammar.
Grammar and structure are fundamental to language learning, as emphasized by Pekka Saaristo (2005, p.279) They serve as the foundation for acquiring skills and achieving communicative competence While basic knowledge of grammar may suffice for simple communication, those aiming for professional and precise expression must delve deeper into grammar studies Accurate learning of a foreign language cannot occur solely through unconscious assimilation, as noted by José & Gloria (2012, p.1).
Grammar considered has a direct and decisive influence on pedagogical grammars, learning processes and many other areas involved in foreign language teaching”
Many Vietnamese students excel in grammar but struggle to apply their knowledge in real-life contexts Despite years of English education, they often find it difficult to speak, listen, or comprehend the language This challenge stems from a focus on textbook grammar exercises and formal tests, which prioritize forms and structures over practical usage.
Howatt (1984) asserted that "language is acquired through communication," emphasizing the importance of communicative competence in language learning This competence encompasses a solid understanding of grammar and vocabulary, enabling individuals to effectively speak, read, and write in a foreign language The goal of modern teaching methodologies is to enhance students' ability to use language appropriately in various real-life situations Consequently, adopting Communicative Language Teaching (CLT) methods, which have been implemented globally, addresses the limitations of traditional teaching approaches.
The new version of English curriculum by the Ministry of Education and Training (MOET) aims to immerse students in communicative activities that reflect real-life situations, promoting integrative language use However, teachers often neglect grammar activities, focusing instead on mechanical exercises that fail to enhance students' understanding of sentence structures This lack of flexible application in less controlled environments leads to difficulties in sentence production and frequent mistakes Consequently, this hinders effective English communication between Vietnamese learners and foreigners.
In Hue, traditional methods of teaching grammar involved teachers explaining rules followed by students answering questions Recently, efforts have been made to enhance grammar classes through varied exercises One effective activity is the "Class survey," which allows students to practice grammar in context and apply structures to real-life situations This interactive approach fosters collaboration among students and encourages pair or small group work, helping weaker students integrate with their peers.
Learning languages is often perceived as being more effective through practice rather than strict adherence to rules Engaging activities are crucial in grammar lessons, as they enhance students' ability to communicate appropriately in various real-life situations Research highlights the significant benefits of incorporating activities into grammar instruction, with games playing a vital role in boosting student motivation and comprehension A playful learning environment has been shown to stimulate motivation, build confidence, and foster positive attitudes towards foreign language acquisition, as noted by Griva, Semoglou, and Geladari.
Problem-solving activities serve a purpose beyond merely producing correct speech, as noted by Saricoban and Metin (2000), who emphasize their value as preferable communicative activities Students show greater eagerness and motivation to participate in games compared to traditional exercises The authors highlight that relevant grammar activities not only enhance students' knowledge but also facilitate its application in learning Overall, grammar activities foster creative and meaningful learning experiences while promoting fluency This raises the important question: "How can grammar lesson activities be effectively applied to help students practice English grammar?"
This study, titled “A Study on The Implementation of Activities to Practice English Grammar at a High School in Hue City,” aims to highlight the significance of engaging activities in grammar lessons It seeks to help teachers and students recognize the challenges faced in these lessons and to address them effectively, ultimately enhancing students’ communicative competence.
Aims of the study
1 get an overview of the real situation of teaching and learning Grammar at a high school in Hue city
2 examine the attitudes of teachers and students towards the use of activities in Grammar lessons in Tieng Anh new version at a high school in Hue city
3 find out the obstacles that teachers and students have to face while conducting activities in teaching Grammar
4 work out some solutions for improvement of the quality of activities in teaching Grammar.
Research questions
This research aims to seek the answers for the following questions:
1 How are grammar activities being implemented in English classes at high school?
2 What are the attitudes of teachers and students towards the use of the activities in grammar lessons in Tieng Anh 10 new version?
3 What are the obstacles that teachers and students face while conducting activities in grammar lessons at a high school?
Significance of the study
The research findings and recommendations aim to enhance students' communicative competence by shifting the focus from grammar-based translation to a communicative approach This transition will help both teachers and students recognize the importance of effective communication Additionally, teachers will gain insights into their students' interests and challenges, allowing them to design engaging activities and grammar lessons Consequently, students will feel more confident and motivated to communicate in English, facilitating a natural acquisition of grammar skills.
Scope of the study
This study examines the use of various activities, such as information gaps, discussions, role plays, storytelling, interviews, report writing, advertisements, and journal writing, in 10th-grade classes at a high school However, the research is limited by the inability to observe the entire grammar lesson process, which impacts students' engagement and motivation in these activities Additionally, due to time constraints, the researcher only gathered data on grammar lessons from three units (8, 9, and 10), preventing a comparison of the effectiveness of different activities across various grammar structures.
Organisation of the study
The thesis is organized into five chapters as follows:
Chapter 1 presents “INTRODUCTION”, which outlines the basis information of the study such as the rationale, the aims, the research questions, the scope and the methodology
Chapter 2 is “LITERATURE REVIEW”, which deals with a brief summary of prior studies related to the research; some principal theoretical background is relevant to the purpose of the study
Chapter 3 is “RESEARCH METHODOLOGY”, which conveys the methods employed in the research, including the subjects of the study, the research instruments, data collection and data analysis procedure used to implement the study, the advantages and disadvantages of the methodology employed
Chapter 4 entitled “FINDINGS AND DISCUSSION” presents the results of the surveys, interviews and classroom observation about real situation towards teaching and learning English grammatical structures of some English teachers at a high school
Chapter 5 named “CONCLUSION AND IMPLICATIONS” conveys an overall summary of the study, limitations of the study as well as suggestions for further study Some recommendations are made for using activities effectively for improvements of teaching and learning English grammatical structures for grade 10th students using new version of textbook at a high school in the future
REFERENCES and APPENDICES will be laid in the last pages of the thesis.
Summary
This introductory chapter offers a concise overview of the research, setting the stage for the subsequent chapters It presents the research background and highlights the significance of the study Additionally, it outlines the aims and research questions that guide the investigation.
LITERATURE REVIEW
Grammar
Grammar can be defined in various ways, but fundamentally, it refers to the study of words and how they interact Numerous experts have offered different definitions of grammar, reflecting diverse perspectives on language.
Grammar encompasses the complete system of a language, including syntax, morphology, semantics, and phonology (Chalker & Weiner, 1994, p.177) While some definitions focus on the structural rules of a language, they often overlook vocabulary, semantics, and phonology Regardless of whether one is aware of it, anyone who communicates in a specific language inherently understands its grammar, as noted by Lado.
Grammar is essential for effective communication, as it encompasses the rules that guide how individuals construct meaningful messages According to experts like Gerot and Wignell (1994), grammar serves as a theoretical framework for understanding how language is structured and functions It involves the study of word classes, their inflections, and their relationships within sentences Azar (2007) emphasizes that without grammar, communication would be limited to isolated words, sounds, or non-verbal cues, making language acquisition nearly impossible Thus, grammar is not only the foundation of language but also a crucial tool for regulating and mastering it.
2.1.2 The role of grammar teaching and learning
Attention to grammar instruction is crucial for effective language acquisition Without a solid understanding of grammar, learners may struggle to use the language correctly, leading to confusion Experts agree that grammar is essential for language development, and a lack of grammatical knowledge can significantly hinder learners' progress (Richards, Renandya, 2002, p.145).
To effectively use a language, a solid understanding of grammar is crucial, as it allows learners to organize words and convey their messages accurately A deeper knowledge of grammar enables the construction of clear sentences, enhancing comprehension According to Azar (2007), grammar helps students recognize that language comprises predictable patterns, making communication intelligible Therefore, mastering grammar is essential for significant language improvement.
Grammar plays a crucial role in enhancing communication and fostering mutual understanding An illustrative example by Thornbury (1999, p.6) highlights an exchange between a father and a young man who arrives to take his daughter out, demonstrating the significance of grammatical clarity in interpersonal interactions.
Young Man: No, thanks, I am cool
Father: I am not offering, I am asking if you drink Do you think I would like to offer alcohol to teenage driver taking my daughter out?
A significant misunderstanding exists between the father and the young man due to the father's improper use of grammar, which hampers effective communication This lack of clarity results in miscommunication between the two individuals.
In conclusion, grammar is essential for accurately conveying meaning and facilitating clear communication Language learners must possess a solid understanding of grammar to effectively express their thoughts Inaccurate grammar usage can lead to misunderstandings, especially when interacting with individuals from diverse cultural backgrounds.
2.1.3 Overview of grammar teaching approaches
The Ministry of Training and Education of Vietnam (2007) outlines two primary methods for teaching grammatical structures in the English textbooks for grades 6 to 12: deduction and induction Many educators are often confronted with the decision of whether to employ a deductive or inductive approach in their grammar instruction.
A deductive approach in teaching involves presenting grammatical rules to students before illustrating these rules with examples According to Thornbury (1999, p.129), this method, often referred to as rule-driven learning, begins with the introduction of rules followed by relevant examples Once students grasp the rules, they are encouraged to apply them to different sentence structures Essentially, providing grammatical rules serves to focus learners' attention on the specific issues being addressed.
The deductive approach to grammar teaching is less favored than the inductive approach, yet it offers the advantage of saving time Thornbury (1999, p 129) notes that many grammatical rules can be explained more simply and quickly than they can be elicited from examples.
The discovery learning approach, as described by Thornbury (1999), emphasizes the importance of learners inferring rules from examples rather than being taught them directly Richards and Schmidt (1991) further elaborate that in inductive learning, students are encouraged to derive grammatical rules through their own experiences with language, rather than receiving explicit instructions This method immerses learners in abundant language data, fostering a deeper understanding through exploration rather than rote memorization of rules.
Procedures of grammar teaching
According to Richard (2002, p.8), a prevalent teaching method is commonly found in language teaching materials and is adapted for grammar classes globally, with a specific emphasis on its application in Vietnam.
The "Presentation-Practice-Production" (PPP) method is an effective teaching approach that starts with the teacher presenting vocabulary and grammar structures This is followed by isolated practice focused on grammatical rules, culminating in the production of new language items learned by students According to Richard, many contemporary lesson materials are designed around these three phases of PPP.
At this stage, teachers introduce the new grammatical concept, allowing students to recognize its usefulness and relevance It is crucial for educators to convey both the form and meaning of the new language effectively.
A comprehensive model for introducing new language consists of five key components: lead-in, elicitation, explanation, accurate reproduction, and immediate creativity Once teachers and students are assured of the students' understanding of the meaning, use, and form of the new language, and students are able to create their own sentences, the transition to the next stage can occur.
During the practice stage, students engage with the new language, allowing them to use it within a controlled yet realistic context This approach helps students memorize the language structure and fully assimilate its meaning, with a strong emphasis on accuracy.
The production stage of a grammar lesson is crucial, as it actively engages students in meaningful activities that foster their desire to communicate This phase encourages varied language use, providing students with ample opportunities to apply their language skills in a communicative context.
According to Willis (1996), students are expected to integrate newly learned language items with previous knowledge in real-life situations Byrne (1986) emphasized that this stage of learning is crucial, although students may appear to regress rather than progress steadily He noted the challenges of evaluating students during this practice phase, as teachers often prioritize accuracy, making it difficult to measure success Consequently, teachers must be flexible, patient, and understanding of learners' challenges To foster confidence and fluency in communication, educators should implement various activities that focus on enabling students to use English effectively in real-time scenarios.
Communicative activities (CAs)
Communicative activities (CAs) encompass various interpretations among researchers, generally referring to classroom tasks that create genuine information gaps, enabling language learners to engage in meaningful communication within the framework of Communicative Language Teaching (Liao, 2000) These activities serve real purposes, such as gathering information, overcoming barriers, sharing personal experiences, and exploring cultural aspects Additionally, Nunan (1993, p.59) has contributed to the discussion surrounding CAs, highlighting their significance in language learning.
A communicative task is an educational activity that engages learners in understanding, using, and interacting in the target language, prioritizing meaning over form This approach fosters a strong motivation to communicate, emphasizing the importance of content in conversations rather than focusing solely on grammatical structures.
Communicative activities, as highlighted by Tait (2001), are primarily fluency-based and extend beyond merely practicing grammatical forms These activities are grounded in realistic scenarios, such as conversations in a market or discussions among friends about holiday plans In this context, students engage in negotiating meaning, which necessitates multiple exchanges and turn-taking Consequently, the classroom transforms into a small society where students interactively share ideas, opinions, and feelings using diverse language forms.
Based on related views about communicative activities, Sun and Cheng
(2000) summarizes three common features as follows:
1 Communicative activities are task-based Task-based English teaching concentrates on communicative tasks that learners need to engage in outside the classroom
2 Communicative activities are learner-centered The emphasis of teaching activity is on students’ initiation and interaction Students are expected to participate in the activities as real people and take responsibility for their learning
3 Communicative activities emphasize the use of authentic language input and the teacher’s native or near native language competence in order to produce communication in the classroom
However, how can an activity be considered to be truly communicative? Johnson and Morrow (1981) pointed out three features in common They are information gap, choice and feedback
Basically, there are two communicative activities classified by Harmer
(2001, p.122-145) which are “Oral Communicative Activities” and “Written Communicative Activities” Below, some typical activities of each type are clarified clearly
Below are some kinds of activities focusing on communication, which are well-known in grammar classes a Information gap
Information gap activities, as outlined by Thornbury (2005), involve a knowledge gap between learners that can be filled through language use To acquire the necessary information, participants must engage in communication.
Littlewood (1994, p.22-26) identifies functional communication activities as essential for learners to share and process information Common examples include spotting differences in pictures, exchanging personal information, playing guessing games, and creating stories from flashcards presented briefly to each group These activities encourage students to collaborate and communicate effectively to uncover missing information.
For more details, take a look at the example below:
The activity aims to enhance students' understanding of giving directions Each pair of students receives two maps from the teacher, who instructs them to guide their partner to specific locations marked on each map.
Discussions play a crucial role in speaking lessons, where students engage with a topic introduced through reading or listening materials They are encouraged to discuss related subjects to formulate solutions or responses According to Celce-Murcia (2001, p.106), it is essential for students to understand that each group member should have a defined role during the discussion, such as managing time, taking notes, or presenting the group's findings.
Example: Grammar point: Passive voice with modal verbs
The teacher tells students to work in groups, then lets them discuss a topic together: “Should mobile phone be used in a classroom?” c Role play
Role play is a highly effective communicative activity that prepares students to handle unpredictable real-life conversations in an English-speaking environment In this technique, learners assume specific roles and envision themselves in various situations, engaging in conversations that are appropriate to their assigned roles Prior to the test, learners receive clear instructions outlining their tasks in simple language.
Role play serves as an engaging method to practice new grammar concepts For instance, utilizing a grammar role-play dialogue can effectively illustrate the distinctions between the "Past Simple Tense" and the "Past Continuous Tense."
Grammar point: Past simple and Past continuous
Students collaborate in pairs, with one assuming the role of a police officer and the other acting as a witness Together, they engage in a dialogue to recount the details of a bank robbery that took place the previous day, enhancing their storytelling skills through this interactive exercise.
Stories serve as an impactful and engaging method for teaching grammar, allowing students to internalize language structures through story reconstruction They offer students a manageable way to explore language, catering to diverse interests and preferences, which fosters creativity and imagination.
In order to use the past tense for narrative, this is an example about how free composition of stories based on picture cues can be used in class e Interview
The interview is a prevalent form of oral assessment, facilitating a direct dialogue between the learner and the interviewer During this exchange, the interviewer gathers insights about the learner while posing specific questions The interviewer retains control of the conversation, guiding the discussion by deciding whether to delve deeper into the current topic or introduce a new one after the learner responds.
While spoken activities are often simpler to implement in the classroom, there are several recommended writing activities that enhance communication, such as relaying instructions, writing reports and advertisements, cooperative writing, exchanging letters, and maintaining journals.
Previous study
Numerous studies have examined the teaching of English grammar and the implementation of various activities in English language instruction globally, with a specific focus on Vietnam Below are some significant cases that illustrate these efforts.
In their 2017 study, Cam Lien and Tran Thi Minh Thu evaluated the use of games in teaching English grammar to first-year English majors at Dong Nai Technology University The research aimed to understand the perceptions of both teachers and students regarding the integration of games in grammar instruction The findings highlight the benefits of using games for teaching grammar, leading the researchers to recommend their adoption by English teachers Additionally, the study demonstrates a positive student attitude towards grammar lesson activities.
In the research “Teaching English Grammar Communicatively: Theories, Principles and Implications in English Teaching in Vietnam”, Cam Khuong
(2015) suggested principles and implications for grammar teaching formed to enhance students' communicative competence and their interest in learning grammar
In the research "How to Teach Grammar," Thornbury (1999) highlighted the importance of grammar in language learning Similarly, Arda (2011) in "Effectiveness of Using Games in Teaching Grammar to Young Learners," noted that Turkish teachers hold a positive perspective on incorporating games into grammar instruction, recognizing the benefits of such activities in the classroom.
In his 2007 thesis, "Teaching Grammar Creatively at Elementary Level," Sadia highlights that developed countries employ various creative techniques to engage learners in a relaxed manner, thereby reducing negative attitudes toward learning grammar He explores methods suitable for elementary students, such as using anecdotes, describing pictures, and incorporating songs, while discussing their practical implementation in the classroom.
Recent research has offered valuable theories for language teachers, emphasizing the significance of activities in grammar instruction These findings have raised awareness among educators and students about the effectiveness of various teaching activities This serves as inspiration for the researcher to pursue a thesis that explores the new context of an updated textbook, which presents information that differs slightly from previous editions.
Summary
Grammar serves as the foundation of any language, making the role of activities in language instruction, particularly in grammar teaching, essential This literature review examines the significance of grammar education and outlines effective teaching procedures Furthermore, it provides various activities designed to enhance the practice of English grammar.
The next chapter outlines the methodology for conducting this research Methods and related issues when the author gathers the data will be discussed.
RESEARCH METHODOLOGY
The research approach
A research approach is a structured plan that guides the research process effectively Choosing the right methodology is crucial for addressing specific research questions Berg (2001) distinguishes between qualitative research, which focuses on meanings and descriptions, and quantitative research, which emphasizes measurement and counting Creswell (2009) identifies three primary research approaches: quantitative, qualitative, and mixed methods This study employs a research approach designed to enhance the implementation of English grammar activities in a high school in Hue city.
This study employs both quantitative and qualitative research approaches, with the qualitative method offering a foundational background for the quantified data The data collected through three key instruments—questionnaires, interviews, and classroom observations—forms the basis of the research.
Quantitative research involves the collection and analysis of numerical data to explain phenomena, as defined by Aliaga and Gunderson (2002) and Muijs (2004) This method relies on mathematically based techniques, particularly statistics, to interpret the data and provide insights into specific phenomena.
Qualitative research, as defined by (1998, p.24), encompasses various research designs that gather descriptive data through verbal, visual, tactile, olfactory, and gustatory means, including field notes and recordings Mouton & Marais (1991, p.43) identified three primary data collection methods in qualitative research: participant observation, interviewing, and personal documents This study employs qualitative research to investigate the perspectives of teachers and students regarding grammar activities in the Tieng Anh 10 new version Questionnaires and interviews serve as the main data collection methods, allowing for a deeper understanding of the participants' viewpoints Additionally, the researcher utilizes specific observations to formulate generalized theories and conclusions, favoring an inductive approach that considers the research context and is well-suited for small samples yielding qualitative data.
The quantitative approach is regarded as an essential tool for researchers, as it effectively describes and tests relationships while examining cause and effect between variables This research design facilitates hypothesis testing and allows for data compilation in charts or graphs, enabling large-scale research that provides extensive statistical information (Aliaga & Gunderson, 2000) The selection of the quantitative method in this study aims to generalize the findings to the chosen population.
In short, qualitative and quantitative methods involving in this research make the findings collected be more accurate and reliable.
Research setting and participants
The research was conducted at a high school utilizing the new version of the Tieng Anh 10 textbook across all classes This enabled an examination of various teachers and students with differing levels of English proficiency The Tieng Anh 10 new version textbook is specifically designed for 10th-grade students at this institution.
A total of 100 randomly selected grade 10 students, aged 15, participated in this research, representing 7 different classes with varying English proficiency levels Notably, 5 of these students completed both the questionnaire and the interview.
A study involving five English teachers for 10th grade students was conducted, with participants aged between 24 and 45 years Their teaching experience varied significantly, ranging from 2 to 21 years.
Material: TIENG ANH 10 NEW VERSION
The Tieng Anh 10 new version, published by the Ministry of Education and Training in 2012, consists of 2 volumes and 10 units centered around themes relevant to students, including Our Lives, Our Society, Our Environment, and Our Future This updated textbook, along with supplementary materials such as reference books, teacher’s guides, and CDs, emphasizes vocabulary, pronunciation, grammar, and the four essential skills: Reading, Writing, Speaking, and Listening A notable innovation in this edition is the inclusion of a Culture section that highlights both Vietnamese and international cultures, enriching students' learning experience and broadening their perspectives Additionally, the Project section encourages students to apply their knowledge beyond the classroom, reflecting the authors' commitment to making the textbook more communicative and engaging.
Data collection
In this study, the data were collected by using the three research methods: Questionnaires, Class observation and Interview
A questionnaire is an effective research tool that consists of a series of questions designed to collect information from respondents Unlike some surveys, questionnaires require less effort from researchers and can be self-administered, allowing for simultaneous distribution to large groups This method not only saves time but also provides respondents, such as teachers and students, with a comfortable environment to answer questions freely Additionally, the data gathered from questionnaires can be analyzed more scientifically and objectively than other research methods, making them a valuable choice for the study.
The questionnaires are designed to investigate the implementation of activities in grammar lessons and associated challenges, utilizing both open-ended and closed-ended questions Additionally, the questions are systematically organized to guide respondents through the study's themes.
The questionnaire (Appendix 1) consists of 12 items reflecting the perspectives of 100 randomly selected students from various classes Items 1-8 assess the actual state of grammar learning, while Items 9-14 explore students' perceptions of grammar learning and specific grammar activities Finally, Items 15-16 identify the challenges students face when engaging in grammar activities.
Interviewing is a qualitative research method that helps in understanding the experiences of individuals In this study, interviews were conducted with 5 teachers and 10 students to gather insights on grammar learning and teaching activities This phase followed a questionnaire and aimed to validate its findings while filling in any gaps in the data Although the interviews covered similar content as the questionnaires, they provided a more in-depth exploration of the subject matter.
The interviews (Appendix 2) were conducted to gain insights into teachers' and students' perceptions of grammar teaching activities, identify challenges faced during grammar lessons, and gather suggestions for enhancing the quality of these activities To facilitate clear communication and idea expression, Vietnamese was utilized during the interviews with both students and teachers.
Class observation is essential for understanding the dynamics of real language classes, enhancing the reliability of research findings Participants may hesitate to express their genuine opinions in questionnaires or interviews; however, observation allows researchers to directly witness their actions and spoken words The researcher obtained permission to conduct these observations.
Three teachers conducted observations of a total of six grammar periods, with two periods dedicated to each grammar class across different units During these observations, the researcher meticulously recorded notes on the observation sheet (Appendix 3) to analyze the frequently utilized activities in grammar lessons.
The research involved several key steps, beginning with the collection of information about grade 10 English teachers and students at the school The researcher, having attended grammar classes, gained insights into the teaching and learning of grammar and related activities Subsequently, the researcher informed students about the purpose of the questionnaires, distributing 100 copies for completion After the break-time, the completed questionnaires were collected from the students Additionally, the researcher conducted interviews with 10 randomly selected students from three classes, as well as some teachers Ultimately, the findings were compiled from class observations, questionnaires, and interviews.
Data analysis
The data gathered from questionnaires, interviews, and classroom observations were systematically analyzed and presented using figures, charts, tables, and statistics The analysis predominantly employed a quantitative approach, utilizing computer software to calculate frequencies and percentages through Excel This process involved importing questionnaire data, calculating percentages, and exporting the results Findings were showcased through various charts and tables, while interview data were qualitatively summarized and categorized into themes to complement the quantitative data from the questionnaires.
Summary
This chapter outlines the research methodology employed in the thesis, detailing its application in formulating the specific research plan It discusses the chosen research methods, along with considerations of validity and reliability The subsequent chapter will present the findings and discussions derived from this research.
FINDINGS AND DISCUSSION
The perceptions of grammar activities in English classes
4.1.1 The presentation stage of grammar lessons
Data from questionnaire consists of 100 students from different classes regarding how teachers started a grammar lesson is presented in the following chart
Figure 4.1: The presentation stage of grammar lessons
The chart indicates that 18% of students reported their teachers encouraging them to apply grammar rules in exercises, while 29% believed they received examples to aid their understanding.
0 10 20 30 40 50 60 others both ways giving examples giving the grammar rules 18%
53% the grammar rules from them Especially, 53% of students investigated thought that their teachers started a grammar lessons by combining both ways
It is claimed that when teachers ask students to apply the grammar rules given to do exercises, it will be quicker and can be effective on students with lower levels However, memorising grammar rules has some problems too Some students find it diffficult to remember as well as bored to apply rules They do not even get a lot of practice Actually, the best way to help students to remember grammar rules longer is that teachers should let students see several examples, then they work the rules out for themselves despite taking more time in grammar lessons It is a good idea for teachers to apply ways of teaching that are suitable for students’ levels, which make grammar lessons more interesting and attractive
4.1.2 The classroom arrangements in grammar lessons
The questionnaire was used to explore the classroom arrangements in English grammar lessons Data are exhibited in the chart below:
Figure 4.2: The classroom arrangements in grammar lessons
The study reveals that memorizing grammar rules (5%) and home preparation (10%) are the least favored activities in grammar lessons In contrast, a significant majority of students engage in full class interaction (93%) and collaborative work in pairs or groups (92%), which fosters integration among classmates, particularly benefiting weaker students Baleghizadeh (2010, p.405-413) emphasizes the importance of collaborative learning in an EFL context, highlighting its positive impact on student engagement.
Pair work or Group work
Collaborative learning significantly enhances student outcomes, as evidenced by a 10% improvement compared to individual work Opportunities for students to collaborate with peers reduce pressure and encourage idea sharing, fostering a comfortable learning environment Group work also cultivates essential skills such as teamwork and critical thinking, which are valuable for future success Additionally, students prefer engaging, interactive classes over silent, monotonous ones, with 45% noting that incorporating games makes grammar lessons more effective Conversely, individual work limits communication skills development due to reduced interaction, highlighting the importance of fostering collaboration in the classroom.
Besides data from questionnaire, in the interview, Teacher B claims,
Different interaction patterns can enhance various activities and learning objectives By altering these patterns, educators can adjust the pace of lessons and select the most effective approaches to meet learning goals For instance, encouraging learners to work in pairs or groups during grammar lessons fosters interaction among students, making the activity more productive.
Also, student P makes an opinion of her favorite work arrangement “It is interesting to use games in grammar lessons I have knowlege of grammar with pleasure I love playing games.”
“I prefer the student-student interaction because I feel more comfortable when I work with my classmates.” (Student M)
There is no doubt that pair work and group work are two main forms for cooperating Interaction can be promoted through students’ interaction
Research by Pavlina (2001) supports the idea that studying in small groups significantly enhances learning efficiency In a survey, over half of the students (14 out of 22) expressed a preference for collaborating with at least one peer, highlighting the benefits of mutual learning They noted that working together allowed them to identify and correct their own mistakes by observing their classmates' speech.
4.1.3 The activities in grammar lessons
Table 4.1: The activities in grammar lessons
Activities during grammar classes Valid
Teacher uses either examples, pictures, or dialogues, etc to help you discover the meaning and the use of the new grammar 42%
Teacher asks you to do different kinds of exercises in pairs or groups and correct your answers 100%
Teacher gives you opportunities to apply what you have learnt to talk about your real life activites 28%
Table 4.1 shows data on teachers’ activities during grammar classes based on students’ views
All of them agreed that their teachers asked them to do different kinds of exercises in pairs or groups and corrected their answers
Only 28% of students felt they had opportunities to apply their learning to real-life situations Factors such as limited time and varying student abilities may discourage teachers from creating engaging activities Consequently, teachers often resort to designing simple, unchallenging tasks that fail to enhance students' language skills and contribute to dull grammar classes.
The interview focused on the frequency of activities that teachers use in grammar classes In the interview, some participants stated as followings:
In grammar lessons, the teacher introduced the rules of new grammar, encouraging students to create their own sentences based on these guidelines This approach included opportunities for peer editing through pair work, allowing students to learn from their mistakes collaboratively.
In our English grammar lessons, our teacher encourages us to engage in various exercises, often working in pairs or groups Additionally, we are provided with opportunities to apply our knowledge to real-life situations.
Pairwork is an effective classroom management technique commonly employed in grammar lessons, where two students sit together as partners This approach fosters collaboration among friends, enhancing mutual understanding and improving overall effectiveness in their work.
Yet, “Limited time and my students’ different language levels make it difficult for me to design activities helping my students to use language in real life.” (Teacher H)
Teachers recognize the importance of incorporating activities into lessons and are actively trying to do so It is suggested that grammar should be taught in context, as highlighted by Constance (1996), who emphasizes that grammar learning should occur through engaging communicative activities, particularly writing, rather than through drills or de-contextualized tasks Additionally, it is recommended that mistakes be collected and corrected after students complete their activities.
4.1.4 Kind of techniques students get involved in class to practise new grammar structures in Tieng Anh 10 new version
The following data revealed from the questionnaire illustrates some kinds of technique in grammar lessons
Figure 4.3: Kinds of techniques in grammar lessons
The chart illustrates the grammar activities most frequently employed by students during their learning process Notably, Gap-fill exercises (93%), Multiple choice (89%), and Sentence transformation (82%) are the most favored techniques While some students believe Substitution Drills are commonly used, matching and ordering activities are less frequently included in lessons It is crucial for both teachers and students to clarify their objectives and select the most suitable techniques, while also considering the limitations of each method This awareness can significantly enhance teaching effectiveness and contribute to more successful language learning outcomes.
4.1.5 Students’ activities in practice of new grammar structures
Many individuals associate grammar primarily with grammar books and formal language education, making textbook exercises a crucial component of students' grammar learning process Traditionally, teachers have required students to complete written grammar exercises in both textbooks and workbooks, with a high compliance rate among students Additionally, a significant portion of students, approximately 57%, also engage in grammar exercises outside of these traditional materials.
Table 4.2: Activities to practise new grammar structures
Activities to practise new grammar structures Valid
Ss do written grammar exercises in the textbook 100%
Ss do written grammar exercises in the textbook and workbook 70%
Ss do written grammar exercises outside the textbook and workbook 57%
Ss do grammar exercises orally 34%
Through the interview, the researcher found that students were very thoughtful and serious about the necessity of extra activities One of them expressed:
Incorporating additional practice activities after lessons is essential for students, as it allows them to personalize their language skills and integrate previously learned vocabulary and grammar This approach enhances their ability to use the target language effectively Moreover, further practice not only increases engagement in learning English but also facilitates easier retention of lessons and helps identify common errors made during the learning process.
Extra exercises are believed to significantly enhance students' knowledge and fluency Teachers should encourage students to participate in various activities to improve their grammar skills Engaging in oral grammar exercises is considered an effective way to boost self-confidence and develop communication skills.
Reality of teaching and learning grammar at a high school in Hue city
In communicative language teaching, the production stage focuses on motivating students to use the target language fluently A variety of activities are essential during this stage, as they encourage language acquisition and prepare students for real-life language applications Consequently, question 7 of the student questionnaire investigates the effectiveness of specific activities used in grammar lesson production.
Figure 4.4 shows the frequency of activities performed by teachers during grammar lessons, highlighting that the most favored activities are Discussion and Write it Up.
Figure 4.4: Activities and their frequency used in the production stage of grammar lessons
Among the 6 periods observed by the researcher, there were two “write it up” activities The first activity was designed to help students practice
In a recent class focused on "Relative clauses," the teacher divided students into two groups to collaboratively write paragraphs on the topics "My new friend" and "My school." Additionally, students engaged in an individual activity where they defined words such as laptop, television, smartphone, and dictionary using relative clauses The lesson also included various interactive activities like interviews, communicative games, and role-play, which were favored by students, while storytelling, where pairs prepared a story using reported speech, received a modest amount of attention.
Teacher Q explained the most effective activity in her grammar class:
The "class survey" is a highly effective activity during the production stage of grammar lessons, allowing students to practice their knowledge in context This interactive exercise enables learners to apply grammar structures to real-life situations while engaging with their peers.
Student Q expressed that his favorite activity is the class survey, stating, “It’s the most enjoyable for me because I can walk around and interact with the whole class, which makes grammar lessons more exciting.”
To enhance grammar instruction, it is essential to incorporate additional activities during the production stage, where students engage with the language in context Implementing various meaningful activities allows students to practice the language more freely and effectively.
4.2.2 Teachers’ feedback or corrections on students’ answers
The following table presents data on the ways teachers give feedback or corrections on students’ answers
Table 4.3: Teachers’ feedback or corrections on students’ answers
Teachers’ feedback or corrections on students’ answers Valid
The teacher does not give any feedback or corrections on my answer 71%
The teacher writes up the collected errors on the board, then gives corrections or feedback 92%
The teacher asks other students to give correction 52% The teacher asks the students to work in pairs or small groups to correct the answers 68%
According to Keith (1981), "mistakes are not always mistakes," leading teachers to adopt a positive attitude towards students' errors A significant 71% of students believed that teachers allowed them to work independently without interference Both teachers and students concurred that mistakes should be addressed and corrected after completing activities Notably, 52% of students observed that their teachers often encouraged peer corrections, emphasizing collaboration through pair or small group work to support weaker students in integrating with their classmates.
Students’ opinions about the activities in grammar lessons
A survey conducted among 100 10th grade students revealed varying attitudes toward grammar activities during the presentation, practice, and production stages of grammar lessons The pie charts depict the differing proportions of students who found these activities enjoyable versus those who did not Specifically, the chart highlights students' sentiments regarding the presentation stage of grammar lessons.
Figure 4.5: Students’ opinions about activities in the presentation stage of grammar lessons
Figure 4.5 illustrates that 43% of students appreciated grammar activities during the presentation stage, while over one-third (37%) showed little interest in participating Additionally, 12 students (12%) found these activities "very interesting," contrasting with the majority who expressed no interest.
Very interesting Interesting Rather interesting Not interesting at all
As for the practice stage, figure 4.6 revealed from the questionnaire illustrates how useful the activities are from students’ point of view
Figure 4.6: Students’ opinions about activities in the practice stage of grammar lessons
No student reported finding the activities "not useful at all." In fact, 43% of students felt the activities were "useful," while 24% found them "rather useful," and 33% considered them "very useful." The observations and student feedback indicated that teachers recognized the importance of these supplementary activities and made efforts to incorporate them into their lessons.
Tenth-grade high school students demonstrated a quicker and more effective grasp of grammar, allowing teachers to engage in more interactive activities Additionally, the new textbook's structure, which includes components like discussions, is likely contributing to this improved learning experience.
Encouraging students to attend class is crucial yet challenging, as each student has unique interests that may not be universally addressed by any single activity This challenge highlights the effectiveness of high school teachers in implementing grammar practices during their instructional phases.
Student D highlights the importance of a practice stage after lessons, stating that additional practice activities are essential for students These activities provide opportunities for learners to personalize their language skills and integrate what they have previously learned.
Very useful Useful Rather Useful Not useful at all
One-third of the learning process focuses on vocabulary, grammar, and other essential aspects, enabling students to use the target language more effectively Engaging in further practice activities not only enhances interest in learning English but also facilitates easier memorization of lessons and helps identify common errors made during the learning journey Figure 4.7 illustrates students' perspectives on the activities involved in the production stage of grammar lessons.
Figure 4.7: Students’ opinions about activities in the production stage of grammar lessons
The production stage is crucial in the language learning process, yet a surprising 32% of students found grammar learning "not motivating," while 22% remained neutral Only 10% expressed strong enthusiasm for this stage, and nearly 36% indicated they liked it The balance between positive and negative sentiments suggests that students generally lack enthusiasm for grammar activities in the production stage, despite recognizing its importance This disparity may stem from differing preferences for types of activities among students.
Student L emphasizes the importance of the production stage in grammar learning, stating that it allows students to use the language in context This stage is essential for effective language acquisition.
Very motivating Motivating Rather motivating Not motivating at all
10% meaningful activities which give students the opportunity to practise the language more freely.”
Textbook exercises alone are insufficient for students to grasp grammar structures or develop an interest in learning grammar Teachers must strive to create opportunities for learners to use language in communicative contexts It is essential for students to first understand grammatical rules and then apply them effectively in real-life situations.
Difficulties of students in grammar lessons
The primary barrier preventing students from engaging in production activities is their own hesitation and fear of making mistakes, with 73% expressing a lack of confidence in sharing their ideas Additionally, time constraints significantly impact participation, as 63% of students feel that the limited 5 minutes allotted for each activity is insufficient for practice While only 7% of students reported a negative attitude towards group work, this factor contributes to overall demotivation.
Figure 4.8: Difficulties of students in grammar lessons
Besides data from questionnaire, students and teachers shared their feelings while being interviewed:
“I don’t like working in group at all For example, while discussing a topic, good students in my group will take over all work Even though I want
Others Lack of practicing time
Easy activties Pairwork, groupwork disliking
Hesitation, fear of making mistakes
Unable to understand and apply…
In a classroom setting, students often feel overlooked during activities, particularly when teachers tend to call on high-performing individuals One student expressed a preference for working independently, indicating a lack of opportunity to share their thoughts in group settings.
I thrive on active and challenging pursuits, but I often find the simplistic activities in textbooks tedious and unengaging, leading to a lack of interest in grammar lessons at times.
Teacher H expresses a significant challenge with time constraints, stating that while they enjoy incorporating various activities for students to practice grammar, the 45-minute duration of the PPP method is insufficient for a comprehensive grammar lesson.
I share Ms H's perspective on teaching grammar, as time constraints often lead me to prioritize the textbook over supplementary resources Additionally, many of my students are shy and hesitant to participate in grammar activities due to a fear of making mistakes To address this, I actively listen to their concerns, provide support, and foster a confident learning environment in my grammar classes.
Interviews reveal that teachers often require additional time to create engaging grammar activities for their students Many participants acknowledged that fear of making mistakes and limited practice time in grammar lessons are common challenges However, it is essential for teachers to effectively allocate time for each segment of the lesson, ensuring that students have ample opportunities to practice English during grammar classes.
Teachers face two primary challenges: insufficient time for conducting activities and students' low abilities Limited time during the production stage restricts the development of complex activities, while students' low proficiency, particularly in grammar, discourages teachers from designing engaging tasks As a result, teachers often resort to simple activities, leading to a monotonous classroom experience Despite these challenges, a study by Ahmad (2014) highlights class size as a significant issue for Arab teachers, yet the average class size of around 30 students in this high school context does not pose a serious concern for grammar classes.
Questionnaire and interview results indicate that high school teachers and students strongly recognize the significance of grammar activities in grammar classes This shared understanding has fostered motivation in both teaching and learning, helping them achieve their educational objectives.
Summary
This chapter outlines the findings from the study's questionnaires, interviews, and class observations, focusing on four key areas: the perceptions of teachers and students regarding grammar lesson activities, and the actual implementation of these activities using the Tieng Anh 10 new version textbook in a high school in Hue The results indicate various challenges faced by both teachers and students, along with recommended solutions to address these issues.
CONCLUSION AND IMPLICATIONS
Summary of the key findings
Most teachers and students recognized the importance of incorporating additional practice activities into grammar lessons using the PPP approach While they found the structure and difficulty of the grammar lessons in the new Tieng 10 textbook to be appropriate, they felt that the exercises did not adequately support students' language practice needs Despite acknowledging the necessity of these activities, teachers often allocated time unevenly across different lesson stages, likely due to the pressure of exams and grades, which undermined their efforts.
The reality of teaching grammar reveals that many students perceive certain activities as mere extra drills rather than engaging communicative exercises Most teachers and students frequently conducted activities like Discussion and Write-it-up, while less emphasis was placed on alternatives such as Class surveys or information gap tasks Additionally, the predominance of individual work in some activities hindered student interaction, whereas group work emerged as the preferred arrangement for grammar lessons.
The findings suggest that both teachers and students recognize the value of grammar activities in enhancing students' confidence in using the target language and applying grammar structures in real-life contexts Additionally, students acknowledged that engaging in diverse grammar activities contributed to the development of their soft skills, including teamwork and presentation abilities.
Students generally had a positive attitude towards grammar activities, often feeling excited and motivated rather than bored While some students experienced discomfort or hesitation, this was considered inevitable Overall, the class atmosphere was described as interesting yet chaotic, reflecting the enthusiasm of the majority.
At different stages of a grammar lesson, teachers’ control was lessened, most of teachers let students learn from their mistakes Teachers chose to be a
“walking dictionary”, observed students, encouraged them to express their ideas and helped weaker students if necessary
The research revealed common challenges faced by both teachers and students during grammar activities Students often struggled with hesitation and fear of making mistakes, which demotivated them from participating Additionally, limited time for grammar lessons reduced opportunities for practice, especially in larger groups, preventing students from fully expressing themselves Teachers, on the other hand, faced difficulties due to varying student abilities, which restricted their ability to design complex activities, compounded by the constraints of insufficient class time.
What is more, the result of research also shows out some possible solutions for both students and teachers to improve the quality of grammar activities in grammar lessons.
Implications
To have successful grammar lessons, teachers can consider some strategies below
Teachers must recognize the importance of organizing activities at various stages to enhance their motivation for teaching grammar effectively Understanding students' interests and desires is crucial for selecting engaging activities that stimulate their motivation to learn English Creativity in designing diverse and interesting activities is recommended to prevent boredom Moreover, ensuring that the content of each topic is relevant and appealing to students' lives is essential for capturing their attention In cases of limited time, adapting textbook activities to be more communicative can be beneficial for grammar lessons.
To optimize work arrangements in the classroom, teachers should prioritize increasing the frequency of pair and group work This approach not only boosts students' talking time but also enhances cooperation and interaction, particularly during grammar lessons.
During activities, teachers should encourage students to express themselves freely in the language without direct interruptions It is important for educators to be patient with students' mistakes, providing constructive feedback after the activity to help them understand their achievements and areas for improvement.
Students' motivation plays a crucial role in the success of grammar activities, highlighting the importance of their awareness and responsibility in enhancing the quality of future practice in grammar lessons.
Students should recognize the importance of grammar in developing communicative competence and work to overcome their fear of making mistakes, which will enhance their confidence and engagement in activities Applying grammatical structures to real-life situations is essential, and fostering a comfortable learning environment through active cooperation with classmates is crucial for improving communication skills.
It is necessary for students to prepare the lesson carefully at home so as to be aware of what the teachers ask them to do.
Limitations
Research shortcomings are inevitable The study relied predominantly on quantitative data from 100 students and qualitative methods, which may have resulted in insufficient findings Additionally, conducting the research in a single high school in Hue city limits the generalizability of the results Lastly, due to time constraints, the researcher could only attend 6 grammar periods, which may affect the applicability of the findings to other contexts.
Further research
Future research can concentrate on several key areas: implementing activities designed to practice English grammar in secondary schools in Hue City, comparing the use of these activities in the old and new versions of Tieng Anh 10 textbooks, and adapting the activities from the new version of Tieng Anh 10 for grammar instruction.
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This questionnaire aims to collect data for the research:
“A Study on The Implementation of Activities to Practise English Grammar at A High School in Hue City”
The data gathered from this questionnaire is solely intended for research purposes, and the researcher guarantees the confidentiality of all information provided Please review the questions carefully and mark your answers with a tick (✓) For several questions, multiple options may be selected.
Your additional ideas are highly appreciated Thanks so much for your co-operation
- What is your gender? Male Female
- How long have you been learning English? ………… Years
1 Your teacher often starts a grammar lesson by: (You can choose more than one option)
asking students to apply the grammar rules given by the teacher to do exercises
giving examples so that students discover the grammar rules from the examples
2 In a grammar lesson, your teacher often asks you to: (You can choose more than one option)
Listen to the teacher and learn the grammatical rules by heart
Work individually to do exercises
Interact with other students to discuss the lessons
Work in pairs or groups to do the excercise
Look up new words in dictionary and prepare the lessons at home
3 When teaching grammar, how often does your teacher ……
When learning new grammar, it's essential to utilize examples, pictures, or dialogues to enhance understanding Engaging in various exercises in pairs or groups, along with receiving corrections on answers, fosters effective learning Additionally, opportunities to apply learned concepts to real-life activities can significantly reinforce knowledge retention.
4 What kinds of grammar activities do you often do when learning grammar? (You can choose more than one option)
Multiple choice Gap-fill exercise
5 What activities do you get involved in class to practice new grammar structures in Tieng Anh 10 new version? (You can choose more than one option)
Do written grammar exercises in the textbook
Do written grammar exercises in the textbook and workbook
Do written grammar exercises outside the textbook and workbook
6 In the production of the grammar lessons, your teacher …
lets you do whatever you want and does not interfere with this process
asks you to use the language in context by applying a variety of grammar activities for practising speaking or writing in English
7 How often does your teacher implement the following activities in the production of the grammar lessons?
Always Usually Sometimes Rarely Never Discussion
8 How does your teacher give feedback or correction on your answers in grammar lessons? (You can choose more than one option)
The teacher does not give any feedback or corrections on my answer
The teacher writes up the collected errors on the board, then gives corrections or feedback
The teacher asks other students to give correction
The teacher asks the students to work in pairs or small group to correct the answers
9 What is your opinion about English grammar in Tieng Anh 10 new version? (You can choose more than one option)
English grammar in the book “Tieng anh 10 new version” helps combine words into sentences to express ideas, feelings and so on
English grammar in the book “Tieng anh 10 new version” assists students in using the language appropriately in communication
English grammar in the book “Tieng anh 10 new version” is essential in developing various language skills to reach the aim of communication
English grammar in the book “Tieng anh 10 new version” helps develop learners’ self-confidence using language
10 What is your opinion about the activities held in the the presentation stage of the grammar lesson at your school?
Rather interesting Not interesting at all
11 What is your opinion about the activities held in the the practice stage of the grammar lesson at your school?
Rather useful Not useful at all
12 What is your opinion about the activities held in the the production stage of the grammar lesson at your school?
Rather motivating Not motivating at all
13 Most of the time in the classroom should be spent on explaining grammar rules in the book “Tieng Anh 10 new version”
14 The grammar sessions should be for practising, with grammar structures explained by the teacher only when necessary
15 What are some difficulties in learning grammar in English 10?
(You can choose more than one option)
You do not have motivation in learning English grammar in the book
The grammar lessons are not interesting
The grammar teaching method is not suitable
The grammar tasks in the book are not easy
English grammar structures are very difficult for you to understand
You do not opportunities to practice grammar structures and apply them in your real life
You are afraid of taking mistakes when practicing grammar structures in the book
You cannot remember the grammar structures in the book for a long time
16 What difficulties do you meet when learning grammar activities in the book “Tieng anh 10 new version”? (You can choose more than one option)
You feel shy when taking part in grammar activities
You are afraid that your classmates will laugh at you if you make mistakes
It is normal if you do not participate in grammar activities The teacher never complains about that
You can not concentrate because the class is noisy
You do not have enough time to fulfill grammar lessons
You are under much pressure when taking part in grammar activities
Thank you for your cooperation
These questions are designed to collect information for the research of
“A Study on The Implementation of Activities to Practise English Grammar at A High School in Hue City”
Your answer will be very helpful and valuable to this research The data collected will be kept confidential and used only for the purpose of the current research
Thank you very much for your kind cooperation
1 What activities that do you use in teaching grammar lessons in the textbook Tieng Anh 10?
2 Which kind of class agrrangement do you usually use in grammar lessons, pair work or group work or any others?
3 Do you adapt the activities in the textbook to teach grammar? If yes, how?
4.How would you prefer to teach grammar, through student-teacher interaction or student-student interaction? Why ?
5 What challenges do you meet when teaching English grammar in the textbook Tieng Anh 10 to your students?
These questions are designed to collect information for the research of
“A Study on The Implementation of Activities to Practise English Grammar at A High School in Hue City”
Your answer will be very helpful and valuable to this research The data collected will be kept confidential and used only for the purpose of the current research
Thank you very much for your kind cooperation
1 What activities does your teacher use in grammar lessons?
2 Which kind of class agrrangement does your teacher usually use in grammar lessons, pair work or group work or any others?
3 Does your grammar teacher change the activities in the textbook to teach grammar? If yes, how?
4 How would you prefer to learn grammar, through student-teacher interaction or student-student interaction?
5 What challenges do you face in learning grammar in the textbook
Presenter: ……… Lesson: ……… Class: ……… Date: ……… Observer: ………
- Clear start of the lesson