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

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES  NGUYỄN THỊ THANH HỒNG USING CREATIVE ACTIVITIES IN TEACHING

VIETNAM NATIONAL UNIVERSITY, HANOI

UNIVERSITY OF LANGUAGES AND INTERNATIONAL

STUDIES FACULTY OF POST-GRADUATE STUDIES



NGUYỄN THỊ THANH HỒNG

USING CREATIVE ACTIVITIES IN TEACHING ENGLISH GRAMMAR TO ENHANCE 9 TH GRADE STUDENTS’ GRAMMATICAL COMPETENCE: AN ACTION RESEARCH

PROJECT AT A LOWER SECONDARY SCHOOL

IN HAI PHONG

“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”

MA MINOR THESIS

Field: English Teaching Methodology Code: 8140231.01

VIETNAM NATIONAL UNIVERSITY, HANOI

UNIVERSITY OF LANGUAGES AND INTERNATIONAL

STUDIES FACULTY OF POST-GRADUATE STUDIES



NGUYỄN THỊ THANH HỒNG

USING CREATIVE ACTIVITIES IN TEACHING ENGLISH GRAMMAR TO ENHANCE 9 TH GRADE STUDENTS’

GRAMMATICAL COMPETENCE: AN ACTION RESEARCH

PROJECT AT A LOWER SECONDARY SCHOOL

IN HAI PHONG

“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”

MA MINOR THESIS

Field: English Teaching Methodology Code: 8140231.01

Supervisor: PROF DR HOANG VAN VAN

DECLARATION OF AUTHORSHIP

I certify that the minor thesis entitled “Using Creative Activities in Teaching English Grammar to Enhance 9 th grade Students’ Grammatical Competence: An Action Research Project at a Lower Secondary School in Hai Phong” is the result of my work and has not been submitted in any form for another degree or diploma at any universities or other institutions I am

fully aware that should this declaration be found to be dishonest, disciplinary action and penalties by University policies and rules can be imposed

Hanoi, 2024 The researcher

Nguyen Thi Thanh Hong

Approved by

SUPERVISOR

(Signature and full name)

Prof Dr Hoang Van Van

LIST OF FIGURES

Figure 1: The Two-Cycles Kemmis Classroom Action Research Spiral Model

(Kemmis, 2007) 21

Figure 1: Student's goals for learning grammar 36

Figure 2: The students' general attitudes towards learning English 37

Figure 3: The student's understanding level after learning new grammar 38

Figure 4: Student's attitudes towards current approach 39

Figure 5: The approaches used by the teacher in class 40

Figure 6: Methods usually applied to explain a new grammatical structure 41

Figure 7: The difficulties while the students practice grammar 42

Figure 8: The shortcomings of grammar teaching by the current teacher from students' view 43

Figure 9: The pre-test mean scores of 2 cycles 47

Figure 10: The post-test mean scores of 2 cycles 48

Figure 11: The pre-test and post-test mean scoress of cycle 1 48

Figure 12: The pre-test and post-test mean scoress of cycle 2 49

Figure 13: The overall mean scores of cycle 2 50

Figure 14: The percentage of students who shared their positive attitudes on learning English grammar with CLA (Agree & strongly agree) 54

LIST OF ABBREVIATIONS

TABLE OF CONTENTS

DECLARATION OF AUTHORSHIP i

ACKNOWLEDGEMENTS ii

ABSTRACT iii

LIST OF TABLES vii

LIST OF FIGURES viii

LIST OF ABBREVIATIONS viii

CHAPTER 1: INTRODUCTION 1

1.1 Rationale for the study 1

1.2 Aims and objectives of the study 2

1.3 Research questions 2

1.4 Scope of the study 2

1.5 Method of the study 3

1.6 Significance of the study 4

1.7 Organization of the thesis 4

CHAPTER 2: LITERATURE REVIEW 5

2.1 Grammatical competence 5

2.1.1 Definitions of grammar 5

2.1.2 Definition of competence 5

2.1.3 Grammatical competence 6

2.1.4 Assessing grammatical competence 6

2.2 Brief overview of grammar teaching approaches 7

2.2.1 The traditional method: Grammar-translation method 7

2.2.2 The role of grammar in language teaching 9

5.3 Pedagogical implications 60

5.4 Limitations of the study 61

5.5 Suggestions for further study 61

REFERENCES 62 APPENDICES I

APPENDIX 1: TESTS I APPENDIX 2: QUESTIONNAIRES VIII APPENDIX 3: A SAMPLE DESCRIPTION OF A LESSON XIV APPENDIX 4: PHIẾU ĐỒNG THUẬN THAM GIA NGHIÊN CỨU XXI APPENDIX 5: PHIẾU ĐỒNG THUẬN THAM GIA NGHIÊN CỨU XXII

ABSTRACT

English has gained worldwide popularity during the past few years People learn English at different ages and for different reasons in various nations Vietnamese youth, particularly students, are interested in learning English for a variety of reasons, including attending reputable universities or studying abroad

Grammar appears to be challenging and monotonous to students when studying languages in general and English in particular Students believe that the rules of English grammar are complex, challenging, and varied Additionally, a lot of teachers took teaching grammar seriously in the past, which made the lessons dry and uninspiring As a result, during grammar sessions, pupils typically feel worn out and bored, which demotivates them

The more we understand how language functions, the more we can keep an eye on the effectiveness and meaning of the language we and others use It can promote accuracy, identify ambiguity, and take advantage of the variety of expressions accessible in English Most English language teachers provide students with considerable language support, particularly in the acquisition of academic literacy It is a fact that during the discussion of grammar lessons, learners are not really participative but when teachers give their students different grammar activities learners are more active

The study aimed to assess the grammatical competence and learning styles of 9th grade students using creative language learning activities that matched students’ learning styles Further, this study intended to determine whether these activities improve the students‟ grammatical competence

3.1 Restatement of research questions 18

3.2 Research approach 18

3.2.1 Definition of an action research 18

3.2.2 Principles of an action research 19

3.2.3 Models of action research 20

3.3 Procedures of the study 21

3.4 Context of the study 28

3.5 Participants 29

3.6 Data collection instruments 29

3.6.1 Pre-test and post-test 29

3.6.2 Questionnaires 30

3.7 Data collection procedures 32

3.8 Data analysis methods: data analysis quantitative methods 33

3.9 Summary 34

CHAPTER 4: FINDINGS AND DISCUSSION 36

4.1 Findings 36

4.1.1 Data analysis of pre-questionnaire 36

4.1.2 Data analysis of pre-test and post-test 44

4.1.3 Data analysis of the questionnaire for the students 52

4.2 Discussion 55

4.2.1 The effectiveness of adopting CLA in grammar teaching for 9th students at a lower secondary school in Hai Phong 55

4.2.2 The attitude of students while learning English grammar through CLA 56 4.3 Summary 57

CHAPTER 5: CONCLUSION 58

LIST OF FIGURES

Figure 1: The Two-Cycles Kemmis Classroom Action Research Spiral Model

(Kemmis, 2007) 21

Figure 1: Student's goals for learning grammar 36

Figure 2: The students' general attitudes towards learning English 37

Figure 3: The student's understanding level after learning new grammar 38

Figure 4: Student's attitudes towards current approach 39

Figure 5: The approaches used by the teacher in class 40

Figure 6: Methods usually applied to explain a new grammatical structure 41

Figure 7: The difficulties while the students practice grammar 42

Figure 8: The shortcomings of grammar teaching by the current teacher from students' view 43

Figure 9: The pre-test mean scores of 2 cycles 47

Figure 10: The post-test mean scores of 2 cycles 48

Figure 11: The pre-test and post-test mean scoress of cycle 1 48

Figure 12: The pre-test and post-test mean scoress of cycle 2 49

Figure 13: The overall mean scores of cycle 2 50

Figure 14: The percentage of students who shared their positive attitudes on learning English grammar with CLA (Agree & strongly agree) 54

LIST OF ABBREVIATIONS

5.3 Pedagogical implications 60

5.4 Limitations of the study 61

5.5 Suggestions for further study 61

REFERENCES 62 APPENDICES I

APPENDIX 1: TESTS I APPENDIX 2: QUESTIONNAIRES VIII APPENDIX 3: A SAMPLE DESCRIPTION OF A LESSON XIV APPENDIX 4: PHIẾU ĐỒNG THUẬN THAM GIA NGHIÊN CỨU XXI APPENDIX 5: PHIẾU ĐỒNG THUẬN THAM GIA NGHIÊN CỨU XXII

3.1 Restatement of research questions 18

3.2 Research approach 18

3.2.1 Definition of an action research 18

3.2.2 Principles of an action research 19

3.2.3 Models of action research 20

3.3 Procedures of the study 21

3.4 Context of the study 28

3.5 Participants 29

3.6 Data collection instruments 29

3.6.1 Pre-test and post-test 29

3.6.2 Questionnaires 30

3.7 Data collection procedures 32

3.8 Data analysis methods: data analysis quantitative methods 33

3.9 Summary 34

CHAPTER 4: FINDINGS AND DISCUSSION 36

4.1 Findings 36

4.1.1 Data analysis of pre-questionnaire 36

4.1.2 Data analysis of pre-test and post-test 44

4.1.3 Data analysis of the questionnaire for the students 52

4.2 Discussion 55

4.2.1 The effectiveness of adopting CLA in grammar teaching for 9th students at a lower secondary school in Hai Phong 55

4.2.2 The attitude of students while learning English grammar through CLA 56 4.3 Summary 57

CHAPTER 5: CONCLUSION 58

5.3 Pedagogical implications 60

5.4 Limitations of the study 61

5.5 Suggestions for further study 61

REFERENCES 62 APPENDICES I

APPENDIX 1: TESTS I APPENDIX 2: QUESTIONNAIRES VIII APPENDIX 3: A SAMPLE DESCRIPTION OF A LESSON XIV APPENDIX 4: PHIẾU ĐỒNG THUẬN THAM GIA NGHIÊN CỨU XXI APPENDIX 5: PHIẾU ĐỒNG THUẬN THAM GIA NGHIÊN CỨU XXII

TABLE OF CONTENTS

DECLARATION OF AUTHORSHIP i

ACKNOWLEDGEMENTS ii

ABSTRACT iii

LIST OF TABLES vii

LIST OF FIGURES viii

LIST OF ABBREVIATIONS viii

CHAPTER 1: INTRODUCTION 1

1.1 Rationale for the study 1

1.2 Aims and objectives of the study 2

1.3 Research questions 2

1.4 Scope of the study 2

1.5 Method of the study 3

1.6 Significance of the study 4

1.7 Organization of the thesis 4

CHAPTER 2: LITERATURE REVIEW 5

2.1 Grammatical competence 5

2.1.1 Definitions of grammar 5

2.1.2 Definition of competence 5

2.1.3 Grammatical competence 6

2.1.4 Assessing grammatical competence 6

2.2 Brief overview of grammar teaching approaches 7

2.2.1 The traditional method: Grammar-translation method 7

2.2.2 The role of grammar in language teaching 9

ACKNOWLEDGEMENTS

I would like to express my sincere gratitude to my supervisor, Professor Hoang Van Van for his invaluable guidance and support throughout this research project His expertise in this field and his unwavering commitment to excellence were instrumental in shaping and guiding my research, and I am grateful for the opportunity to have worked under their supervision

Throughout this project, Prof Dr Hoang Van Van provided insightful feedback and guidance that helped me refine my research questions, analyze

my data, and present my findings clearly and compellingly His willingness to take the time to discuss my ideas, answer my questions, and provide constructive criticism was truly invaluable

In addition to his support and guidance, Prof Dr Hoang Van Van provided me with many opportunities to learn and grow as a researcher They encouraged me to attend conferences, workshops, and seminars where I could network with other scholars, learn about the latest research in my field, and develop my skills as a researcher

I am also grateful to Dr Huynh Anh Tuan, Head of the Faculty, and faculty members for their invaluable feedback and support Their expertise in the English Language and their constructive criticism were instrumental in helping me to refine my arguments and improve the quality of my writing

Finally, I would like to acknowledge the many friends and family members who provided me with emotional support and encouragement throughout this project Their love, kindness, and understanding helped me to stay motivated and focused during the ups and downs of this process

5.3 Pedagogical implications 60

5.4 Limitations of the study 61

5.5 Suggestions for further study 61

REFERENCES 62 APPENDICES I

APPENDIX 1: TESTS I APPENDIX 2: QUESTIONNAIRES VIII APPENDIX 3: A SAMPLE DESCRIPTION OF A LESSON XIV APPENDIX 4: PHIẾU ĐỒNG THUẬN THAM GIA NGHIÊN CỨU XXI APPENDIX 5: PHIẾU ĐỒNG THUẬN THAM GIA NGHIÊN CỨU XXII

TABLE OF CONTENTS

DECLARATION OF AUTHORSHIP i

ACKNOWLEDGEMENTS ii

ABSTRACT iii

LIST OF TABLES vii

LIST OF FIGURES viii

LIST OF ABBREVIATIONS viii

CHAPTER 1: INTRODUCTION 1

1.1 Rationale for the study 1

1.2 Aims and objectives of the study 2

1.3 Research questions 2

1.4 Scope of the study 2

1.5 Method of the study 3

1.6 Significance of the study 4

1.7 Organization of the thesis 4

CHAPTER 2: LITERATURE REVIEW 5

2.1 Grammatical competence 5

2.1.1 Definitions of grammar 5

2.1.2 Definition of competence 5

2.1.3 Grammatical competence 6

2.1.4 Assessing grammatical competence 6

2.2 Brief overview of grammar teaching approaches 7

2.2.1 The traditional method: Grammar-translation method 7

2.2.2 The role of grammar in language teaching 9

LIST OF TABLES

Table 1: Sample of Activity 1 12

Table 2.10 Units in Tieng Anh 9 textbooks 28

Table 1: The results of pre-test and post –test of cycle 1 44

Table 2: The results of pre-test and post –test of cycle 2 46

Table 3: The pre-test mean scoress of cycle 1 and cycle 2 47

Table 4: Tests of normality for cycle 1 50

Table 5: Tests of normality for cycle 2 51

Table 6: The Significant difference of the pretest and posttest mean scores of cycle 1 and cycle 2 52

Table 7: The percentage of students shared their attitudes on learning English grammar with CLA 53

ABSTRACT

English has gained worldwide popularity during the past few years People learn English at different ages and for different reasons in various nations Vietnamese youth, particularly students, are interested in learning English for a variety of reasons, including attending reputable universities or studying abroad

Grammar appears to be challenging and monotonous to students when studying languages in general and English in particular Students believe that the rules of English grammar are complex, challenging, and varied Additionally, a lot of teachers took teaching grammar seriously in the past, which made the lessons dry and uninspiring As a result, during grammar sessions, pupils typically feel worn out and bored, which demotivates them

The more we understand how language functions, the more we can keep an eye on the effectiveness and meaning of the language we and others use It can promote accuracy, identify ambiguity, and take advantage of the variety of expressions accessible in English Most English language teachers provide students with considerable language support, particularly in the acquisition of academic literacy It is a fact that during the discussion of grammar lessons, learners are not really participative but when teachers give their students different grammar activities learners are more active

The study aimed to assess the grammatical competence and learning styles of 9th grade students using creative language learning activities that matched students’ learning styles Further, this study intended to determine whether these activities improve the students‟ grammatical competence

ACKNOWLEDGEMENTS

I would like to express my sincere gratitude to my supervisor, Professor Hoang Van Van for his invaluable guidance and support throughout this research project His expertise in this field and his unwavering commitment to excellence were instrumental in shaping and guiding my research, and I am grateful for the opportunity to have worked under their supervision

Throughout this project, Prof Dr Hoang Van Van provided insightful feedback and guidance that helped me refine my research questions, analyze

my data, and present my findings clearly and compellingly His willingness to take the time to discuss my ideas, answer my questions, and provide constructive criticism was truly invaluable

In addition to his support and guidance, Prof Dr Hoang Van Van provided me with many opportunities to learn and grow as a researcher They encouraged me to attend conferences, workshops, and seminars where I could network with other scholars, learn about the latest research in my field, and develop my skills as a researcher

I am also grateful to Dr Huynh Anh Tuan, Head of the Faculty, and faculty members for their invaluable feedback and support Their expertise in the English Language and their constructive criticism were instrumental in helping me to refine my arguments and improve the quality of my writing

Finally, I would like to acknowledge the many friends and family members who provided me with emotional support and encouragement throughout this project Their love, kindness, and understanding helped me to stay motivated and focused during the ups and downs of this process

5.3 Pedagogical implications 60

5.4 Limitations of the study 61

5.5 Suggestions for further study 61

REFERENCES 62 APPENDICES I

APPENDIX 1: TESTS I APPENDIX 2: QUESTIONNAIRES VIII APPENDIX 3: A SAMPLE DESCRIPTION OF A LESSON XIV APPENDIX 4: PHIẾU ĐỒNG THUẬN THAM GIA NGHIÊN CỨU XXI APPENDIX 5: PHIẾU ĐỒNG THUẬN THAM GIA NGHIÊN CỨU XXII

ACKNOWLEDGEMENTS

I would like to express my sincere gratitude to my supervisor, Professor Hoang Van Van for his invaluable guidance and support throughout this research project His expertise in this field and his unwavering commitment to excellence were instrumental in shaping and guiding my research, and I am grateful for the opportunity to have worked under their supervision

Throughout this project, Prof Dr Hoang Van Van provided insightful feedback and guidance that helped me refine my research questions, analyze

my data, and present my findings clearly and compellingly His willingness to take the time to discuss my ideas, answer my questions, and provide constructive criticism was truly invaluable

In addition to his support and guidance, Prof Dr Hoang Van Van provided me with many opportunities to learn and grow as a researcher They encouraged me to attend conferences, workshops, and seminars where I could network with other scholars, learn about the latest research in my field, and develop my skills as a researcher

I am also grateful to Dr Huynh Anh Tuan, Head of the Faculty, and faculty members for their invaluable feedback and support Their expertise in the English Language and their constructive criticism were instrumental in helping me to refine my arguments and improve the quality of my writing

Finally, I would like to acknowledge the many friends and family members who provided me with emotional support and encouragement throughout this project Their love, kindness, and understanding helped me to stay motivated and focused during the ups and downs of this process

LIST OF TABLES

Table 1: Sample of Activity 1 12 Table 2.10 Units in Tieng Anh 9 textbooks 28 Table 1: The results of pre-test and post –test of cycle 1 44 Table 2: The results of pre-test and post –test of cycle 2 46 Table 3: The pre-test mean scoress of cycle 1 and cycle 2 47 Table 4: Tests of normality for cycle 1 50 Table 5: Tests of normality for cycle 2 51 Table 6: The Significant difference of the pretest and posttest mean scores of cycle 1 and cycle 2 52 Table 7: The percentage of students shared their attitudes on learning English grammar with CLA 53

5.3 Pedagogical implications 60 5.4 Limitations of the study 61 5.5 Suggestions for further study 61

REFERENCES 62 APPENDICES I

APPENDIX 1: TESTS I APPENDIX 2: QUESTIONNAIRES VIII APPENDIX 3: A SAMPLE DESCRIPTION OF A LESSON XIV APPENDIX 4: PHIẾU ĐỒNG THUẬN THAM GIA NGHIÊN CỨU XXI APPENDIX 5: PHIẾU ĐỒNG THUẬN THAM GIA NGHIÊN CỨU XXII

TABLE OF CONTENTS

DECLARATION OF AUTHORSHIP i ACKNOWLEDGEMENTS ii ABSTRACT iii LIST OF TABLES vii LIST OF FIGURES viii LIST OF ABBREVIATIONS viii CHAPTER 1: INTRODUCTION 1

1.1 Rationale for the study 1 1.2 Aims and objectives of the study 2 1.3 Research questions 2 1.4 Scope of the study 2 1.5 Method of the study 3 1.6 Significance of the study 4 1.7 Organization of the thesis 4

CHAPTER 2: LITERATURE REVIEW 5

2.1 Grammatical competence 5 2.1.1 Definitions of grammar 5 2.1.2 Definition of competence 5 2.1.3 Grammatical competence 6 2.1.4 Assessing grammatical competence 6 2.2 Brief overview of grammar teaching approaches 7 2.2.1 The traditional method: Grammar-translation method 7 2.2.2 The role of grammar in language teaching 9

LIST OF FIGURES

Figure 1: The Two-Cycles Kemmis Classroom Action Research Spiral Model (Kemmis, 2007) 21Figure 1: Student's goals for learning grammar 36Figure 2: The students' general attitudes towards learning English 37Figure 3: The student's understanding level after learning new grammar 38Figure 4: Student's attitudes towards current approach 39Figure 5: The approaches used by the teacher in class 40Figure 6: Methods usually applied to explain a new grammatical structure 41Figure 7: The difficulties while the students practice grammar 42Figure 8: The shortcomings of grammar teaching by the current teacher from students' view 43Figure 9: The pre-test mean scores of 2 cycles 47Figure 10: The post-test mean scores of 2 cycles 48Figure 11: The pre-test and post-test mean scoress of cycle 1 48Figure 12: The pre-test and post-test mean scoress of cycle 2 49Figure 13: The overall mean scores of cycle 2 50Figure 14: The percentage of students who shared their positive attitudes on learning English grammar with CLA (Agree & strongly agree) 54

LIST OF ABBREVIATIONS

3.1 Restatement of research questions 18 3.2 Research approach 18 3.2.1 Definition of an action research 18 3.2.2 Principles of an action research 19 3.2.3 Models of action research 20 3.3 Procedures of the study 21 3.4 Context of the study 28 3.5 Participants 29 3.6 Data collection instruments 29 3.6.1 Pre-test and post-test 29 3.6.2 Questionnaires 30 3.7 Data collection procedures 32 3.8 Data analysis methods: data analysis quantitative methods 33 3.9 Summary 34

CHAPTER 4: FINDINGS AND DISCUSSION 36

4.1 Findings 36 4.1.1 Data analysis of pre-questionnaire 36 4.1.2 Data analysis of pre-test and post-test 44 4.1.3 Data analysis of the questionnaire for the students 52 4.2 Discussion 55 4.2.1 The effectiveness of adopting CLA in grammar teaching for 9th students

at a lower secondary school in Hai Phong 55 4.2.2 The attitude of students while learning English grammar through CLA 56 4.3 Summary 57

CHAPTER 5: CONCLUSION 58

3.1 Restatement of research questions 18 3.2 Research approach 18 3.2.1 Definition of an action research 18 3.2.2 Principles of an action research 19 3.2.3 Models of action research 20 3.3 Procedures of the study 21 3.4 Context of the study 28 3.5 Participants 29 3.6 Data collection instruments 29 3.6.1 Pre-test and post-test 29 3.6.2 Questionnaires 30 3.7 Data collection procedures 32 3.8 Data analysis methods: data analysis quantitative methods 33 3.9 Summary 34

CHAPTER 4: FINDINGS AND DISCUSSION 36

4.1 Findings 36 4.1.1 Data analysis of pre-questionnaire 36 4.1.2 Data analysis of pre-test and post-test 44 4.1.3 Data analysis of the questionnaire for the students 52 4.2 Discussion 55 4.2.1 The effectiveness of adopting CLA in grammar teaching for 9th students

at a lower secondary school in Hai Phong 55 4.2.2 The attitude of students while learning English grammar through CLA 56 4.3 Summary 57

CHAPTER 5: CONCLUSION 58

ACKNOWLEDGEMENTS

I would like to express my sincere gratitude to my supervisor, Professor Hoang Van Van for his invaluable guidance and support throughout this research project His expertise in this field and his unwavering commitment to excellence were instrumental in shaping and guiding my research, and I am grateful for the opportunity to have worked under their supervision

Throughout this project, Prof Dr Hoang Van Van provided insightful feedback and guidance that helped me refine my research questions, analyze

my data, and present my findings clearly and compellingly His willingness to take the time to discuss my ideas, answer my questions, and provide constructive criticism was truly invaluable

In addition to his support and guidance, Prof Dr Hoang Van Van provided me with many opportunities to learn and grow as a researcher They encouraged me to attend conferences, workshops, and seminars where I could network with other scholars, learn about the latest research in my field, and develop my skills as a researcher

I am also grateful to Dr Huynh Anh Tuan, Head of the Faculty, and faculty members for their invaluable feedback and support Their expertise in the English Language and their constructive criticism were instrumental in helping me to refine my arguments and improve the quality of my writing

Finally, I would like to acknowledge the many friends and family members who provided me with emotional support and encouragement throughout this project Their love, kindness, and understanding helped me to stay motivated and focused during the ups and downs of this process

LIST OF FIGURES

Figure 1: The Two-Cycles Kemmis Classroom Action Research Spiral Model (Kemmis, 2007) 21Figure 1: Student's goals for learning grammar 36Figure 2: The students' general attitudes towards learning English 37Figure 3: The student's understanding level after learning new grammar 38Figure 4: Student's attitudes towards current approach 39Figure 5: The approaches used by the teacher in class 40Figure 6: Methods usually applied to explain a new grammatical structure 41Figure 7: The difficulties while the students practice grammar 42Figure 8: The shortcomings of grammar teaching by the current teacher from students' view 43Figure 9: The pre-test mean scores of 2 cycles 47Figure 10: The post-test mean scores of 2 cycles 48Figure 11: The pre-test and post-test mean scoress of cycle 1 48Figure 12: The pre-test and post-test mean scoress of cycle 2 49Figure 13: The overall mean scores of cycle 2 50Figure 14: The percentage of students who shared their positive attitudes on learning English grammar with CLA (Agree & strongly agree) 54

LIST OF ABBREVIATIONS

ABSTRACT

English has gained worldwide popularity during the past few years People learn English at different ages and for different reasons in various nations Vietnamese youth, particularly students, are interested in learning English for a variety of reasons, including attending reputable universities or studying abroad

Grammar appears to be challenging and monotonous to students when studying languages in general and English in particular Students believe that the rules of English grammar are complex, challenging, and varied Additionally, a lot of teachers took teaching grammar seriously in the past, which made the lessons dry and uninspiring As a result, during grammar sessions, pupils typically feel worn out and bored, which demotivates them

The more we understand how language functions, the more we can keep an eye on the effectiveness and meaning of the language we and others use It can promote accuracy, identify ambiguity, and take advantage of the variety of expressions accessible in English Most English language teachers provide students with considerable language support, particularly in the acquisition of academic literacy It is a fact that during the discussion of grammar lessons, learners are not really participative but when teachers give their students different grammar activities learners are more active

The study aimed to assess the grammatical competence and learning styles of 9th grade students using creative language learning activities that matched students’ learning styles Further, this study intended to determine whether these activities improve the students‟ grammatical competence

TABLE OF CONTENTS

DECLARATION OF AUTHORSHIP i ACKNOWLEDGEMENTS ii ABSTRACT iii LIST OF TABLES vii LIST OF FIGURES viii LIST OF ABBREVIATIONS viii CHAPTER 1: INTRODUCTION 1

1.1 Rationale for the study 1 1.2 Aims and objectives of the study 2 1.3 Research questions 2 1.4 Scope of the study 2 1.5 Method of the study 3 1.6 Significance of the study 4 1.7 Organization of the thesis 4

CHAPTER 2: LITERATURE REVIEW 5

2.1 Grammatical competence 5 2.1.1 Definitions of grammar 5 2.1.2 Definition of competence 5 2.1.3 Grammatical competence 6 2.1.4 Assessing grammatical competence 6 2.2 Brief overview of grammar teaching approaches 7 2.2.1 The traditional method: Grammar-translation method 7 2.2.2 The role of grammar in language teaching 9

LIST OF TABLES

Table 1: Sample of Activity 1 12 Table 2.10 Units in Tieng Anh 9 textbooks 28 Table 1: The results of pre-test and post –test of cycle 1 44 Table 2: The results of pre-test and post –test of cycle 2 46 Table 3: The pre-test mean scoress of cycle 1 and cycle 2 47 Table 4: Tests of normality for cycle 1 50 Table 5: Tests of normality for cycle 2 51 Table 6: The Significant difference of the pretest and posttest mean scores of cycle 1 and cycle 2 52 Table 7: The percentage of students shared their attitudes on learning English grammar with CLA 53

ACKNOWLEDGEMENTS

I would like to express my sincere gratitude to my supervisor, Professor Hoang Van Van for his invaluable guidance and support throughout this research project His expertise in this field and his unwavering commitment to excellence were instrumental in shaping and guiding my research, and I am grateful for the opportunity to have worked under their supervision

Throughout this project, Prof Dr Hoang Van Van provided insightful feedback and guidance that helped me refine my research questions, analyze

my data, and present my findings clearly and compellingly His willingness to take the time to discuss my ideas, answer my questions, and provide constructive criticism was truly invaluable

In addition to his support and guidance, Prof Dr Hoang Van Van provided me with many opportunities to learn and grow as a researcher They encouraged me to attend conferences, workshops, and seminars where I could network with other scholars, learn about the latest research in my field, and develop my skills as a researcher

I am also grateful to Dr Huynh Anh Tuan, Head of the Faculty, and faculty members for their invaluable feedback and support Their expertise in the English Language and their constructive criticism were instrumental in helping me to refine my arguments and improve the quality of my writing

Finally, I would like to acknowledge the many friends and family members who provided me with emotional support and encouragement throughout this project Their love, kindness, and understanding helped me to stay motivated and focused during the ups and downs of this process

ABSTRACT

English has gained worldwide popularity during the past few years People learn English at different ages and for different reasons in various nations Vietnamese youth, particularly students, are interested in learning English for a variety of reasons, including attending reputable universities or studying abroad

Grammar appears to be challenging and monotonous to students when studying languages in general and English in particular Students believe that the rules of English grammar are complex, challenging, and varied Additionally, a lot of teachers took teaching grammar seriously in the past, which made the lessons dry and uninspiring As a result, during grammar sessions, pupils typically feel worn out and bored, which demotivates them

The more we understand how language functions, the more we can keep an eye on the effectiveness and meaning of the language we and others use It can promote accuracy, identify ambiguity, and take advantage of the variety of expressions accessible in English Most English language teachers provide students with considerable language support, particularly in the acquisition of academic literacy It is a fact that during the discussion of grammar lessons, learners are not really participative but when teachers give their students different grammar activities learners are more active

The study aimed to assess the grammatical competence and learning styles of 9th grade students using creative language learning activities that matched students’ learning styles Further, this study intended to determine whether these activities improve the students‟ grammatical competence

LIST OF TABLES

Table 1: Sample of Activity 1 12 Table 2.10 Units in Tieng Anh 9 textbooks 28 Table 1: The results of pre-test and post –test of cycle 1 44 Table 2: The results of pre-test and post –test of cycle 2 46 Table 3: The pre-test mean scoress of cycle 1 and cycle 2 47 Table 4: Tests of normality for cycle 1 50 Table 5: Tests of normality for cycle 2 51 Table 6: The Significant difference of the pretest and posttest mean scores of cycle 1 and cycle 2 52 Table 7: The percentage of students shared their attitudes on learning English grammar with CLA 53

LIST OF TABLES

Table 1: Sample of Activity 1 12 Table 2.10 Units in Tieng Anh 9 textbooks 28 Table 1: The results of pre-test and post –test of cycle 1 44 Table 2: The results of pre-test and post –test of cycle 2 46 Table 3: The pre-test mean scoress of cycle 1 and cycle 2 47 Table 4: Tests of normality for cycle 1 50 Table 5: Tests of normality for cycle 2 51 Table 6: The Significant difference of the pretest and posttest mean scores of cycle 1 and cycle 2 52 Table 7: The percentage of students shared their attitudes on learning English grammar with CLA 53

ABSTRACT

English has gained worldwide popularity during the past few years People learn English at different ages and for different reasons in various nations Vietnamese youth, particularly students, are interested in learning English for a variety of reasons, including attending reputable universities or studying abroad

Grammar appears to be challenging and monotonous to students when studying languages in general and English in particular Students believe that the rules of English grammar are complex, challenging, and varied Additionally, a lot of teachers took teaching grammar seriously in the past, which made the lessons dry and uninspiring As a result, during grammar sessions, pupils typically feel worn out and bored, which demotivates them

The more we understand how language functions, the more we can keep an eye on the effectiveness and meaning of the language we and others use It can promote accuracy, identify ambiguity, and take advantage of the variety of expressions accessible in English Most English language teachers provide students with considerable language support, particularly in the acquisition of academic literacy It is a fact that during the discussion of grammar lessons, learners are not really participative but when teachers give their students different grammar activities learners are more active

The study aimed to assess the grammatical competence and learning styles of 9th grade students using creative language learning activities that matched students’ learning styles Further, this study intended to determine whether these activities improve the students‟ grammatical competence