INTRODUCTION
Background of the study
Grammar plays a crucial role in language education, as a strong understanding of grammar is essential for effective communication (Hashemi & Daneshfar, 2018) It serves as a foundation for accurate language use and enhances learners' proficiency (Nunan, 1989; Hashemi & Daneshfar, 2018) However, teaching grammar presents significant challenges for both educators and students, particularly in Vietnam, where grammar lessons are often driven by the need to succeed in high-stakes exams The recent trend of using multiple-choice questions in these assessments has led to a superficial approach to grammar study, with students focusing on rote memorization rather than meaningful application (Nguyen-Nhi, 2007) Consequently, many English teachers prioritize grammar forms over communicative competence, resulting in a mechanical teaching style that emphasizes rule memorization and translation (Khuong, 2010) This approach leaves students disengaged and ill-equipped for practical communication tasks, such as writing emails or job applications, despite their grammatical knowledge (Pham & Nguyen, 2014).
The Grammar Translation Method (GTM) restricts students' written communicative abilities, which are crucial for their future personal and professional success Larson (2006) emphasizes that achieving written communicative competence is vital for reaching higher education goals However, with the rise of Communicative Language Teaching (CLT), more students in Vietnam are experiencing innovative and interactive foreign language learning environments (Badilla & Chacón, 2013) Many teachers are now incorporating CLT principles into grammar instruction, believing it enhances students' communicative competence and fosters positive attitudes towards learning (Nguyen-Giao & Nguyen-Hoa; Khuong, 2010; Pham & Nguyen, 2014; Adam, 2016) Despite these advancements, Thompson (1996) notes that misconceptions about CLT hinder its widespread use in EFL classrooms, while Nisrane (2008) points out the persistent reliance on mechanical drills over meaningful activities These challenges inspire my research on the effects of CLT in grammar teaching for high school students.
The aims and research questions of the study
This study investigates the impact of communicative grammar teaching on the written communicative competence of EFL high school students and explores their attitudes towards this teaching method It specifically focuses on two research questions to achieve its objectives.
1 To what extent does communicative grammar teaching affect high school students‟ written communicative competence?
2 What are their attitudes towards communicative grammar teaching?
Significance of the study
The study is expected to bring about both theoretical and pedagogical significance With regard to theoretical implication, this study contributes to the literature on English grammar teaching
This study highlights the advantages of communicative grammar teaching, providing valuable insights for educators It aims to dispel any uncertainties regarding the effectiveness of this approach, promoting its implementation in Vietnamese classrooms Additionally, the findings will serve as a resource for researchers interested in this area.
LITERATURE REVIEW
Definition of grammar and communicative grammar teaching
Grammar is fundamentally the analysis of language, as defined by Crystal (1996), who describes it as the process of deconstructing language to understand its workings Wales (2011) adds that grammar encompasses the words, phrases, and clauses that form sentences Krishnan (2012) offers a unique perspective, emphasizing grammar as a tool for clearer and more effective communication Similarly, Abdullah and Shah (2015) view grammar as the structural framework of language that allows learners to comprehend communication's mechanics and purpose, ultimately fostering meaningful exchanges Ur (2012) highlights that grammar's definition should encompass both its various facets and the attributes it conveys Therefore, this study will adopt the definitions from Crystal and Krishnan, underscoring that grammar involves not only form and meaning but also function, making it essential for effective communication.
2.1.2 Definition of communicative grammar teaching
Bygate and Tornkyn (1994) give a very specific definition about communicative grammar teaching They state that:
Communicative grammar focuses on teaching grammar by examining the relationship between the formal aspects of language—such as words, phrases, and sentence structures—and their meanings and usage This approach connects syntax and morphology with semantics and pragmatics, highlighting how grammatical elements function within communication.
Communicative grammar teaching, as defined by Badilla and Chacón (2013), integrates Communicative Language Teaching (CLT) into traditional grammar lessons However, Vietnamese teachers struggle to implement CLT due to limited knowledge and a lack of patience in creating suitable communicative activities (Dinh, 2006; Nguyen-Truc, 2007) Supporting this view, Pham and Nguyen (2014) emphasize that communicative grammar teaching relies on CLT, advocating for the integration of language structures with the four language skills While defining communicative grammar teaching can be challenging, it generally involves connecting target grammar points to meaningful contexts to fulfill learners' communicative needs.
Communicative competence
Communicative competence is a multifaceted concept interpreted differently by scholars Hymes (1972) defines it as an individual's understanding of language use and their ability to communicate effectively In contrast, Canale and Swain (1980) break it down into four key components: grammatical competence, discourse competence, sociolinguistic competence, and strategic competence, which together form the foundation of effective communication.
Communicative competence encompasses various dimensions of language proficiency, including grammatical, discourse, sociolinguistic, and strategic competence Grammatical competence involves understanding the rules of language structure, while discourse competence focuses on the grammar of texts Sociolinguistic competence pertains to language use in cultural contexts, and strategic competence involves strategies to maintain communication when challenges arise Ellis (1994) defines communicative competence as the internalized knowledge enabling effective message production and understanding Although often associated with oral communication, recent developments emphasize the importance of written language in achieving communicative competence This evolution reflects a broader understanding of language use, where negotiation of meaning occurs through both verbal and non-verbal methods Savignon (2018) highlights that language proficiency should be assessed based on learners' communicative abilities, reinforcing that communicative principles apply to reading and writing as well Schulz (2006) supports this view, noting that both oral and written communicative competence provide access to ideas and knowledge.
The researcher focuses on written communicative competence due to the disparity in testing opportunities between the control and experimental groups If the assessments were conducted orally, it would disadvantage the control group, which learned grammar through traditional Grammar-Translation Method (GTM) In contrast, the experimental group utilized Communicative Language Teaching (CLT), likely leading to superior outcomes in oral production.
Written communicative competence is essential for understanding the broader concept of communicative competence, as it encompasses the knowledge and skills necessary for effective written communication within specific contexts (Saville-Troike, 2006) This competence allows learners to engage appropriately in written communities, highlighting its importance in the communication process (Ali, Joshi & Hareesh, 2018).
In 2006, it was highlighted that written communicative competence is crucial for enhancing students' literacy skills The ability to use language for accessing and creating knowledge relies heavily on a strong focus on written language Larson (2006) supports this view, stating that true literacy in any language cannot be achieved without a solid foundation in writing He argues that developing written communicative competence is not merely an additional burden but a valuable opportunity that enables students to pursue higher education goals, including humanistic and intellectual aspirations.
In other words, fostering competence in the written language is the necessity to accomplish learning targets for the language requirement (Steinhart, 2006)
2.2.3 The role of grammar in communicative competence
Grammar is essential for effective language learning and acquisition, particularly in developing communicative competence According to Nunan (1989), learners cannot communicate effectively without a solid understanding of grammar, as it serves as a fundamental resource for successful communication Therefore, mastering grammar is indispensable for anyone looking to enhance their language skills.
Developing communicative competence involves eight key elements (Zhang, 2009), with grammatical competence being a crucial foundation for effective communication (Swain, 1985) Grammar serves as the heart of a language (Abdullah & Shah, 2015), and a solid understanding of it is vital; without it, communication can be severely hindered or even rendered impossible, as it connects language learners to practical language use (Hashemi & Daneshfar, 2018) Therefore, mastering grammar is essential for foreign language learners to communicate proficiently and effectively (Ali, Joshi).
Approaches to grammar teaching
Historically, various approaches to grammar teaching have evolved, including the Grammar-Translation Method, which emphasizes deductive learning through rule explanations and translation exercises, and the Direct Method, where grammar is taught inductively through examples and demonstrations Similarly, the Audio-Lingual Method focuses on inductive learning via repetition and imitation, maintaining a focus on grammatical forms rather than communication skills A significant shift occurred with the introduction of Communicative Language Teaching (CLT), which prioritizes meaning-focused instruction, allowing foreign language learners to discover grammar and understand its functions through real communicative contexts.
2.3.2 Two different trends of grammar teaching: GTM vs CLT
According to Celce-Murcia (1991), GTM focuses on the ability to use grammatical terminology
This instruction highlights the significance of analyzing grammar structures in language learning According to Singh (2011), grammar lessons in the Grammar-Translation Method (GTM) typically start with a clear statement of the rule, followed by exercises and translations into the students' native language This deductive approach involves teaching grammar rules in the mother tongue, after which students engage in drills and practice exercises Overall, this method facilitates second language acquisition effectively.
The Grammar-Translation Method (GTM) focuses on memorizing grammar rules and vocabulary, which is effective for reading and writing but lacks communication in the target language In contrast, Communicative Language Teaching (CLT) emphasizes the importance of communication in second language acquisition, aiming to enhance learners' communicative abilities CLT encourages students to engage in the target language actively, teaching grammar inductively through contextual learning and facilitating communicative practice in real-life situations As a result, learners naturally acquire language forms while comprehending and responding to input, thereby understanding meaning and usage (Hinkle & Fotos, 2008).
Benefits of communicative grammar teaching
Thompson (1996) emphasizes that through CLT, grammar teaching assists learners in focusing on attaining language forms as well as understanding how to apply them in real-life situations
According to Thompson, Pham, and Nguyen (2014), students who learn grammar through Communicative Language Teaching (CLT) achieve improved results in both form and function Abdullah and Shah (2015) emphasize that when grammar is taught within a communicative context, learners are more likely to develop a comprehensive understanding of the target language in a positive learning atmosphere Thus, effective grammar instruction requires teachers to create an interactive environment that involves students in communicative activities.
Communicative activities in grammar teaching
Various communicative activities, including games, dialogues, role plays, information gap activities, discussions, and simulations, play a crucial role in language learning Games, in particular, provide both entertaining experiences and realistic contexts for learners to practice their new language skills effectively.
Foreign language teachers can enhance problem-solving and grammar exercises in the classroom by incorporating games, which aid students in grasping both the meaning and form of linguistic communication Additionally, dialogues and role plays serve as effective communicative activities that establish fundamental communication rules among learners This approach enables teachers to take on the dual role of supporter and mentor, fostering a more interactive and engaging learning environment.
Hareesh (2018) mention information gap activities, discussion, real-play, and simulation They emphasize that a variety of grammatical forms can be performed meaningfully in real settings through these activities
Communicative activities are designed to help learners engage in meaningful interactions using the language they are studying, as noted by Scrivener (2005) These activities provide opportunities for learners to apply grammar in relevant contexts, allowing them to understand the relationships between grammatical forms, meanings, and functions, according to Ali, Joshi, and Hareesh (2018) Furthermore, they emphasize that such activities create a supportive environment that encourages learners to practice language skills effectively.
2.5.3 Integrating communicative activities in grammar teaching
Creating engaging grammar lessons can be a challenge for teachers, as they must incorporate communicative activities to capture students' attention and interest (Badilla & Chacón, 2013) For these activities to be effective, they should be conducted in suitable environments, and teachers need to establish foundational conditions that support their integration into grammar instruction According to Hu (2012), selecting specific communicative activities is essential for providing students with ample opportunities to focus on the accuracy of grammatical structures and adapt meanings through collaborative efforts In essence, learners should be given appropriate contexts that allow them to engage with grammar points and utilize them in authentic communication.
Procedures for communicative grammar teaching
Various grammar teaching models exist, including TTT (Test – Teach – Test), ESA (Engage, Study, Active), and PPP (Presentation – Practice – Production) While each model has distinct strengths and weaknesses, PPP remains the most popular due to its alignment with general learning theories, making it a favored choice among educators.
The operationalization and automation of learned rules, as highlighted by Klapper (2006), provide significant advantages for teachers using the PPP (Presentation, Practice, Production) model This approach simplifies lesson planning and pacing, particularly benefiting novice educators by clearly defining the roles of both teachers and students (Thurnbury, 1999) Additionally, PPP is particularly effective for beginner learners, facilitating the straightforward teaching of grammar structures For students struggling with grammar, the activities within the PPP framework can enhance their accuracy and overall language proficiency (Maftoon & Sarem, 2012).
In this stage, students are introduced to the form, meaning, and use of a new language item to ensure a comprehensive understanding of the rule (Harmer, 1987) Teachers can present the structure of a language either inductively or deductively, depending on their strengths, preferences, and the nature of the structure (Celce-Murcia & Hilles, 1988) Ur (1988) further emphasizes the importance of this approach.
To help learners understand grammatical structures, teachers can utilize real objects, pictures, actions, and contextual examples The grammatical explanations provided should be concise, clear, memorable, and practical The primary goal of this initial stage is to facilitate students' comprehension of the grammar point, effectively preparing them for the subsequent practice stage (Harmer).
In this stage, students actively practice grammar for effective communication, focusing on applying new grammar points to relevant situations The teacher plays a crucial role in guiding this process, ensuring that students can consolidate their understanding and use of the grammar effectively.
12 correct form and meaning, as well as reduce the probability of mistakes to the minimum (Ur,
In the language learning process, the primary goal of the practice stage is to enhance both accuracy and fluency in students' understanding of language rules (Thornbury, 1999) Drilling is a widely used technique for this purpose, encompassing various forms such as repetition, transformation, substitution, question and answer, explanation, and situational drills Each drill type offers unique advantages, yet they all promote natural and meaningful practice (Ur, 1988) Overall, this stage focuses on providing learners with ample opportunities to practice grammatical structures, transitioning from controlled exercises to more free-form production.
In the production stage, students shift from controlled to spontaneous practice, allowing them to express their thoughts and feelings more freely, which enhances their fluency This stage features activities with a strong communicative focus, distinguishing them from the more structured exercises of the previous practice stage (Nguyen, 2013; Ur, 1988; Harmer).
In 1991, a variety of engaging activities were recommended to enhance learning, including problem-solving, information exchanges, discussions, and role-play that are pertinent to the target structures These activities can be conducted in pairs, groups, or individually, allowing students to immerse themselves in real-life contexts As a result, students can significantly improve their communicative competence.
Effective feedback and correction are essential throughout a lesson, varying from direct to indirect methods based on lesson objectives, activity types, and student needs (Nguyen, 2013) During practice stages, which emphasize accuracy in using the target language, Celce-Murcia and Hilles (1988) recommend that corrections should be delivered overtly and constructively, fostering a positive learning environment.
During the production stage, the focus should be on fluency, with indirect correction of errors preferred to avoid disrupting communication Corrections can be addressed after the activity concludes to maintain the flow of conversation.
13 teachers use overt correction or indirect correction, the feedback has to be encouraging and useful.
Conceptual framework of the study
Based on an analysis of existing theories and the current state of grammar instruction at Ton Duc Thang High School, a conceptual framework for this study has been developed The researcher employs Communicative Language Teaching (CLT) to enhance grammar lessons, utilizing the Presentation-Practice-Production (PPP) model throughout the study.
During the presentation stage, students engage with a brief spoken or written text that incorporates the target grammar structure This is followed by a mini task, such as answering questions or filling in blanks, designed to encourage student participation at a moderate difficulty level The teacher then highlights the target grammar point by providing additional examples Students collaborate in pairs or groups to deduce the grammar rules, with the teacher offering guidance and feedback as needed Before progressing to the next stage, the teacher assesses students' understanding to ensure they grasp the target structure effectively.
During the practice stage, a combination of mechanical and meaningful tasks is utilized to help students understand the form, meaning, and use of a structure Initially, teachers assign drills such as gap-fills, transformations, or substitutions to enhance accuracy Following this, students engage in meaningful practice through oral communication activities, including picture prompts, information gaps, and personalization tasks Throughout this stage, teachers provide feedback and corrections to support student performance as needed.
During the production stage, students engage in communicative tasks like games, interviews, and writing exercises to enhance their communicative competence This approach allows them to build fluency and confidence in expressing their thoughts and feelings using learned structures Consequently, immediate correction of mistakes by the teacher is unnecessary; instead, the teacher can note errors and provide feedback after the students' performance.
The conceptual framework of the study which is adapted from Pham and Nguyen‟s study (2014) is illustrated in figure 2.1.
Previous studies
Recent studies highlight the importance of communicative grammar teaching in enhancing students' communicative competence, capturing the attention of both global and Vietnamese researchers (Hu, 2012) This section reviews prior research related to the impact of communicative methods on grammar instruction, as explored by Nguyen-Giao and Nguyen-Hoa.
In 2004, an experimental study was conducted to investigate whether Communicative Language Teaching (CLT) could enhance grammar learning among Vietnamese students more effectively than the traditional Grammar-Translation method The study involved fifty participants from a Post-secondary institution.
A study conducted by Nguyen-Truc (2007) at Thu Khoa Nghia High School in An Giang province involved a survey of 191 students and 10 English language teachers to investigate how grammar was taught to senior high school students The research, which included tests and classroom observations, found that students in the experimental class demonstrated superior grammar appropriateness and accuracy compared to those in the control class Additionally, learners reported that they found grammar instruction in a communicative setting to be both interesting and enjoyable.
Fifteen teachers faced significant challenges in implementing Communicative Language Teaching (CLT) for grammar instruction, including inadequate school facilities, oversized classes, limited practice time for students, and varying levels of language proficiency among learners Nevertheless, overcoming these obstacles could enhance the effectiveness of CLT, ultimately fostering greater student engagement and interest in grammar lessons.
In 2008, a descriptive study conducted by Nisrane at three government secondary schools in the Gurage Zone of Ethiopia aimed to assess the effectiveness of communicative grammar teaching for grade 10 students The research focused on whether the grammar teaching techniques employed encouraged learners to use English communicatively Findings from surveys and classroom observations indicated that, despite participants' awareness of the core principles of Communicative Language Teaching (CLT), the approach was not effectively implemented This ineffectiveness was attributed to time constraints and a mismatch between the beliefs of teachers and students and the practical application of grammar instruction in the classroom.
A study by Khuong (2010) explored the effects of teaching communicative English grammar to 25 tenth graders at Tran Nguyen Han High School in Vung Tau City, Vietnam Utilizing observation, journals, and questionnaires, the research assessed the impact of Communicative Language Teaching (CLT) on grammar instruction The findings revealed that students' communicative competence improved, and most participants expressed positive attitudes towards communicative grammar teaching, particularly regarding the content, task design, and their overall feelings.
Pham and Nguyen (2014) conducted a study to evaluate the effectiveness of communicative grammar teaching in enhancing students' grammatical knowledge and oral production The research focused on seventy-four 7th graders at Le Hong Phong Junior High School, who were split into experimental and control groups Utilizing a quantitative research design, the findings revealed that communicative grammar teaching significantly improved students' grammatical skills and oral communication abilities, as well as their attitudes towards this instructional approach.
16 competence and their oral communication Simultaneously, the communicative grammar teaching received positive comments from the students
A case study by Adam (2016) at Alziem Alazhari University explored the effectiveness of teaching grammar through the communicative method among fourth-level English language students Utilizing tests and questionnaires for data collection, the study found that this approach significantly improved students' communicative competence Furthermore, students expressed a preference for learning grammar through the communicative method.
A study by Muhammad (2016) assessed students' attitudes towards Communicative Language Teaching (CLT) and the Grammar Translation Method (GTM) in grammar instruction at two government secondary schools in Quetta, Balochistan, Pakistan The survey, which included 204 students (102 females and 102 males), found that students displayed a positive attitude towards CLT while showing less enthusiasm for GTM.
Research indicates that communicative grammar teaching positively impacts learners' communicative competence and fosters favorable attitudes towards this teaching method (Nguyen-Giao & Nguyen-Hoa, 2004; Khuong, 2010; Pham & Nguyen, 2014; Adam, 2016; Muhammad, 2016) However, Nisrane (2008) presents a contrasting view, citing challenges such as mismatched beliefs between teachers and students, time constraints, and an overemphasis on mechanical drills rather than meaningful communication This highlights the ongoing debate about the effectiveness of communicative grammar teaching Additionally, most studies have been conducted on a small scale, primarily in specific schools and universities, with limited research focusing on high school students (Adam, 2016; Nguyen-Giao & Nguyen-Hoa, 2004; Pham & Nguyen, 2014).
High school students typically received traditional grammar instruction to prepare for written exams Research in this area primarily relied on survey questionnaires, classroom observations, and journals for conclusions, rather than experimental studies (Nguyen-Truc, 2007).
Nisrane, 2008; Khuong, 2010) By the way, the study about the effects of communicative grammar teaching on EFL students‟ communicative competence has never been conducted at
Ton Duc Thang High School has seen limited research focused on the written aspect of communication This gap raises questions about the effectiveness of communicative grammar teaching in improving the written communicative competence of EFL students in this specific context, prompting the researcher to undertake this study.
Summary of the literature
To effectively integrate Communicative Language Teaching (CLT) into grammar lessons, it is essential to understand both traditional grammar and communicative grammar, emphasizing the role of grammar in developing communicative competence An overview of grammar teaching approaches reveals that communicative grammar teaching is central to CLT, supported by various communicative activities When implementing grammar instruction, it is important to consider the types of communicative activities and the procedures for teaching communicative grammar to enhance student learning.
Teachers should carefully select and design communicative activities, as each has unique advantages and disadvantages Additionally, a critical discussion of the conceptual framework and prior research on the implementation of Communicative Language Teaching (CLT) in grammar education is essential The insights gained from previous studies serve as a foundational basis for this current research.
RESEARCH METHODOLODY
Research design
Quantitative research, as highlighted by Creswell (2009), is instrumental in generating numerical results that assess trends among large populations and is primarily used to test hypotheses (Borg & Gall, 1989) This study utilized a quantitative method to explore the impact of communicative grammar teaching on the written communicative competence of EFL students, employing an experimental design with a control group and an experimental group Due to the constraints of participant availability, convenience sampling was used to assign one class as the control group, which received traditional grammar instruction through the Grammar Translation Method, while the experimental group was taught using a Communicative Language Teaching (CLT) approach Both groups underwent the same pre-test and post-test to evaluate their progress, and a questionnaire was administered post-experiment to gather additional insights.
19 the students‟ attitudes towards communicative grammar teaching These issues will be discussed in more detail in the next parts.
Research site and participants
The study was conducted at Ton Duc Thang High School, a small school with 67 teachers and
In rural Ninh Thuan province, there are 28 classrooms comprising ten 10th grade, nine 11th grade, and nine 12th grade classes The English teaching staff consists of six teachers, including one with a Master's degree and five holding Bachelor's degrees, all aged between thirty and forty-five, with most having extensive teaching experience.
With four years of experience teaching English as a foreign language, I have observed that the school's limited facilities—only two rooms equipped with modern technology like projectors and computers—hinder students' opportunities to engage with advanced learning tools As a result, most lessons rely on the traditional Grammar Translation Method (GTM) Additionally, the varying levels of language proficiency among students and the reluctance of some older teachers to adopt new teaching methods further reinforce GTM as the primary instructional approach.
The study involved two English classes, 10A1 and 10A2, from Ton Duc Thang High School, each consisting of 33 sixteen-year-old students from diverse regions in Ninh Thuan province, including urban and remote areas, as well as various ethnic groups such as Kinh, Cham, and Raglai Class 10A1, the control group, comprises 16 boys and 17 girls, while class 10A2, the experimental group, includes 18 boys and 15 girls The researcher, responsible for both classes, found it convenient to conduct the study due to their equivalent skill levels and their demonstrated interest in English, as evidenced by their active participation in the learning process.
Materials
3.3.1 Description of the text book “Tiếng Anh 10”
This study utilized the textbook "Tiếng Anh 10," published in 2015 by Vietnamese Education Publisher in collaboration with Pearson Education, to enhance students' reading, speaking, listening, and writing skills while fostering communication and teamwork The textbook features ten units centered around four key themes: Our lives, Our society, Our environment, and Our future Each unit is structured into six sections—Getting started, Language, Skills, Communication and culture, Looking back, and Project—allowing students to complete one unit over two weeks, with four sessions per week lasting forty-five minutes each After every two or three units, a Review section is included to reinforce students' vocabulary, grammar, and pronunciation Grammar is primarily taught in the Language section and reinforced in the Looking back and Review parts, with a focus on targeted grammar points during additional practice sessions.
To fulfill the demands of traditional paper-based tests, students often resort to conventional grammar learning methods that emphasize form over meaning This approach typically involves grammar exercises like gap-filling, matching, and multiple-choice questions, which do not enhance students' understanding of language use Consequently, this focus on form fails to support students in developing effective language skills, particularly in written communication.
3.3.2 Grammar points taught in the experiment
In the second semester, key English grammar topics covered included the passive voice with modal verbs, comparative and superlative adjectives, articles, and relative clauses (both defining and non-defining using "who," "that," "which," and "whose") Additionally, reported speech and conditional sentences (types 1 and 2) were also taught, as detailed in Table 3.1 below.
Table 3.1 Grammar points of the second semester in “Tiếng Anh 10”
6 Gender equality -The passive voice with modals
Cultural diversity - Comparative and superlative adjectives
- Relative clauses: defining and non- defining clauses with „who‟, „that‟,
9 Preserving the environment - Reported speech
10 Ecotourism - Conditional sentences type 1 and 2
The topic of "articles" in grammar is often overlooked, deemed less significant compared to other points The Covid-19 pandemic prompted a local school to streamline English lesson content, prioritizing essential topics to better prepare students for final exams Consequently, the researcher was unable to include "articles" in the study However, passive voice with modals and reported speech were taught in junior high school, with passive voice introduced in unit 2 of the first semester, highlighting the connection between these grammatical structures Units 6 and 9 serve as revision for these concepts.
In grade 8, students learned about comparative and superlative adjectives, which are essential for effective communication in both spoken and written forms Additionally, they were introduced to relative clauses, including defining and non-defining clauses using "who," "that," "which," and "whose," as well as conditional sentences of types 1 and 2 Due to the constraints imposed by the Covid-19 pandemic, the focus of the experiment was narrowed to three primary grammar points: comparative and superlative adjectives, and relative clauses.
„whose‟) and conditional sentences type 1 and 2
Instruments
In order to answer the two research questions, tests and questionnaire were used as the instruments of the study Each of these will be described as follows
3.4.1.1 The pre-test and post-test
To investigate the impact of communicative grammar teaching on EFL students' written communicative competence, the study employed pre-tests and post-tests as primary assessment tools These assessments allowed the researcher to gather and analyze scores to evaluate the effectiveness of the intervention in improving students' writing skills The tests were designed in written format to ensure fairness, as using spoken assessments would disadvantage the control group, which followed the traditional Grammar-Translation Method (GTM) In contrast, the experimental group, which utilized Communicative Language Teaching (CLT), was better positioned to excel in oral production, highlighting the advantages of contextually-based grammar instruction.
The language assessment tests, inspired by Bachman and Palmer (1996), Purpura (2004), and Abeywickrama and Brown (2010), consisted of three components: short-answer tasks, discourse completion tasks, and letter writing tasks, each lasting approximately 45 minutes These tasks were tailored to match the students' language proficiency levels and were essential for evaluating written communicative competence, encompassing grammar knowledge and appropriate language variation in specific contexts Although the structure of the pre-test and post-test was similar, the content differed to ensure reliability Detailed summaries of both tests can be found in appendices 2 and 3 The design of the three-part assessment will be further elaborated upon.
Part I – Short-answer tasks In this part, the test-takers are required to produce responses from the input in the form of a question or some visual stimulus with a given word This part includes
Part II – Discourse completion tasks In this part, the input is presented in a form of a short exchange or dialogue with an entire turn or part of a turn deleted, so the test-takers are requested to complete the exchange with a grammatically accurate and meaningful response This part also consists of 3 questions and takes 10 minutes
Part III – Letter writing tasks In this part, the test-takers are demanded to write a letter in 60-80 words The timing for this part is 25 minutes
At the start of the course, participants from both groups completed a pre-test to assess their language proficiency and establish a baseline for comparison Following an 8-week treatment period, students took a post-test to evaluate any differences in language performance between the groups This assessment required test takers to implement the target structures they had learned in their writing.
To ensure consistent marking, an experienced English teacher with over ten years in the field was invited to evaluate the students' paper tests alongside the researcher Prior to the assessment, the invited examiner was thoroughly briefed on the test's purpose and significance, and provided with key answers and scoring instructions After completing the marking, the researcher and the colleague reviewed the tests together, leading to a discussion that determined the final scores The specifications for the pre-test and post-test are outlined as follows.
Table 3.2.Specifications of the pre-test and post-test
Part Task types Contents No of questions Marking
- Producing responses from the given input 3
1 mark for each correct answer
- Completing a short exchange or dialogue 3
1 mark for each correct answer
Letter writing tasks - Writing a letter 1 4 marks for a complete letter
3.4.1.2 Marking scales for the pre-test and post-test
According to the scoring criteria outlined in Table 3.2, examiners evaluated the first two sections of both the pre-test and post-test Test-takers received 1.0 mark for each correct answer, with a total of 6 questions available, allowing for a maximum score of 6 marks across these two parts.
In the letter writing section, a comprehensive grammatical accuracy rating scale based on Bachman and Palmer (1996) was meticulously utilized to evaluate student performance The specifics of the scoring rubric for the letter writing tasks are detailed in Table 3.3.
Table 3.3 The scoring rubric for the letter writing tasks
- Shows complete grammatical control for the writing; full range of target grammar points 4.0
- Shows extensive grammatical control for the writing; may have one or two errors that do not impede communication
- Shows moderate grammatical control for the writing; may have three or four errors that impede communication
- Shows limited grammatical control for the writing; may have five or six errors that impede communication 1.0
- Shows poor grammatical control for the writing; may have over six errors that often impede communication 0
The study utilized a questionnaire to assess students' attitudes towards communicative grammar teaching, as highlighted by Jones et al (2008), who noted that questionnaires efficiently gather information from large groups in a short timeframe and facilitate easy statistical analysis This approach allows researchers to effectively obtain, calculate, and interpret data (Pozzo, Borgobello & Pierella, 2019) The questionnaire was adapted from previous critical research, specifically drawing from the works of Nisrane (2008) and Badilla and Chacón (2013), with the latter's questionnaire being the primary tool employed in this study.
The questionnaire utilized in this study consisted of two parts: Part A, which included two questions about students' personal information, and Part B, featuring twelve questions designed to assess students' attitudes towards communicative grammar teaching Part B incorporated a mix of close-ended and open-ended questions, with the first ten questions employing a five-point Likert scale ranging from strongly disagree to strongly agree This structured approach aimed to gather comprehensive insights into students' perceptions of grammar instruction.
The article examines six key questions regarding students' recognition of learning communicative grammar lessons It delves into their beliefs about the benefits of learning English grammar through Communicative Language Teaching (CLT), as well as their motivation for studying grammar Additionally, the research assesses students' overall attitudes towards the application of CLT in their grammar learning experiences.
The questionnaire, available in Appendix 4, was provided in both English and Vietnamese to ensure that students could fully understand and articulate their responses Given the challenges faced by students at this level in responding thoroughly in English, it was more effective for them to answer in their native language The questionnaire was distributed one day after the completion of the post-test and took approximately 20 minutes to complete.
Procedure
The study, conducted during the second semester of the 2019-2020 academic year from May 6 to July 7, 2020, focused on six grammar lessons covering three key topics: comparative and superlative adjectives, relative clauses (including defining and non-defining clauses with "who," "that," "which," and "whose"), and conditional sentences types 1 and 2, using the textbook "Tiếng Anh 10." Each grammar point was addressed over two 45-minute lessons, with additional grammar consolidation sessions held every two weeks to enhance understanding, reflecting the critical role of grammar in testing and examinations.
Before implementing the treatment, the researcher explained the intervention and its purpose to the students in both groups In the first week, lesson plans, materials, and a pre-test were developed The treatment, which spanned from week 2 to week 9, focused on three units from the textbook “Tiếng Anh 10”: units 7, 8, and 10 After eight weeks, a post-test was administered using the same format as the pre-test, followed by a questionnaire for students to share their attitudes towards the treatment Emphasizing the importance of communicative grammar lessons, the instruction included three grammar points from the textbook, utilizing the P-P-P model (presentation, practice, production) in the experimental group.
In brief, the time allocation for the study is presented in the table as follows
Table 3.4 Time allocation for the study
Unit 7: Comparative and superlative adjectives
Unit 7: Comparative and superlative adjectives (Cont)
Unit 8: Relative clauses: defining and non-defining clauses with „who‟, „that‟,
Unit 8; Relative clauses: defining and non-defining clauses with „who‟, „that‟,
6 Unit 9: Reported speech (excluded) June 10 th , 2020
7 Unit 9: Reported speech (cont) (excluded) June 17 th , 2020
Unit 10: Conditional sentences type 1 and
Unit 10: Conditional sentences type 1 and
3.5.2.1 Grammar teaching procedures for the control group
In the control class, grammar teaching adhered to a structured approach consisting of presentation, practice, and reinforcement, complemented by a warm-up and lead-in activity to review prior lessons The researcher initiated the lesson with a warm-up to engage students before introducing new grammatical structures through examples translated into their mother tongue Following the presentation, students participated in various exercises—such as gap-filling and sentence building—to assess their understanding During the reinforcement phase, students practiced the grammar points through additional workbook exercises and handouts, culminating in a brief consolidation of the lesson and assigned homework However, this approach was characterized by a lack of interaction, with the teacher primarily serving as the information provider and students remaining passive recipients, which limited opportunities for collaboration and communication among students A summary of the lesson plan for the control group is included in appendix 5A.
3.5.2.2 Grammar teaching procedures for the experimental group
In a study comparing traditional grammar instruction through the Grammar-Translation Method (GTM) with a Communicative Language Teaching (CLT) approach, students in the experimental group engaged in a three-phase grammar teaching procedure: presentation, practice, and production Prior to introducing new grammar points, the researcher initiated a warm-up activity linked to the upcoming lesson During the presentation phase, new structures were introduced via reading or listening exercises, encouraging students to explore and discover grammar rules rather than simply receiving information about forms, meanings, and uses.
The teacher provided students with materials that included the target grammatical structure to enhance their understanding, utilizing passages for reading and listening She presented numerous examples and encouraged students to discover grammar rules independently During the practice phase, students collaborated on exercises from their textbooks to reinforce their comprehension The teacher then facilitated oral communication activities, observing and providing feedback as students engaged in tasks In the production stage, students worked in pairs or groups to apply their learning in speaking and writing At the lesson's conclusion, the teacher helped students review the material and assigned workbook exercises as homework Despite the experimental group completing more homework, they benefited from increased practice in speaking and writing skills during class A detailed lesson plan for the experimental group is included in appendix 5B.
The table below (Table 3.5) shows the main differences in teaching techniques which were applied in each group of participants
Table 3.5 Teaching techniques between the control group and the experimental group Stage Control group Experimental group
The teacher introduced the grammar point through examples and presented the rule to students
The teacher introduced the grammar point through doing activities with the reading or listening Then, the teacher let students find out the rule by themselves via extra examples
Practice with exercises in the textbook and delivered handouts
Practice with exercises in the textbook and oral communication tasks designed by the teacher
Do more exercises in the workbook and delivered handouts
Do more practices with oral and written communication
The study identified three stages in grammar teaching: presentation, practice, and reinforcement for the control group, and presentation, practice, and production for the experimental group In the presentation stage, the experimental group discovered grammar rules independently, while the control group learned through teacher demonstrations During practice and reinforcement, the control group primarily engaged with textbook exercises, whereas the experimental group incorporated oral communication tasks like substitution and information gap activities In the production stage, the experimental group participated in more diverse practices, including games, interviews, and writing The differing methodologies—traditional Grammar Translation Method (GTM) for the control group and Communicative Language Teaching (CLT) for the experimental group—accounted for these variations, influenced by students' language proficiency levels and some teachers' resistance to new methods.
Methods of data analysis
3.6.1 Validity and reliability of the instruments
Validity and reliability are crucial elements in research, reflecting the study's value and objectivity (Kirk & Miller, 1986) Creswell (2012) notes that these concepts are intricately linked, sometimes overlapping and at other times standing apart (p 159) This discussion will clarify the significance of validity and reliability and explore how they were reinforced in this study.
Validity is crucial in research, as highlighted by Dornyei (2007), who emphasizes that it measures what it is intended to measure, and Creswell (2009), who defines it as the accuracy of findings To ensure the validity of the questionnaire, it underwent screening by the thesis supervisor and was subsequently revised The questionnaire also drew from established research, including studies by Nisrane (2008) and Badilla and Chacón (2013) Additionally, tests were reviewed by English teachers at Ton Duc Thang High School and the thesis supervisor before being administered to participants in both control and experimental groups The content of these tests was aligned with the course objectives and curriculum, focusing on three key grammar points taught during the course.
In terms of reliability, Joppe (2000) gives a very clear definition of reliability He defines reliability as:
Reliability refers to the consistency of results over time and their accurate representation of the entire population being studied A research instrument is deemed reliable if its results can be reproduced using a similar methodology.
Reliability refers to the consistency of measurement across various conditions, ensuring that similar results are obtained (Bollen, 1989; Nunnally, 1978) To ensure test reliability, the researcher collaborated with an experienced English teacher to grade the students' tests, thereby enhancing the consistency of the marking process.
The invited examiner meticulously explained the purpose and significance of the 32 paper tests before grading them, providing the answer keys and scoring instructions After the initial marking, the researcher and the examiner collaboratively reviewed the tests to determine final scores Additionally, the reliability of the questionnaire was evaluated using Cronbach's alpha technique, as outlined by Nunnally and Bernstein.
(1994), the Cronbach‟s alpha should be ideally above 65 In this study coefficient for the questionnaire was above 65 The reliability of each item was summarized in the table below:
Table 3.6 Item total statistics of the questionnaire
Scale Mean if Item Deleted
Scale Variance if Item Deleted
Cronbach‟s Alpha if Item Deleted
The study's adapted questionnaire demonstrated a high level of reliability, with a Cronbach's Alpha of 905 Notably, all 10 items scored above 0.3, and none exceeded 905 when evaluated for potential deletion, confirming the instrument's consistency.
The analysis of descriptive statistics from the pre-test and post-test was conducted using Independent-Samples t Test and Paired-Samples t Test in SPSS software The Independent-Samples t Test was utilized to compare the mean scores between the two groups, while the Paired-Samples t Test assessed the differences in mean scores within each group Additionally, quantitative data from the questionnaire items were analyzed through descriptive statistics, and qualitative data from open-ended responses were examined using textual data analysis to understand students' perceptions of communicative grammar teaching following the intervention.
Ethics
In scientific research, addressing ethical considerations is crucial, particularly regarding participant access and protection (Mark & Gamble, 2009) In this study, the researcher obtained permission from the principal of Ton Duc Thang High School and informed sixty-six 10th graders about their voluntary participation, ensuring that the study would not impact their academic scores An informed consent form detailing the research title, goals, and procedures was distributed to all participants Additionally, the study prioritized anonymity and confidentiality, safeguarding participants' identities and personal information To maintain privacy, real names were replaced with coded identifiers such as “Student-Cardinal number” (e.g., S1, S2) in the final report.
Chapter summary
Chapter 3 presented all information related to the methodology which was used for the current research such as research design, research site, research procedure, and research validity and reliability Especially, it described how to collect data through the two instruments, i.e tests and questionnaire as well as the framework of data collection and analysis for descriptive statistics data and textual data Based on this chapter, data from tests and questionnaire will be analyzed and discussed in the next chapter
FINDINGS AND DISCUSSION
Data analysis of the tests
4.1.1 Normality of the pre-test and post-test
The data analysis aims at answering the research questions set out at the beginning of the study
To address the research question, the researcher selected appropriate statistical tests for analysis using SPSS version 25 As outlined in Chapter 3, the research methodology involved the use of several independent t-tests and paired-sample t-tests.
Before conducting the tests, it was essential to accurately compute the data to confirm its normal distribution Due to the limited participant recruitment, with only 33 students in both the experimental and control groups, a Shapiro-Wilk test was performed on the pre-test and post-test results, as shown in Table 4.1 below.
Table 4.1 Shapiro-Wilk test of normality
Table 4.1 shows that the significance values for both groups exceed 0.05, indicating that parametric tests are appropriate Consequently, this research can utilize independent samples t-tests and paired-sample t-tests to analyze the mean scores between the two groups.
Before treatment, both groups completed a written pre-test to assess their grammatical performance An independent sample t-test was conducted to analyze the Mean (M) and Standard Deviation (SD) of the results The findings of the pre-test for the two groups are displayed in Table 4.2 below.
Table 4.2.Independent sample t-test of the pre-test
The control group slightly outperformed the experimental group, with means of 5.091 and 5.015, respectively However, the p-value of 781 indicates no significant statistical difference between the two groups' scores, suggesting that both groups demonstrated a similar level of grammatical use in their written performance This similarity ensures the homogeneity of the groups concerning their written communicative competence, making it advantageous for both groups to participate in the experiment.
Research question 1
To what extent does communicative grammar teaching affect high school students‟ written communicative competence?
To assess the effectiveness of communicative grammar teaching compared to traditional grammar methods, quantitative data was collected through pre-tests and post-tests A paired sample t-test was conducted to analyze the students' achievements on written communicative tests for both the experimental and control groups.
4.2.1 Comparison of the pre-test and post-test
4.2.1.1 Pre-test and post-test of the control group
A paired samples t-test was conducted to assess the equivalence of mean scores in the control group before and after treatment The statistical findings from the paired samples t-test are detailed in the accompanying table.
Table 4.3 Paired samples t-test of the control group
The analysis of Table 4.3 reveals that the control group demonstrated a slight improvement in written communicative competence, with a post-test mean score of 5.182 compared to a pre-test mean score of 5.091 However, the p-value of 226 indicates that this difference is not statistically significant, suggesting minimal enhancement in the students' performance under traditional grammar teaching methods.
The mean score of the two tests was 38, but the difference was not statistically significant This may be attributed to the time factor, as students showed improvement in their grammar knowledge over time This enhancement was facilitated by a focus on the target structures through various drills, including gap-filling, matching, sentence building, and multiple-choice exercises.
4.2.1.2 Pre-test and post-test of the experimental group
To determine if the mean scores of the experimental group were equal before and after the treatment, a paired samples t-test was conducted, with the results detailed in Table 4.4.
Table 4.4 Paired samples t-test of the experimental group
In a post-test analysis, students who received communicative grammar instruction demonstrated significantly higher scores (Mean = 6.258) compared to their pre-test results (Mean = 5.015), with a p-value of 000 indicating a statistically significant difference This improvement highlights the effectiveness of communicative language teaching (CLT) in enhancing students' written communicative competence The success of CLT in traditional grammar lessons can be attributed to various engaging activities throughout the teaching process, particularly during three key stages These stages allowed students to explore grammatical rules independently and apply them in context through oral and written exercises, such as substitution drills, interviews, reports, and essays Consequently, students gained a deeper understanding of the reasons for using specific grammatical structures and how to effectively incorporate them into communication.
4.2.2 Comparison of the post-test
To assess whether communicative grammar teaching enhances students' written communicative competence more effectively than traditional grammar instruction, it is crucial to analyze the post-test outcomes of both groups An independent samples t-test was conducted to generate the relevant statistics.
Table 4.5 Independent sample t-test of the post-test
The post-test results, as shown in Table 4.5, indicate that students in the experimental group significantly outperformed those in the control group, achieving mean scores of 6.258 compared to 5.182 The statistical significance, with a p-value of 000, confirms a notable difference in mean scores between the two groups This demonstrates that the experimental group experienced substantial improvement in their written communicative competence following the intervention.
Research question 2
What are their attitudes towards communicative grammar teaching?
Research question 2 aims to explore students' attitudes towards communicative grammar teaching Qualitative data was collected through a questionnaire administered one day after the post-test, providing valuable insights into their perceptions.
Following the treatment, thirty-three questionnaires were distributed to the experimental group The questionnaire featured two sections: the first section gathered demographic information about the students, while the second section aimed to assess students' attitudes toward communicative grammar teaching, comprising twelve questions divided into two primary themes: perceptions of grammar lessons and their effects.
40 of communicative grammar teaching The results were shown on the questionnaire data as follows:
This part presented the demographic data of the participants including their gender and years of learning English
Table 4.6 Distribution of students by gender
A total of thirty-three students participated in the questionnaire, comprising eighteen males (55%) and fifteen females (45%), indicating a relatively balanced gender distribution among the respondents.
Figure 4.1 Years of learning English
Data shows that 27% of the experimental students had been studying English for three to four years at the time of the study The participants were notably diverse, representing various regions and ethnic groups, including the Kinh.
3-4 years5-6 years more than 6 years
Many ethnic minority students, such as those from the Cham and Raglai communities, did not have the opportunity to study English during their primary education Consequently, some students reported having only 3-4 years of English learning experience In contrast, 49% of the students had studied English for five to six years, while 24% of them had over six years of English education Overall, a significant majority of students (49%) had more than five years of English learning experience.
The analysis of the research data revealed no significant differences in students' background information, leading the researcher to exclude gender and years of English learning from consideration Consequently, the findings of the experimental teaching are likely unaffected by external factors.
4.3.2 Students’ attitudes towards communicative grammar teaching
The first theme used to investigate learners' attitudes towards grammar lessons comprised six key questions, referred to as questions 1 through 6 The analysis of the data related to this theme is presented in Table 4.7.
Table 4.7 Students’ responses to grammar lessons
Number of participants = 33 Strongly disagree Disagree Neutral Agree Strongly agree M SD
Q.1: There were many different communicative activities in class
42 lessons, I was engaged in interactive and meaningful communication
Q.3: I learned a lot from most classroom activities
Q.4: The structures were used in specific contexts through oral and written practice activities
Q.5: I was encouraged to discover the grammar rules by myself
Q.6: The grammar structures were integrated with language skills
Table 4.7 indicates that the majority of students participated actively in grammar lessons and held positive attitudes towards them Specifically, 72.7% of students agreed that various communicative activities were present in class, while 27.3% were uncertain Regarding engagement in interactive communication, 42.4% acknowledged their involvement, with only 3% expressing disagreement Similarly, about two-thirds of students believed they gained significant knowledge from classroom activities, with a mean score of 3.85 and a standard deviation of 0.795 Overall, many students affirmed that the diversity of communicative activities facilitated meaningful learning and engagement.
In response to question 4, over 80% of students indicated a positive perception of the structures presented through oral and written practice activities, achieving a mean score of 4.12 with a standard deviation of 0.696 Questions 5 and 6 further demonstrated student satisfaction, with 48.5% of participants expressing encouragement to explore grammar rules independently, while 24.2% were open to sharing their thoughts on the topic Additionally, more than half of the respondents (60.6%) agreed that grammar structures were effectively integrated with language skills, though only 15.2% reported having no opinion on the matter.
The mean score of 4.09 and a standard deviation of 0.631 indicate that grammar rules were effectively taught to students, enabling them to actively participate in grammar lessons.
4.3.2.2 On effects of communicative grammar teaching
The second theme of the questionnaire assessed learners' attitudes regarding the impact of communicative grammar teaching This section included six questions, with four of them utilizing a five-point Likert scale for responses (questions 7 and 8).
9 and 10) and the other questions were in open-ended forms (question 11 and 12) All the information was presented in the following table
Table 4.8 Students’ response to the effects of communicative grammar teaching
Number of participants = 33 Strongly disagree Disagree Neutral Agree Strongly agree M SD
Q.7: I am able to use and adapt the structures to my real-life situations after the teacher‟s explanation
Q 10: This way of grammar teaching makes me love the
Students displayed a positive attitude towards communicative grammar teaching, with mean scores ranging from 3.94 to 4.15, indicating its effectiveness in enhancing communication skills and motivating English grammar learning A significant 54.5% of students felt capable of applying grammar structures to real-life situations following instruction, while 33.3% strongly agreed that their English communication had improved Only 6.1% disagreed with the positive sentiments expressed in the survey, which did not significantly impact the overall findings Additionally, 60.6% of students found grammar learning interesting, with no students outright disagreeing and only 15.2% remaining neutral The engaging design of communicative grammar lessons, utilizing practical activities, contributed to students' interest, as supported by Alijani, Maghsoudi, and Madani (2014), who noted that authentic materials offer real language experiences for learners.
Communicative grammar teaching significantly boosts learners' motivation, as evidenced by 36.4% of students expressing strong agreement that it enhances their love for the English language.
(12 students) and 42.4% (14 students) respectively Overall, this way of teaching gives students more motivation in learning English
The qualitative data from question 11 and 12 of the questionnaire are presented in table 4.9 below
Table 4.9 Qualitative data from question 11 and 12
Q.11: Do you find it easy to remember the structures presented during this study? Why or why not?
(1) The structures were included in different communicative activities, especially games
(2)The structures were used in specific contexts
(3) The teacher used clear and appropriate examples
(4) Students themselves discovered the grammar rules
(5) The sequence of tasks seemed to be logical
(1) Students did not have enough time to practice
(2) Students did not catch the teacher‟s meaning
(3) The teacher gave few examples
Q.12: Do you feel relaxed and comfortable during the grammar lessons? Why or why not?
(1) Classroom activities were done in pair work or group work
(2) Students had a time for rehearsal
(3) The teacher created a safe learning environment
(1) The continuum of activities was continuous
(2) Students were afraid of making mistakes
(3) Students did not know what to do with the activities
In the study, 72.7% of participants found it easy to remember the structures presented, attributed to their engagement in communicative activities and self-discovery of grammar rules The interactive nature of these activities facilitated easier recall and longer retention of the structures Clear and relevant examples aligned with students' levels and lesson objectives also contributed to their understanding Additionally, a logical sequence of tasks aided accessibility to the structures However, 27.3% of students faced challenges, citing limited practice time, difficulty understanding the teacher's English, and insufficient examples as barriers These factors, along with restricted classroom interaction, hindered their language development (Zarei, Hussin & Rashid, 2015).
In response to the question 12, the results revealed that more than two-thirds of the students (25 students – 75.8%) felt relaxed and comfortable during the grammar lessons because they were
The collaborative learning environment provided ample opportunities for students to engage in pair and group work, allowing them to rehearse their answers and build confidence before participating in class discussions According to Crandall (1999), this approach helps reduce anxiety and fear of failure A safe learning atmosphere, as emphasized by Dornyei (2001) and Astuti (2013), encourages students to express their ideas without the fear of ridicule, fostering their willingness to try new language expressions This supportive environment not only enhances students' confidence but also promotes their overall learning (Masaazi, 2015) However, a small percentage of students (24.2%) reported feeling uncomfortable during grammar lessons, citing insufficient time to prepare for activities and anxiety about speaking or writing in front of the class.
Discussion
4.4.1 The effects of communicative grammar teaching on high school EFL students’ written communicative competence
The independent samples t-test results from the pre-test indicated that both the control and experimental groups exhibited similar levels of grammar performance in writing, as evidenced by their mean scores showing no significant difference This similarity in performance established an optimal condition for implementing the experimental teaching method, specifically the application of communicative grammar teaching for the experimental group.
The independent samples t-test indicated that students in the experimental group, who utilized a communicative grammar approach, significantly outperformed those in the control group, demonstrating enhanced written communicative competence This success can be attributed to the lesson structure, where students actively discovered grammar rules through activities and examples, followed by real practice in oral communication, which facilitated better understanding and retention In the production stage, collaborative work allowed them to apply the grammatical forms learned, thereby improving their productive skills Conversely, the control group relied on traditional methods, where the teacher presented grammar rules and students engaged in repetitive exercises, which may have diminished their interest and hindered language development These findings align with previous research confirming that the communicative grammar approach leads to significant improvements in students' communicative competence compared to traditional methods.
4.4.2 The attitudes of high school students towards communicative grammar teaching
The questionnaire results revealed that most students held positive attitudes towards communicative grammar teaching, highlighting its effectiveness in enhancing learning motivation Participants found the instructional approach engaging, noting that practicing grammar structures in specific contexts through oral and written activities facilitated easier recall and longer retention Additionally, the integration of grammar with language skills contributed to a seamless learning experience, allowing students to grasp the concepts without difficulty.
Students engaged in interactive and meaningful communication, successfully adapting learned structures to real-life situations, such as writing sentences, paragraphs, and letters, as well as engaging in both written and oral exchanges However, a few students expressed dissatisfaction with the intervention, citing issues like the rapid transition between stages, time constraints on activities, and misunderstandings of the instructions.
Most students acknowledge the benefits of communicative grammar teaching in facilitating their understanding and retention of English grammar structures, enabling them to confidently use these structures in communication These findings align with previous research by Nguyen-Giao and Nguyen-Hoa (2004) and Khuong, reinforcing the positive impact of this teaching approach on language acquisition.
Research by Pham and Nguyen (2014), Adam (2016), and Muhammad (2016) indicates that students generally hold positive attitudes towards communicative grammar teaching A significant finding is that students in the experimental group preferred this modern approach over the traditional Grammar Translation Method (GTM) used in the first semester Notably, among the various communicative activities implemented, games emerged as the most engaging method to enhance student learning and participation.
This chapter outlines the data analysis and findings of the research, addressing the two key research questions: (1) the effectiveness of communicative grammar teaching in enhancing students' written communicative competence, and (2) the positive attitudes of students towards this instructional approach The subsequent chapter will offer pedagogical implications and practical suggestions for English teachers to improve grammar instruction, along with recommendations for future research.