04051002003 Sử dụng những hoạt động sáng tạo trong dạy ngữ pháp tiếng Anh để nâng cao năng lực ngữ pháp cho học sinh lớp 9 Dự án nghiên cứu hành động tại một trường THCS ở Hải Phòng
INTRODUCTION
Rationale for the study
Teaching and learning grammar are essential for developing language proficiency, as a solid understanding of grammar is crucial for effective communication Without strong grammatical skills, learners' language development becomes significantly limited, highlighting the importance of integrating grammar instruction into language education Teachers face the ongoing challenge of helping students achieve grammatical competence, enabling them to use language accurately and appropriately across diverse social contexts According to Canale and Swain's communicative competence theory, grammatical competence is a key component, encompassing mastery of language rules such as word and sentence formation, spelling, pronunciation, and meaning.
Most 21st-century classrooms still rely on traditional grammar teaching approaches rooted in analyzing syntax and morphology, focusing primarily on surface-structure patterns through exercises and drills These methods often emphasize imitation over understanding, resulting in students mastering patterns without grasping the underlying grammatical rules necessary for true language competence To address this challenge, educators should move away from outdated grammar instruction and adopt innovative strategies tailored to diverse learning styles Recognizing this urgent need, the researcher aims to explore and implement new language activities for teaching grammar, specifically targeting 9th-grade students in a lower secondary school in Hai Phong This study builds upon previous international and Vietnamese research, including contributions from Ellis (2002), Larsen-Freeman (2011), and Richards and Rodgers, to enhance grammar instruction effectiveness.
This study explores the effectiveness of using creative activities to enhance 9th grade students’ grammatical competence in English, grounded in both the theoretical principles of the communicative approach and practical insights from local Vietnamese studies Building on research by (2014) on communicative grammar instruction and recent Vietnamese studies by Pham (2016), Nguyen (2017), and Trinh (2018), the investigation aims to bridge the gap between theory and practice through an action research project at a lower secondary school in Hai Phong The researcher, an English teacher, hopes this study will contribute to improving the quality of English grammar teaching and learning among 9th grade students, benefiting all students in the school and fostering more engaging, effective language education.
Aims and objectives of the study
This thesis focuses on enhancing the grammatical competence of 9th-grade students The primary goal is to improve their understanding and application of grammar rules To achieve this, two specific objectives have been established: first, to identify the current gaps in students’ grammatical knowledge; and second, to implement effective teaching methods that enhance their grammatical skills These objectives will contribute to overall language proficiency and academic success.
(i) To find out the improvement of 9 th grade students’ grammatical competence through creative activities at a lower secondary school in Hai Phong
(ii) To investigate the attitudes of 9 th grade students at a lower secondary school in Hai Phong while learning English grammar through creative activities.
Research questions
To accomplish the previously stated objectives, the researcher will address the following research questions:
1) What is the effectiveness of adopting creative activities in grammar teaching for 9 th grade students at a lower secondary school?
2) What is the attitude of students while learning English grammar through creative activities?
This study involved 45 ninth-grade students at a lower secondary school in Hai Phong, aiming to evaluate the effectiveness of incorporating creative activities into grammar lessons The creative activities implemented included memory exercises for English grammar and structures, gamified grammar learning, mind mapping techniques, promoting creative writing, classroom decoration with grammar themes, and error correction actions Conducted over approximately two months, the research provided comprehensive insights into grammar teaching methods and student challenges in learning English grammar The study focused on assessing the impact of creative activities on improving grammar understanding and explored students’ attitudes towards engaging with English grammar creatively, offering valuable implications for effective grammar instruction in similar educational settings.
This study utilized action research, pre-tests, post-tests, and survey questionnaires to effectively evaluate students’ grammar proficiency The research process involved conducting a pre-test, introducing creative activities, followed by a post-test to measure progress These assessments provided quantitative data, enabling a statistical comparison of students’ performance before and after the intervention Analysis of mean scores and statistical significance confirmed the effectiveness of creative activities in enhancing grammatical competence, offering valuable insights into instructional strategies for language learning.
A Likert scale survey was conducted to assess students' attitudes toward creative activities, providing valuable qualitative data on their perceptions, preferences, and experiences The survey results offer a comprehensive understanding of students' viewpoints on the importance of creative activities and their influence on grammatical competence This data-driven approach highlights the positive impact of creative engagement on language learning and skill development.
This study provides valuable insights for students, educators, educational institutions, and future researchers, aiming to enhance English grammar proficiency among pupils It offers practical strategies for educators to incorporate creative learning activities, boosting student engagement and understanding in English grammar The findings are particularly applicable for ninth-grade middle school students, supporting the integration of innovative teaching methods in grammar instruction Educational institutions can utilize this research as a resource to develop effective teaching strategies that foster improved comprehension of English grammar Additionally, this work serves as a foundational reference for future scholars interested in further exploring English grammar education and innovative instructional approaches.
This research offers an overview of the effectiveness of using children's creative language activities in the English classroom It is divided into five chapters:
Chapter 1: Introduction – provides the rationale of the study, aims and objectives of the study, research questions, scope of the study, significance of the study, and organizations of the study
Chapter 2: Literature Review – presents the theoretical framework and reviews previous studies related to the topic
Chapter 3: Methodology – restates the research questions and outlines the research approach, procedures, context, participants, data collection instruments, data collection procedures, and data analysis methods
Chapter 4: Findings and Discussion – describes the findings and discusses about the research questions and existing research
Chapter 5: Conclusion – recapitulates the study, provides concluding remarks, discusses pedagogical implications, highlights limitations of the study, and offers suggestions for further research.
Method of the study
This study employed comprehensive research methods, including action research, pre-tests, post-tests, and survey questionnaires, carefully selected to align with the research objectives and ensure accurate data collection The action research process involved an initial pre-test, followed by the introduction of creative activities and a subsequent post-test, enabling a comparative analysis of students' grammar proficiency Quantitative data from pre- and post-tests provided valuable insights into the impact of creative activities on students' grammatical skills Statistical analysis of mean scores and significance levels demonstrated the effectiveness of creative activities in enhancing grammatical competence These findings highlight the positive influence of innovative teaching strategies on students' language development.
This survey utilized Likert scale questionnaires to assess students' attitudes toward creative activities, collecting valuable qualitative data on their perceptions, preferences, and experiences The insights gained from these surveys provided a comprehensive understanding of how students view creative activities and their influence on grammatical competence, informing strategies to enhance language learning through creativity.
Significance of the study
This study offers valuable insights for students, educators, and educational institutions aiming to enhance English grammar proficiency It provides practical tools for teachers to incorporate creative learning activities that boost student engagement and comprehension The findings are particularly beneficial for ninth-grade middle school teachers seeking innovative approaches to grammar instruction Educational institutions can leverage this research to develop effective teaching strategies that improve English language learning outcomes Additionally, this work serves as a foundational resource for future scholars exploring advanced methods in English grammar education.
Organization of the thesis
This research offers an overview of the effectiveness of using children's creative language activities in the English classroom It is divided into five chapters:
Chapter 1: Introduction – provides the rationale of the study, aims and objectives of the study, research questions, scope of the study, significance of the study, and organizations of the study
Chapter 2: Literature Review – presents the theoretical framework and reviews previous studies related to the topic
Chapter 3: Methodology – restates the research questions and outlines the research approach, procedures, context, participants, data collection instruments, data collection procedures, and data analysis methods
Chapter 4: Findings and Discussion – describes the findings and discusses about the research questions and existing research
Chapter 5: Conclusion – recapitulates the study, provides concluding remarks, discusses pedagogical implications, highlights limitations of the study, and offers suggestions for further research.
LITERATURE REVIEW
Grammatical competence
Defining "grammar" can be challenging as it has been described in various ways by different linguists Penny Ur (1988) explains that grammar involves how a language manipulates and combines words to create larger units of meaning According to David Nunan (1998), grammar is "a set of rules specifying the correct order of words at the sentence level." Richards, Platt, and Platt (1992) describe grammar as "the structure of a language and how linguistic units like words and phrases are combined to form sentences, considering their meanings and functions." This comprehensive definition emphasizes that grammar encompasses both linguistic and social aspects, making it highly relevant for modern language teaching.
Competence is an ability acquired by someone to do great results in his work However, several experts define the term competence in different ways
Competence is a multifaceted concept that encompasses knowledge, skills, values, attitudes, and behavior, reflecting habits of thinking and action (Mulyasa, 2004; Gordon, 2009) It involves understanding, interest, and the ability to perform tasks effectively, as well as the process of acquiring these elements through learning and experience (Sinamo, 2010) Ultimately, competence is the ability to apply knowledge and skills, developed through education, to perform specific tasks successfully, integrating understanding, values, and attitudes.
Linguistic scholars emphasize that grammatical competence is essential for language learners to develop effective communicative skills It is considered a key component in various models of communicative competence, highlighting its importance in language education Consequently, grammar instruction remains a vital aspect of language learning, prominently featured in foreign language textbooks and classroom practices (Ur, 2011) Scholars offer differing perspectives on grammatical competence: Skehan (1998) defines it as the knowledge about the structure of the language, while others view it as encompassing phonology, lexicon, syntax, semantics, and the ability to apply this knowledge for communication (Bachman, 1990; Canale & Swain, 1980; Celce-Murcia et al., 1995; Larsen-Freeman, 2003; Richards, 2006; Sauvignon, 1997).
Assessing grammatical competence is done to measure the improvement of students’ grammatical competence
Assessing grammar involves observing students’ language use during interactive activities such as asking questions, discussions, and dialogues, often without their awareness, whereas testing is a formal process in which students prepare specifically for the assessment (Brown, 2004) When measuring grammatical competence, especially in spoken communication, teachers do not need to rely solely on traditional grammar tests, as these can feel unnatural and may not reflect students’ true abilities Effective assessment requires clear rubrics, such as Thornbury’s (1999) spoken grammar test rubric, which evaluates fluency, complexity, and accuracy across aspects like syntactic complexity, vocabulary range, pronunciation, and grammar, each rated from 1 to 5 This rubric is particularly suitable for assessing spoken grammar because it emphasizes language structure, unlike other rubrics that mainly focus on speaking skills, thereby ensuring a more precise evaluation of grammatical competence.
Brief overview of grammar teaching approaches
In the last over one hundred years, language teaching methodology has changed a lot with the development of many different methods and approaches to grammar teaching
2.2.1 The traditional method: Grammar-translation method
The traditional method of foreign language teaching, commonly known as the grammar-translation method, has been widely used worldwide and remains prevalent in Vietnamese schools, colleges, and universities for teaching English Its primary goal is to enable students to read literature written in the target language by focusing on learning grammar rules and vocabulary This method emphasizes memorization of grammatical structures and lexical items to develop reading proficiency in the target language.
Although it has some variations, this method has the following characteristics: Classes are taught in the mother tongue with little active use of the target language;
The traditional approach to language teaching often involves presenting vocabulary as isolated lists with translations in the learner’s native language, while grammar rules are explained through examples that focus on word forms and inflections Reading difficult texts is introduced early on, but the content is often secondary to grammatical analysis, with little emphasis placed on comprehension Instruction mainly consists of translating disconnected sentences between the target language and the mother tongue, neglecting pronunciation altogether This method, known as the grammar-translation method, has been observed in English language teaching at lower secondary schools in Hai Phong, highlighting its focus on grammatical rules and translation exercises rather than communicative competence.
Although the grammar-translation method is no longer widely used globally, it remains popular in Vietnam, especially for teaching grammar Many teachers at my school rely on this method because students are not majoring in English and struggle to understand lessons conducted entirely in English, leading to difficulties in keeping up and requiring repeated explanations Additionally, crowded classrooms and limited learning resources make the grammar-translation method seem practical However, this approach is ineffective because it does not fulfill students' primary goal of using English for communication While it helps students memorize grammar rules and vocabulary, it does not enable them to naturally apply the language in real-life conversations.
Effective grammar instruction requires providing students with ample opportunities to practice within the classroom setting Creating an engaging and dynamic classroom atmosphere is essential, as traditional methods often result in passive and boring learning experiences As an English teacher, exploring alternative teaching methods can significantly enhance students' understanding and application of grammar rules, fostering a more interactive and motivating learning environment.
2.2.2 The role of grammar in language teaching
Grammar consists of empirical rules that explain and regulate sentence structures, forming the foundation of grammatical competence (Gordon) Effective grammar teaching involves direct instruction and modeling within a balanced literacy framework, ensuring students gain multiple, varied exposures to correct grammatical usage This approach helps learners develop strong grammatical skills, which are essential for achieving high levels of language proficiency in the classroom Characteristics of effective grammar instruction include consistency, varied practice, and contextualized learning to enhance understanding and retention.
Grammar is the fundamental framework of a language, governing how words are arranged into sentences following specific rules Latin grammar heavily influenced the development of English grammar, which comprises various norms tailored to each language It determines how words relate and interact within sentences, providing broad guidelines that shape effective communication Grammar encompasses key components such as semantics, syntax, morphology, and phonology, forming the system that expresses thoughts and emotions clearly It functions as a set of language conventions or etiquette—similar to manners—that guide speaking and writing The unique features of a language are embedded within its grammar, which outlines the standards that writers and speakers follow As a branch of linguistic science, grammar analyzes the formal structures and rules of language use, playing a vital role in effective teaching and learning.
Teachers serve primarily as guides in language learning, as grammar instruction often revolves around memorizing rules, manipulating morphology, and understanding syntax, which require minimal specialized skills and are easy to assess through objective tests The primary role of the facilitator is observational rather than corrective, empowering students to take control of their learning process In traditional methods, students are expected to memorize extensive lists of grammar rules and vocabulary, producing nearly perfect exercises, but this approach can be tedious and frustrating Effective language learning encourages student-led activities, where learners determine the course and evaluate their own progress, emphasizing independence and active participation.
In short, the teacher's role is that of a helper, a facilitator and an organizer, not a dictator c The Implementation of CLT Method in Teaching Grammar
Effective language learning involves consistent memorization and drilling exercises to build foundational skills However, students often struggle to apply their knowledge in real-life conversations, leading to a sense of purposefulness in their learning process Without practical speaking practice, language learners may find their progress limited and lose motivation To achieve fluency, it's essential to combine memorization with immersive speaking opportunities that mimic real-world situations.
Incorporating creative techniques and providing numerous opportunities for students to practice in real-life situations are essential for effective grammar learning, as they encourage learners to communicate their ideas and opinions confidently These activities align with the principles of the Communicative Language Teaching Method, which emphasizes the importance of practical communication skills According to Diane Larsen-Freeman (2004), communicative performance involves not only producing correct sentences but also effectively using language rules for meaningful interaction Moreover, Halliday identified seven functions of language—instrumental, personal, interactional, regulatory, representational, heuristic, and imaginative—that facilitate understanding grammatical forms through engaging, communicative activities Such creative approaches enable students to learn grammar in a meaningful and enjoyable way, ultimately enhancing their ability to communicate effectively in the target language.
Communicative grammar teaching, grounded in the principles of the communicative language teaching (CLT) approach, emphasizes integrating grammatical structures with the four language skills—listening, speaking, reading, and writing—to promote meaningful communication According to Atkins, Ailon, and Nura (1995), this method provides authentic and engaging contexts where learners can inductively expand their understanding of language use through motivating exercises and real-life tasks It also involves clear explanations of how grammatical elements function, highlighting that rules are flexible and often context-dependent, allowing students to recognize that changes in structures can alter meanings Additionally, the approach encourages active use of language for authentic communication, fostering practical language acquisition that aligns with modern language teaching standards.
According to (2002), grammar teaching should extend beyond sentence-level instruction to include discourse-level application The goal of developing communicative grammatical competence is for learners to spontaneously use language structures across various real-life situations The communicative approach emphasizes practical language use and goes beyond traditional linguistic studies, focusing on enhancing overall communicative ability in diverse contexts.
Most secondary school teachers continue to use traditional methods for teaching grammar, despite recognizing their limitations Effective implementation of Communicative Language Approach (CLA) requires proper classrooms, manageable class sizes, and adequate teaching aids, which are often lacking, especially with class sizes of 45 or 46 students Additionally, the crowded syllabus, such as the 9th-grade English textbooks designed for 105 periods under the 2018 education regulations, further restricts the ability to adopt more effective teaching methods.
Each of the 7 periods includes 84 instructional units, with an additional 4 reviews and 1 test per period, limiting teachers' ability to incorporate varied communicative activities Consequently, students have limited opportunities to practice grammar points through real-life communication, share personal experiences, or express feelings within the learning context Some creative activities suggested in the research aim to address these drawbacks by enhancing student engagement and practical language use.
Several activities were designed to introduce students to Communicative Language Teaching (CLT) methods supported by theoretical foundations These exercises aimed to help students write with focus and purpose, foster the development of their ideas and descriptive skills, and apply grammar rules in an engaging and enjoyable manner.
1 Activity 1: Remembering English Grammar and Structures
This activity involved students sitting in a semicircle, with each student taking turns to say a word that follows the structure of the previous word For example, Student A might say "I," "you," or "he," establishing the initial word Student B would then continue by adding a word that aligns with the previous structure, such as "went," to form phrases like "I went," demonstrating an understanding of sentence construction This exercise promotes students’ awareness of grammatical patterns, particularly the sequence of pronouns and verbs, enhancing their language skills effectively.
Review of the previous studies
Educational professionals often underestimate the significance of creative thinking and activities in career development, despite their proven impact on learning outcomes Studies emphasize the importance of enhancing cognitive and creative skills in foreign language learning, forming strong theoretical foundations and pedagogical principles Edward De Bono (2007), a leading authority on creative thinking, provides practical exercises and games to foster creativity accessible to all learners A collection edited by Alan Maley and Nik Peachey (2015) explores various aspects of creativity in English Language Teaching, highlighting its role in classroom and personal development M.A Clarke (2015) discusses the importance of creativity in modern language education, including its application in computer-assisted learning and classroom practices L Livingston (2010) stresses that integrating new technologies requires creativity to develop content knowledge and skills through investigation, cooperation, connection, and synthesis I Cimermanova (2014) advocates for incorporating creative activities into university education to prepare pre-service teachers effectively Additionally, William J.J Gordon (1961) and others highlight heuristic methods like brainstorming, synectics, and business games as essential tools in higher education for enhancing students’ creativity through diverse teaching approaches.
Previous studies in the Vietnamese context have shed light on communicative language teaching, yet there is limited focus on grammar instruction at the high school level Pham (2016) investigated Vietnamese secondary school teachers' practices and perspectives on grammar teaching, emphasizing their approaches Trinh (2018) explored the integration of task-based language teaching (TBLT) into EFL grammar instruction in Vietnam, highlighting teachers’ perceptions, challenges, and strategies Nguyễn (2013) studied the effectiveness of using games as supplementary activities for teaching grammar to junior high students at an international bilingual school, demonstrating increased motivation, improved grammar retention, and higher participation through pre- and post-tests and teacher diaries Additionally, Pham (2020) found that role-play activities positively impacted oral communication among non-English major freshmen at Van Lang University, showing the potential of interactive methods to enhance language skills.
Creative activities in Vietnamese lower secondary schools significantly enhance English language learning by improving students' proficiency and fostering a positive attitude toward learning This study explores the challenges and benefits of using creative activities to teach English grammar in Haiphong schools, providing localized evidence and practical recommendations By evaluating the effectiveness of these activities, the research aims to inform future teaching practices and improve grammar instruction for 9th-grade students Additionally, the study seeks to bridge the gap between theoretical frameworks and classroom application, deepening our understanding of how creative activities can boost students' grammatical competence in the Vietnamese secondary school context.
METHODOLOGY
Restatement of research questions
This research examines whether incorporating creative activities into grammar teaching can improve 9th grade students' grammatical competence in a lower secondary school in Hai Phong The study aims to determine the impact of creative instructional methods on students' understanding of grammar, providing valuable insights for effective language education The findings will contribute to enhancing teaching strategies and fostering more engaging learning environments in secondary education.
1) What is the effectiveness of adopting creative activities in grammar teaching for 9 th grade students at a lower secondary school?
2) What is the attitude of students while learning English grammar through creative activities?
Research approach
Action research provides a practical framework for implementing targeted intervention strategies and evaluating their outcomes, enabling a deeper understanding of teaching practices and fostering professional growth This approach emphasizes reflection, collaboration, and iterative cycles to improve educational methods effectively The article outlines the key definitions, fundamental principles, and models for conducting successful action research, guiding educators in applying evidence-based strategies to enhance student learning and teaching effectiveness.
3.2.1 Definition of an action research
Action research, as defined by Lewin (1946), involves comparing the current social practices and their effects to facilitate meaningful social change, emphasizing that research should go beyond merely producing publications Burton and Bartlett (2005), along with Efron and Ravid (2013), highlight that educators actively engage in inquiry within their own teaching contexts to enhance their professional practice and improve student learning outcomes through this reflective process.
Action research, as defined by Burns (2009), involves the interactive process of implementing and studying changes within specific social contexts like classrooms, schools, or organizations to drive improvement It combines practical interventions with systematic observation and analysis to understand the reasons behind certain developments This approach aims to facilitate continuous development and informed decision-making, capturing the core essence of action research’s role in educational and organizational change.
Action research is an interactive inquiry process that combines problem-solving actions within a collaborative setting with data-driven analysis According to Peter Bradbury, Hilary, and colleagues (2001), this approach helps understand underlying causes of issues, enabling more accurate predictions about personal and organizational change.
This study highlights the vital role of action research in bridging theoretical foundations and practical implementation to improve grammatical competence among ninth-grade students at a secondary school in Hai Phong By employing a participatory and dynamic approach, action research actively engaged both teachers and students, enhancing their understanding of grammar development and directly influencing classroom practices and educational strategies Grounded in the belief that action research is a transformative tool, the methodology contributed to developing effective language teaching methods and shaping the educational landscape at Hai Phong secondary school.
3.2.2 Principles of an action research
Action research is guided by core principles that foster a participatory and transformative approach to inquiry and improvement Its primary aim is to implement positive, evidence-based changes that promote development, innovation, and practical solutions Central to this methodology is active participation, encouraging collaboration among researchers, practitioners, and stakeholders to ensure diverse perspectives Reflection plays a vital role in continuous learning, with the cyclical process of planning, acting, observing, and reflecting driving ongoing improvement Empowerment is integral, involving individuals and communities in decision-making processes, while practical application focuses on addressing real-world challenges effectively Flexibility and collaboration are essential to adapt to changing contexts and incorporate diverse viewpoints Ethical considerations, including transparency, consent, and confidentiality, underpin the process, ensuring responsible conduct Collectively, these principles position action research as a dynamic, inclusive, and ethical tool for bridging theory and practice to achieve meaningful social change.
In summary, the principle of action resonated with the study's goals by driving the implementation of changes based on research findings to optimize the ninth graders' grammar competence
Action research has a flexible and evolving nature, with models varying among researchers Burns (1999) highlights that the process is dynamic, with stages like identification, planning, data collection, analysis, and reflection continuously interconnected within a research cycle This cyclical approach allows researchers to iteratively improve their practice until satisfactory results are achieved Kemmis and McTaggart (2007) propose a four-stage spiral model: developing a well-informed plan, implementing the plan, observing its effects, and reflecting to inform subsequent cycles This model is especially effective in educational and community settings, where stakeholder involvement is essential for meaningful change.
In this study, utilizing the action research method was essential to achieving meaningful insights After thorough evaluation of various models, the Kemmis and McTaggart (2007) Action Research Model was identified as the most appropriate framework to guide the research process.
The 1988 cyclical approach emphasizes collaboration and collective problem-solving among multiple stakeholders in educational and community settings Its clear and practical framework effectively addresses research questions and achieves desired outcomes In this context, the model was successfully applied to enhance grammar competence among ninth graders at a lower secondary school in Hai Phong.
Figure 1: The Two-Cycles Kemmis Classroom Action Research Spiral Model
Procedures of the study
The study was conducted using a structured four-stage process within two cycles based on Kemmis and McTaggart's (1988) Action Research Model This methodology included planning, implementing actions, observing outcomes, and reflecting on the results to ensure continuous improvement.
The researcher implemented an 8-week creative activity-based method across four units (Units 8 to 11) of the Grade 9 English textbook, following the six steps outlined by Papandreou (1994): preparation, planning, research, conclusions, presentation, and evaluation These projects aimed to enhance student engagement and learning outcomes, with the entire process detailed in an earlier section The initial phase involved careful planning of the action to ensure effective implementation of the method.
In the first week of the experiment, a pre-treatment questionnaire and pre-test were administered to 45 students to assess their current challenges with learning English grammar and their existing learning approaches The researcher explained the study's purpose thoroughly before participants completed the questionnaire and pre-test, encouraging questions for clarity and emphasizing that students could take their time to ensure accurate responses.
After completing the assessment, the teacher identified areas where students needed to improve their grammatical competence To enhance their skills, the teacher introduced creative activities tailored to each project, ensuring all lesson plans, media, and teaching aids were thoroughly prepared These carefully designed activities aimed to familiarize students with creative processes and equip them with the essential knowledge and skills for successfully conducting their projects The implementation phase involved executing these activities and observing student progress to ensure effective learning outcomes.
The researcher implemented the activities which were carefully planned in the previous phase through six steps following Papandreou (1994):
During this stage, the researcher performs the roles of teacher, coach, guide, facilitator, and student while carrying out the necessary tasks
The instructor begins by introducing key grammar concepts, fostering an engaging learning environment Students and teachers collaboratively clarify objectives and discuss grammatical topics from the textbook, enhancing understanding through debate To promote active participation, the researcher divides students into smaller groups, each led by a confident and enthusiastic student who facilitates teamwork and task completion This collaborative group work helps learners familiarize themselves with new topics and vocabulary, laying a strong foundation for more effective absorption of the upcoming lessons.
During this stage, teachers and students collaboratively discuss the products and specifications needed for each group project Students select their own topics and receive guidance in gathering relevant information from lessons 8 to 11, focusing on vocabulary, grammatical concepts, and related language structures Teachers provide essential knowledge and resources to support student learning, fostering independence and encouraging student initiative throughout the process.
Teachers play a crucial role in supporting students to expand their grammar knowledge, helping them understand and generalize grammar rules more effectively They provide strategies for practice and foster improved learning awareness Collaborative group activities encourage students to share pertinent information sources and utilize technology for research By planning discussions around these references, students enhance contextual grammar learning and develop practical skills Ultimately, this approach enables students to use language accurately in both meaning and form, promoting confident and correct communication.
Students at this stage focus on correcting and explaining grammatical errors, while also refining their own grammar skills and documenting their progress They collaborate in groups to present their final projects, applying essential skills such as communication, negotiation, compromise, and decision-making Each lesson emphasizes regular practice of grammar to enhance language proficiency and foster continuous improvement.
At this stage, teachers focus on teaching students essential grammar skills through targeted instruction and practice Students apply their grammar knowledge in various exercises, followed by group activities where they demonstrate their creativity in front of peers During presentations, other groups listen attentively and provide constructive feedback through context-specific exercises, enhancing their understanding of grammar in an engaging way The teacher observes all activities, offering guidance and taking notes to monitor student progress and ensure effective learning.
In the last stage, the teacher provides feedback on the students' accomplishments and efforts Teachers grade students' work based on whether or not they understand how to use grammatical structures in specific real-life situations Teachers also encourage students to comment on and evaluate their classmates' grammar learning processes in class Finally, teachers identify students' strengths and weaknesses in order to make appropriate changes in grammar lessons and bring students closer to an easier understanding
For each project, the specific requirements and tasks can be outlined as follows:
Unit 8: Tourism (using ―Remembering English Grammar and Structures”) Preparation: The teacher introduced the grammatical point ―Articles‖ The teacher and students discussed: the/a/an/zero article in the textbook
The teacher organized the class into four groups and assigned a Remembering English Grammar and Structures activity focusing on the use of "the," "a," "an," and zero articles with country names such as the UK, the USA, the Netherlands, and the Philippines, as well as island groups, mountain ranges, oceans, and rivers like the Thames, the Pacific, and the Amazon This engaging activity encouraged student interaction and practical exercise, making it an effective way to reinforce grammar concepts while promoting collaborative learning and competition.
Research: Students collected the information related to Articles and did assignments
Conclusions: Students drew conclusions based on their analysis of the collected data and Cross-mark each other's written work
Students actively participated in group activities by discussing famous places and wonders around the world, demonstrating their understanding of the topics Each group nominated a representative to present grammar concepts through their group exercises, promoting engagement and collaborative learning.
Evaluation: Students gave peer evaluation forms for each member of the group and the teacher assessed the presentation and provided feedback on the student's performance
Unit 9: English in the world (using ―Promoting creative writing”)
Preparation: The teacher introduced the grammatical points: Relative clauses and
Conditional sentences type 2 The teacher and students discussed Relative clauses and Conditional sentences type 2 from the theme in the textbook
Students collaborated in four groups to enhance their creative writing skills through a targeted planning activity They focused on writing topic-based essays and storytelling, emphasizing the benefits of using English to improve language mastery This exercise specifically aimed to develop their sentence rewriting skills using relative clauses, fostering both linguistic proficiency and creative expression Incorporating SEO keywords such as "creative writing," "English language skills," "sentence rewriting," and "relative clauses," this activity effectively promotes language learning and writing fluency.
Research: Students worked individually to collect the information related to their topic and then worked in groups to prepare for the presentation about the topic
Conclusions: Students drew conclusions based upon their analysis of the collected data Presentation: Students drew conclusions based on their analysis of the collected data
Evaluation: Students gave peer evaluation forms for each member of the group and the teacher assessed the writing and provided feedback on the students' performance
CYCLE 2 (With more interesting Creative activities)
Unit 10: Space travel (using ―Mind map”)
Preparation: The teacher introduced the grammatical point Past simple and past perfect The teacher and students discussed past simple and past perfect from the theme in the textbook
Planning: The teacher divided the class into 6 groups Students in each group worked together to create their own Mind map about past simple and past perfect
Students practiced their understanding of past simple and past perfect grammar by documenting everything they knew about these tenses They then engaged in conversations by asking and answering questions about significant events when famous personalities, such as Yuri Gagarin and Neil Armstrong, were born This activity helped reinforce their knowledge of chronological order and tense usage related to historical moments.
Using mind maps to teach grammar offers an engaging and effective way for students to visualize the relationships between different grammar points This activity allows teachers to present an overview of grammar concepts and then explore details in a structured manner, enhancing student understanding Incorporating eye-catching colors, shapes, and symbols makes the learning process more visually appealing and memorable compared to traditional grammar books Overall, mind maps simplify complex grammar topics, encourage active participation, and support better retention and review for students.
Research: Students worked individually to collect the information related to their topic and then worked in groups to prepare for the exercises about the topic ―Space travel‖
Context of the study
This study focused on 9th grade students at a lower secondary school in Hai Phong, where English instruction aligns with the “Tieng Anh Thi Diem” curriculum developed under Project 2020, encompassing all four language skills: listening, speaking, reading, and writing As a major urban school, Hai Phong’s English teachers are required to possess strong qualifications and comprehensive language knowledge to effectively teach the subject The students generally display similar learning abilities and predominantly reside with their families in Hai Phong city The English program mandates students to complete 12 hours of instruction over two semesters, ensuring a balanced immersion in the language.
Table 2.10 Units in Tieng Anh 9 textbooks
1 Local environment 7 Recipes and eating habits
3 Teen stress and pressure 9 English in the world
4 Life in the past 10 Space travel
5 Wonders of Viet Nam 11 Changing roles in society
6 VietNam then and now 12 My future career
Our creative activities are designed to offer an enriching English grammar learning experience, helping students develop their grammar skills in a supportive and engaging environment By focusing on meaningful themes and relevant topics, the program captures students' interest and enhances their ability to acquire functional grammar knowledge effectively.
This 9th-grade English program explored the effectiveness of creative activities in improving students' grammar skills The study aimed to evaluate how well this approach addresses the specific needs and developmental stage of learners Results indicated that integrating creative activities significantly enhances grammar competence, making the learning process more engaging and effective for ninth-grade students.
Participants
The study involved 45 ninth-grade students from a lower secondary school in Hai Phong, representing diverse family backgrounds within the city These students primarily engaged with English through their academic curriculum, with limited exposure outside the classroom, resulting in relatively similar proficiency levels Despite long-term English study, students often felt bored, especially during grammar lessons, viewing English as a mandatory subject They expressed a strong desire for more engaging and interesting learning methods to boost their motivation and improve their English skills in preparation for upcoming important exams.
Data collection instruments
This study investigates the impact of creative activities on the grammar competence of 9th-grade students in a lower secondary school The researcher employed targeted data collection tools, including pre-tests, post-tests, and questionnaires, to accurately measure students' grammatical progress These instruments were carefully chosen to align with the research objectives and provide a comprehensive understanding of how creative activities can enhance grammar skills among adolescents.
3.6.1 Pre-test and post-test
This study utilized pre-test and post-test assessments tailored to students' developmental stages to effectively measure improvements in grammatical competence These assessments were meticulously designed to provide accurate quantitative data both prior to and after the action research cycles The evaluation focused on analyzing the content, format, and administration methods of the assessment tools, ensuring a comprehensive understanding of their structure By emphasizing the reliability and rigor of the evaluation instruments, the research methodology demonstrated its effectiveness in assessing the impact of the intervention on students’ grammatical skills.
The pre-test and post-test were designed to quantitatively assess 9th-grade students' grammatical competence before and after the intervention The primary goal was to measure the effectiveness of the action research process in improving students' grammar skills This evaluative approach helped determine the impact of the intervention on students' language proficiency.
To ensure the validity and reliability of assessments, the pre-test and post-test contained different content while maintaining the same difficulty level, as outlined in Appendix 2 Using varied content helped prevent practice effects and test-retest biases, ensuring that the post-test accurately reflected participants' learning and skill development Introducing novel content minimized recall of specific pre-test items, promoting a more precise evaluation of knowledge Additionally, this approach encouraged a broader understanding of the subject matter, facilitated the generalization of learned concepts, and provided a comprehensive view of overall performance It also reduced boredom and fatigue, thereby enhancing the learning experience and making the assessment process both rigorous and educational.
To derive meaningful insights, the predetermined scoring rubric was employed to assess and score each student's performance on both the pre-test and post-test
Questionnaires are essential tools in second language research, providing valuable insights into learners' attitudes In this study, they played a crucial role in assessing 9th grade students' perceptions of using creative activities to improve their grammatical competence By analyzing students' responses, the research aimed to determine the effectiveness of creative approaches in enhancing language skills among young learners.
According to Dürnyei (2003), questionnaires are widely recognized as reliable and valid research tools for gathering data They are defined as text-based instruments that present participants with structured questions and statements to which they can respond using various methods, such as marking on paper or online, writing a number, or checking a box (Brown, 2001).
Questionnaires were the preferred data collection method in this research due to their ability to provide structured and standardized data from 9th grade students This approach ensured accurate capture of participants' attitudes towards creative activities, making questionnaires an effective tool for understanding young students' perceptions and engagement.
This research utilized a structured questionnaire to assess students' perceived improvements in grammar instruction and their attitudes toward creative activities, utilizing both pre- and post-questionnaires The pre-questionnaire, consisting of 8 questions, aimed to gather insights into students' beliefs and attitudes regarding traditional grammatical teaching, highlighting common challenges faced by 9th-grade students in learning English grammar The post-questionnaire, with 12 questions, was designed to measure changes in students' attitudes after experiencing the new teaching approach, with responses recorded on a Likert scale ranging from "strongly agree" to "strongly disagree."
In a classroom setting, teachers and researchers use simple, age-appropriate language to explain questions clearly, ensuring students fully understand key concepts before responding They actively verify students' answers through double-checking, guaranteeing accurate recording and understanding Personal interaction and encouragement play a vital role, as teachers provide positive reinforcement and praise students for their participation This approach fosters an engaging and supportive learning environment, making the experience enjoyable for students.
The researcher personally managed the administration and data collection for the questionnaires, ensuring consistency and control throughout the process Clear instructions and guidelines were provided to participants to guarantee uniform and accurate responses The data collected played a crucial role in achieving the research objectives, highlighting the importance of the researcher’s direct involvement in maintaining data integrity.
Data collection procedures
The research procedure is organized in chronological order The data collection was conducted for 8 weeks
Step 1: The researcher sought permission to conduct research on teaching grammar through creative activities with the principal and school board Data was collected from a questionnaire and pre-test, with ninth-grade students in Hai Phong taking a 30-minute grammar test
Step 2: Utilizing the creative activities, practice teaching grammar in English To be more precise, the author based her grammatical lessons on the Tieng Anh Thi Diem 9 textbook Units 8, 9, 10, and 11 She also included games and other CLA activities that required students to work in groups or pairs One student may, for instance, supply a sentence, and the other would have to quickly create a conditional sentence that matched the given sentence To aid in data analysis, the implementation process was constantly monitored, and thorough documentation was kept The main focus of this study was the effect of the creative activities on improving the students' grammar proficiency
Step 3: Upon the completion of the eight-week intervention, post-test data were collected The contents of post-tests are different from those of pre-tests, but they have the same number of items Similar to the pre-test, the students were scored
Step 4: Collecting data from post-questionnaires During the grammar lessons with the application of CLA, the researcher and her colleagues delivered the questionnaire to choose the options provided to 9A1 students When delivering the questionnaire to students, the researcher explained the purpose of the study and then instructed them to answer the items Students had at least 20 minutes to complete the questionnaire They were also informed that their answers were kept secret and did not affect their marks in the test so that they could feel comfortable completing the questionnaire To ensure comprehension, the questionnaire items were deliberately read aloud in English at a slow pace Subsequently, each item was carefully translated into Vietnamese This methodology was employed to enable the students to comfortably respond to the test by either ticking or providing answers The aim of the questionnaire is to identify the students’ feedback and comments on CLA
The collected data was carefully sorted, classified, and analyzed to ensure accuracy and reliability This rigorous process enabled the researcher to draw meaningful conclusions about the impact of CLA on 9th-grade students' grammatical competence The study provides valuable insights into how CLAs can enhance language learning among lower secondary students in Hai Phong.
Data analysis methods: data analysis quantitative methods
Data analysis, combined with data collection, is a crucial component of the research process Birley and Moreland (1998) identify three key dimensions of data analysis: coding, presentation, and interpretation In this study, the author systematically organized the data into broader themes and outcomes aligned with the research questions, literature review findings, and relevant theories and models, ensuring a comprehensive and insightful analysis.
The study's quantitative data was collected from students' pre-test and post-test results to assess improvements in grammatical competence SPSS v.20 software was used for data entry and computing descriptive statistics, including mean scores and p-values The mean score was calculated by summing all individual scores and dividing by the number of participants, following a formula adapted from Djiwandono (2008) for data analysis.
The mean, a key measure of central tendency, represents the average value within a dataset It is calculated by adding all scores together and dividing the total by the number of scores, providing an arithmetic average As a reliable indicator of data trends, the mean is particularly useful for understanding the overall pattern in a distribution However, it is important to note that the mean can be sensitive to extreme scores, especially in small population samples, which may skew the results.
The study assessed the impact of the CLA on grammatical competence by calculating p-values, which indicate the likelihood of observing the data if the null hypothesis is true P-values play a crucial role in hypothesis testing, helping researchers decide whether to reject the null hypothesis, with smaller p-values suggesting stronger evidence against it Alpha levels, set by the researcher based on desired confidence levels, are determined by subtracting the confidence percentage from 100%; for instance, a 95% confidence level corresponds to a 5% alpha level During hypothesis testing, the obtained p-value is compared to the alpha level; if the p-value is less than the alpha (e.g., 0.05), it indicates statistically significant results supporting the alternative hypothesis.
A small p (≤ 0.05), rejects the null hypothesis This is strong evidence that the null hypothesis is invalid
A large p (> 0.05) means the alternate hypothesis is weak, so you do not reject the null
The study analyzed data from pre- and post-questionnaires, which used different response formats based on previous research, leading to varied analysis methods The researcher first reviewed all questionnaires to gain an overall understanding of the data and transcribed interview responses SPSS version 20 was utilized to calculate frequencies and create tables highlighting students’ encountered problems, attitudes toward creative activities, and improvements in grammar through these activities Data coding and entry into SPSS facilitated detailed analysis, especially for multiple-response questions, with procedures outlined in Appendix 3 All findings were systematically presented through tables and figures to illustrate the results clearly.
Summary
Chapter 3 explored the methodology utilized in this research It began by explaining the research design aligned with the action research framework, highlighting its relevance in a real educational setting The chapter introduced the participants, emphasizing the significance of 9 th grade students at a secondary school in Hai Phong, detailing their unique characteristics and requirements
The research utilized carefully designed instruments, including pre-tests, post-tests, and questionnaires, to evaluate grammatical competence and learning experiences Pre-test and post-test assessments specifically measured students' grammatical skills, while pre- and post-questionnaires explored the difficulties students encountered in learning grammar before and after CLA intervention These tools also provided insights into changes in students’ attitudes toward grammar learning, demonstrating the impact of the CLA method on their understanding and perception of grammar.
The research objectives were aligned with specific research questions, ensuring clarity and focus throughout the study A critical analysis of Kemmis and McTaggart's (2007) model was conducted, emphasizing its four key stages: Planning, Action, Observation, and Reflection, which served as the chosen framework for the research Additionally, ethical considerations were thoroughly addressed to ensure responsible and integrity-driven research practices.
The chapter outlines the research procedures, including obtaining necessary approvals, conducting pre-tests, implementing the CLA intervention, and administering post-test assessments It emphasizes the structured process of questionnaire distribution, highlighting the strict time limit set for students to complete the assessments This detailed sequence ensures a systematic approach to data collection and evaluation in the study.
Chapter 3 provides a comprehensive overview of the research methodology, establishing a solid and systematic framework for the study It sets the foundation for subsequent chapters by outlining the research design and approach This chapter ensures clarity and rigor, enabling effective interpretation of the research findings Overall, Chapter 3 is essential for understanding the study's methodology and its implications.