This research investigated the current issues regarding English grammar learning among high school students at Le Quy Don LQD high school with a view to identifying specific areas of dif
Rationale of the study
According to Nassaji and Fotos (2011), “grammar is fundamental to language
Grammar is the cornerstone of language, providing the structure and rules that enable effective communication Larsen-Freeman highlights the importance of grammar in producing accurate and meaningful language use, which is essential for communicative competence Thus, learning grammar empowers individuals to convey their thoughts and intentions in a manner that native speakers deem appropriate This understanding underscores the critical role of grammar in language learning, especially for non-native speakers, as it enables them to express themselves accurately and effectively.
In the era of globalization, English serves as a common language that bridges linguistic barriers and facilitates connections between people from diverse backgrounds
Rao (2019) stated that we cannot maintain international relations in multiple fields such as science, business, education, technology, travel and tourism, and so on without the help of English as a global language Therefore, “English is now the language most widely taught as a foreign language – in over 100 countries, such as China, Russia, Germany, Spain, Egypt and Brazil – and in most of these countries it is emerging as the chief foreign language to be encountered in schools, often displacing another language in the process” (Crystal, 2012: 5) Similar to the process of acquiring any language, learning English in foreign countries is often associated with learning English grammar because grammar forms the foundation of language proficiency Grammar provides the structure and rules necessary for effective communication, enabling learners to construct meaningful sentences and convey ideas accurately Mastering English grammar is essential for developing language skills such as speaking, listening, reading, and writing
Vietnam is not an exception where in formal educational levels, particularly in high school, the acquisition of English language skills has traditionally placed a strong emphasis on grammar This approach is shown through assessment, specifically in the form of tests Entrance examinations, exit examinations and progressive assessment tests are all conducted in the form of grammar-oriented paper tests Although the curriculum has had primarily concentration on mastering grammar, how to learn grammar effectively has still been a question up to now, and has been considered as a big challenge for many Vietnamese high school students Currently, English grammar learning among LQD high school (Ha Dong, Ha Noi) students is complex and multifaceted Many students face challenges in mastering English grammar rules due to various factors, perhaps including limited exposure to authentic English language environments, inadequate teaching resources, and a focus on rote memorization rather than practical application Besides, with the impact of form-focused teaching methods that often neglect communicative aspects, students have been hindered from developing a holistic understanding of grammar in real-life contexts
Despite the significance of English grammar learning, there has been a lack of research on this matter in Vietnam's academic landscape, particularly with no studies conducted at LQD high school This gap in research hampers our understanding of the specific challenges, effective teaching methods, and learners' needs regarding English grammar in Vietnam Consequently, educators and policymakers lack empirical evidence to inform curriculum development, teaching practices, and resource allocation to address the nuances of grammar instruction effectively in Vietnamese educational institutions
This research aims to address the challenges in English grammar education at LQD High School Given the importance of grammar proficiency and the limited access to learning materials, this study investigates the current state of grammar instruction and the obstacles faced by learners It identifies specific hurdles and proposes targeted solutions to enhance the teaching and learning process within the school's context By exploring these issues, the research seeks to provide valuable insights and propose effective interventions to improve English grammar education at LQD High School.
Research purposes
The research aims to investigate the current issues surrounding English grammar learning among high school students Firstly, it is primarily necessary to discover students’ attitude towards learning English grammar Subsequently, the research paper dives deeper into diverse methodologies employed by students in the process of learning English grammar Furthermore, by exploring these issues in depth, the research aims to shed light on the factors that contribute to students' struggles with grammar learning.
Research questions
The study will provide answers to the following questions:
1 What are the attitudes of students at LQD high school toward English grammar?
2 What methods do students at LQD high school use to learn English grammar?
3 What common challenges do students at LQD high school face in learning English grammar?
Object of the study
The object of this study is English grammar learning of high school students It examines the current issues regarding students’ motivations for studying grammar and their perspectives on the subject Additionally, the research delves into students' methodologies for grammar learning and investigates the obstacles they face, including issues related to learning materials, educational settings, and pedagogy By conducting this investigation, the study endeavors to gain insights into the complexities surrounding grammar learning and the underlying factors contributing to students' struggles in this domain.
Scope of the study
The study was carried out at LQD high school, which is a public school in Ha Dong district, Ha Noi with the aim to investigate the current issues of learning English grammar at the high school level, figuring out their difficulties in English grammar learning, and give some suggestions for English learning and teaching grammar to LQD high school Therefore, the findings of the study are not intended to be generalized to other high students around Vietnam.
Research methods
This study employed a mixed methods research design to comprehensively investigate the current issues of learning English grammar among high school students at LQD high school The quantitative phase involved finding out students' perceptions and attitudes through a questionnaire Simultaneously, the qualitative phase was conducted by an interview that aims to explore whether, from such attitudes and learning methods, they encounter any difficulties in learning English grammar and capturing students' experiences.
Significance of the study
The significance of this study on the current issues surrounding the learning of English grammar among LQD students is twofold: theoretical and practical
Theoretically, the research may make a contribution to applied linguistics fields by shedding light on the specific current issues faced by Vietnamese students in mastering
English grammar Additionally, the study might hold practical significance as it addresses ongoing concerns in LQD high school’s educational system By identifying the obstacles students encounter in learning English grammar, the research aims to inform the students of their strengths and weaknesses; therefore, this can help them identify potential areas for improvement The practical implications will extend to the development of targeted interventions and teaching strategies that can enhance the quality of English language as well as learning English grammar in LQD high school.
LITERATURE REVIEW
Theoretical framework
Grammar, which is the foundation of any language, requires numerous attempts to be defined Basically, according to Oxford Learner's Pocket Dictionary (2011), grammar is (a book that describes the) rules for forming words and making sentences Similarly, the Longman Dictionary of Contemporary English defines grammar as the rules by which words change their forms and are combined into sentences or the study or use of these rules Overall, grammar can be understood as typical rules for connecting word forms and phrases to make sentences or the study and use of the rules in the process of forming sentences
These dictionary definitions of grammar are supported by many linguists Cobbett (1984) defines grammar as a set of rules and principles that enable individuals to effectively use language to convey meaning It involves the structure and arrangement of words and their connections within sentences This point of view bears some similarities to Richards and Platt (1992) who describe grammar as an analysis of language structure, encompassing the arrangement of linguistic elements like words and phrases to form coherent sentences Their approach considers the meanings and purposes conveyed through these sentences within the context of language sounds They emphasize that grammar is descriptive rather than prescriptive, focusing on how language users in a specific community convey meanings, rather than dictating how language should be used
Numerous experts in the field of language learning have highlighted the importance of grammar in language acquisition According to Batstone (1994), a language without grammar would be chaotic, with numerous words and without reasonable standards for ordering and modifying them Moreover, Brumfit (2000) agreed that if someone learns a million English words yet cannot combine them, he cannot speak the language Therefore, Zhang (2009) states that grammar is in the foreground of second language teaching and learning Larsen-Freeman (2001) outlines the importance of grammar by highlighting its role in understanding sentence structure, which involves identifying verbs, adjectives, and adverbs essential for constructing meaningful sentences Additionally, Azar (2001) clarifies that grammar proficiency enhances learners' skill in reading and writing, asserting that mastering language learning outcomes hinges on understanding grammar principles Besides, Dehghani et al (2016) state that grammar profoundly impacts the learning of other English skills and sub-skills In short, grammar is a crucial component of every language education program, especially playing a vital part in foreign language learning (Rutherford, 1987)
Besides, Ahangari and Barchi (2012) stress that the importance of grammar is associated with the accurate use of language for effective communication Deghani et al (2016) also recognize the importance of grammar in communication He claimed that grammar allows clear communication, brings reputation, and helps individuals achieve self-confidence when communicating with others In accordance with two previous researchers, Canale and Swain (1980) also explicitly acknowledged grammar to be one vital element of communicative competence, without which learners can only communicate successfully in a restricted number of contexts In other words, grammar enables us to communicate beyond a rudimentary language level (Nunan, 1991)
1.1.2 Language Learning Strategies (LLS) and English grammar learning strategies (EGLS)
Oxford's (1990) categorization of language learning strategies (LLS) is widely recognized and comprehensive in the field Oxford (1990) divides LLS into two main categories: direct and indirect strategies The direct strategies are “directly involve the target language and require mental process of the language” (Oxford, 1990, p 37)
On the other hand, indirect strategies, they “support and manage language learning without directly involving the target language” (Oxford, 1990, p 135), encompassing metacognitive strategies, affective strategies, and social strategies
Memory strategies provide learners with some techniques to memorize, store, and recall specific knowledge These strategies include forming mental associations, using pictures and sounds, conducting detailed evaluations, and performing activities
These strategies are relatively simple to implement as they involve basic processes such as organizing, creating connections, and reviewing
Cognitive strategies offer learners a range of techniques for understanding and producing language These include four main categories: practice, receiving and transmitting signals, analysis and explanation, and constructing input and output
These strategies are considered essential by many language learners and are often the most commonly used methods
Compensation strategies assist learners in overcoming their knowledge gaps when it comes to language use These techniques enable learners to use the new language for comprehension or communication, even when they lack complete knowledge The strategies are divided into two categories: making educated guesses and getting around limitations in speaking and writing
Metacognitive strategies are actions that help learners manage their learning process Using these strategies, students can tackle obstacles in language learning, such as complex rules, new terminology, unfamiliar vocabulary, long grammar structures, and diverse writing styles These strategies include activities such as focusing, organizing, and assessing one’s learning They are advantageous to language learners as they promote dedicating time and effort to target language development, making necessary preparations to achieve language goals, and assessing the effectiveness of their learning
Affective strategies help learners manage their emotions, motivations, and attitudes These tactics are categorized into three groups: reducing anxiety, boosting self-motivation, and regulating emotional states
Social strategies involve activities where learners seek help or interaction with peers or more proficient language speakers These interactions allow students to learn from each other For example, when working on grammar assignments in groups, less successful students might adopt the techniques used by more successful peers
The Classification of English Grammar Learning Strategies (EGLS)
According to Chen (2007) EGLS are categorized as cognitive, metacognitive, affective, and social strategies
Cognitive strategies refer to strategies that are used to identify, understand, keep, and extract grammar knowledge Cognitive strategies are techniques employed to recognize, comprehend, retain, and retrieve grammar knowledge These strategies include subcategories such as preparation, form attention, mental processes, keyword use, comprehension, induction and deduction, correction, translation, imagery, resource use, repetition, transfer, inferencing, elaboration, note-taking, and contextualization (Chen, 2007)
Metacognitive strategies are strategies that assist learners to achieve learning objectives, to choose a learning approach or techniques, to assess, and to provide advice about learning results These strategies include subcategories such as direct attention, preparation, self-regulation, and self-assessment (Chen, 2007)
Affective strategies are used by learners to manage, enhance, and control intense emotions during the grammar learning process These strategies include fostering interest, maintaining a positive attitude, building confidence, reducing anxiety, encouraging peers, being mindful of others' emotions, regulating personal emotions, and offering assistance (Chen, 2007)
Social strategies are methods utilized by learners to enhance their understanding of grammar through interaction Subcategories of social strategies include communication, clarification, verification, collaboration, fluency, and accuracy (Chen, 2007)
1.1.3 English grammar teaching approaches and methods
Teaching English grammar holds paramount importance in language education, serving as the foundational framework that underpins effective communication
According to Ellis (2006), teaching grammar as any instructional technique used to focus learners' attention on a particular grammatical structure, helping them in understanding it in a meta-linguistic manner and/or processing it in comprehension and/or production to internalize it
In language instruction, teaching grammar has undergone significant advancements to optimize learning outcomes, especially for non-native speakers Among the notable approaches are deductive and inductive methods Deductive approaches prioritize explicit rule presentation, guiding learners through grammar concepts and rules before providing examples Inductive methods, in contrast, present linguistic data and examples, encouraging learners to derive grammar rules through observation and analysis.
METHODOLOGY
Research design
This study employed a mixed methods research design to comprehensively investigate the current issues of learning English grammar among high school students at LQD high school This method was employed for some main reasons First, mixed methods research provides a comprehensive perspective on a research problem when it allows researchers to reflect on both the extensive, broad patterns and trends in the data (quantitative) and meanings and contexts underlying these patterns (qualitative) (Sharma et al., 2023) In other words, one crucial aspect of mixed methods is data triangulation, where findings from one method are cross-verified with another (Sharma et al., 2023) to validate the findings and achieve a deeper understanding of the research issue (Teddlie & Tashakkori, 2009) This triangulation process strengthens the conclusions drawn from the research, increasing the credibility and depth of understanding of the research issue (Venkatesh, Brown, & Bala, 2013) In this investigation, the mixed methods design allowed the researcher to effectively combine data, providing a more comprehensive understanding of the reality of English grammar learning in this specific high school context While the quantitative phase gathers data on students' attitudes, methods, and difficulties, it cannot explain the underlying reasons
Qualitative instruments, such as interviews, bridge this gap by exploring the reasons behind these student experiences and challenges By understanding both the "what" and the "why" of grammar struggles, the researcher hoped to create effective interventions that address specific grammar points while also considering how students learn best.
Population and Sampling
The target population for this study consists of 1800 students at LQD high school
Their ages range between 15 to 17 years Regarding their number of years of learning English, most of them have between 6 to 10 years of experience They had taken the English Proficiency Entrance Examination before they were admitted to study in their first year At high schools, they commonly have about four hours of English class per week
The participants for the quantitative data of this study were 140 students randomly chosen from 40 classes The sample size was chosen based on probability sampling methods, in particular simple random sampling selection, which enabled the research to assess overall students’ perceptions and attitudes towards learning grammar By utilizing simple random sampling, the research can “remove bias from the selection procedure” and “result in representative samples” (Gravetter & Forzano, 2018, p 146)
Following the quantitative data collection phase, 12 volunteer participants were randomly selected from the previously surveyed population to participate in follow-up interviews.
Research instruments
In the quantitative stage of the research, data was collected through survey questionnaires According to Dửrnyei and Taguchi (2009), the main benefit of questionnaires is their unprecedented efficiency in terms of research time, effort, and financial resources Thanks to questionnaires’ typical characteristics of short close- ended and open-ended questions that are quick to complete, researchers obtain a huge amount of information from a large number of participants.in a relatively short time
Additionally, the questionnaire is one of the most frequently utilized research tools for gathering data on attitudes and opinions (Mackey and Gass, 2005) and assessing the frequency of language learning strategy use (Oxford, 1996) Based on the above advantages of the questionnaire, the researcher decided to employ this research instrument to gather information about students’ attitudes toward English grammar learning, the methods they use to learn English grammar and common challenges they have faced
The questionnaire consists of 45 questions across three sections Parts 1 and 3 employ a five-point Likert scale assessing student agreement with statements, while Part 2 uses a similar scale to evaluate frequency of grammar learning strategies Part 1 focuses on student perceptions of English grammar learning (adapted from Pradana, 2016), while Part 2 explores learning methods (based on Pawlak's GLSL) and includes an open-ended question Part 3, based on Al-Mekhlafi and Nagaratnam's research (2011), identifies grammar learning challenges, with 24 questions categorized into subtopics on grammar complexity and other issues.
The second one is the challenges in terms of teaching methodology The third subcategory concerns the limitation of materials Lastly, the challenge relates to personal factors
All questions were translated into Vietnamese in order that the students have a clear understanding of the questions and are able to express their thoughts more easily in open-ended questions Survey questions were designed in paper form and did not include personal information, allowing for anonymous and convenient completion within two days
Although questionnaires are widely acknowledged as an effective instrument to gain a lot of information, the researcher still needs an interview to obtain further detailed explanations from participants when the data gathered via these survey questionnaires is not reliable enough Schostak (2006: 54) presents that “an interview is an extendable conversation that aims at having ‘in-depth information’ about a certain topic or subject, and through which a phenomenon could be interpreted in terms of the meanings interviewees bring to it” In other words, data from the interviews can provide further information and clarification for certain issues emerging from the questions The most flexible type of interview is a semi-structured interview in which a list of questions is closely followed but still, the researcher facilitates chances to gain a variety of responses from the interviewees (Verma and Mallick, 1999) In this research, by taking advantage of the interview instrument, the research can clarify the students’ general perceptions of English grammar learning More importantly, the interview also seeks detailed information about the difficulties that the students encountered and attains personal suggestions from them to deal with the problems of learning English grammar
The interview was conducted in a semi-structured form with six predetermined questions and several follow-up questions depending on each different case, divided into three parts First, part 1 is about students' general perceptions, including attitudes, goals, learning methods and general experiences about learning grammar at LQD high school
Second, part 2 asks about the difficulties students face and their causes, such as current learning, teaching approaches, and materials or resources that have an impact on English grammar learning Finally, the interview asks for personal opinions and suggestions to address existing problems
All questions were translated into Vietnamese so that the students had a clear understanding of the questions and could easily express their thoughts and opinions.
FINDINGS AND DISCUSSION
Findings and discussion from questionnaire
3.1.1 Students’ attitudes towards English grammar learning
Table 3.1: Students’ attitudes towards English grammar learning
A1 I like to learn English grammar
A2 I perceive English grammar as an easy aspect of learning English
A3 I believe that grammar is an indispensable component to improve other English skills
A5 I am going to take an extra English grammar course 8.6 12.1 15.7 47.1 16.4 3.51 1.16
A6 I spend time self-studying English grammar at home 6.4 14.3 38.6 32.1 8.6 3.22 1.011
A7 I study English grammar to pass the exams 1.4 5.7 17.9 42.9 32.1 3.99 0.929
A8 I study English grammar to master English in general 5.7 9.3 17.9 39.3 27.9 3.74 1.134
According to the data presented in Table 3.1, the average score of the students’ responses to questionnaire Item A1 was 2.22, indicating that most students showed little or no interest in learning English grammar Specifically, a significant portion of students either disagreed or strongly disagreed with enjoying learning English grammar (43.6% and 24.3%, respectively) In contrast, there was minimal strong agreement, with only a small fraction (14.3%) expressing interest in English grammar Additionally, 17.9% of students were neutral about whether they found English grammar interesting This negative attitude of the participants was in contrast to what Xiao (2019) suggested in their survey, in which around 83% of students said they like to learn English grammar
Table 3.1 also revealed that Item A2 had a low mean value (M = 2.32), indicating a high level of disagreement among participants regarding the ease of English grammar
A combination of “Disagree” and “Strongly Disagree” responses claimed the first place with a total of nearly 60%, which was closely followed by 32.9% of surveyed students who considered English grammar to be of average difficulty In contrast, only 7.9% agreed that it was not complicated, and none completely agreed These findings aligned with Mai Anh's (2012) research, where the majority of students (96%) found English grammar challenging
Regarding Item A3, which presented that no student expressed disregard for the role of English grammar, on the other hand, 45% of students concurred, and 55% strongly concurred that grammar plays a crucial role in learning four English skills (listening, reading, speaking, and writing) Noticeably, a relatively low standard deviation value (SD = 0.499) indicated that the survey result was highly consistent among surveyed participants Along with a low standard deviation value, a high mean value (M = 4.55) implied that all students showed a positive perception of the importance and necessity of English grammar These results supported a previous study by Hoa (2011), which reported that most students believed that English grammar was important and very important However, these results slightly contradicted Mai Anh’s (2012) research, which stated that a majority of students (77%) recognized the importance of English grammar, but eight students considered grammar “not important at all.”
Regarding English grammar learning, students' preferences varied slightly between Item A4 and A6 The highest mean value was observed for Item A4 (M 4.22), indicating that most students preferred studying English grammar in school.
The relatively low standard deviation (SD = 0.710) indicates minimal variation in participants' responses Specifically, 50.7% of students stated they learn grammar at school, with an additional 36.4% strongly agreeing with this involvement in school grammar classes Meanwhile, a small proportion of students (12.1%) remained neutral about learning English grammar at school Notably, only 7% of students strongly opposed this statement Item A5 had the second highest mean score of 3.51 in this group, indicating that most students attend supplementary English grammar courses However, the high standard deviation (SD = 1.160) reflects diverse opinions among respondents
In detail, 63.5% of students either agreed or completely agreed with taking extra grammar classes, whereas 20.7% did not, and 15.7% reported attending such classes occasionally Item A6 recorded the lowest mean value (M = 3.22), suggesting a lower level of consensus among participants about learning grammar independently Only 32.1% and 8.6% of students agreed or strongly agreed with this statement, respectively
A significant portion (38.6%) was uncertain about self-studying grammar, while 20.7% did not prefer this method (14.3% disagreed, and 6.4% strongly disagreed)
Additionally, the high standard deviation (SD = 1.011) indicated varying opinions on self-directed English grammar study These findings varied from those of Mai Anh (2012), who found that half of the surveyed students dedicated time to learning English grammar at home, with varying frequencies In summary, the results of questionnaire items A4, A5, and A6 imply that students tend to spend more time learning English grammar in classroom settings rather than through self-directed study at home
Moreover, these items reaffirm the significance of learning grammar, as they showed that students invest considerable time in grammar study This attitude was also observed in Xiao’s research (2019), where students dedicated substantial time and effort to studying English grammar
Items A7 and A8 concern the purposes of the English grammar learning of the surveyed students To elaborate, looking at the figure for item A7, a massive percentage of students (75%) illustrated their agreement with the fact that they study grammar to pass exams In contrast, the figure for students who do not learn English grammar for exam preparation purposes was only one-tenth compared to that of their counterparts
Despite significant agreement (82.1%) with the statement, uncertainty prevailed among a minority (17.9%) The full range of responses, from strongly disagreeing to strongly agreeing, was captured by this item, as evidenced by the standard deviation.
= 0.929), the mean score value is relatively high (M = 3.99), showing that people still largely agree that they learn English grammar to sit English exams such as midterm or final exams at schools These findings concerning Item A7 born similarities with those of Hoa's (2011) research, which found that more than half of students learned English grammar as a compulsory subject to pass the school final examination Turning to the last item (Item A8), which experienced a similar trend, a large number of choices went for choosing English grammar as a tool for them to improve English in general (M 3,74) In particular, the number of students believing learning English grammar is for English in general was the most prevalent among all categories, with nearly a third and 40% of participants opting for “strongly agree" and “agree," respectively Meanwhile, students who were not sure whether they studied grammar for English in general or not accounted for around 18% However, Item 8 received a higher standard deviation (SD
= 1.134) than Item 7, demonstrating higher conflicting opinions among the surveyed students
3.1.2 Methods used by students to learn English grammar
Table 3.2 Methods used by students to learn English grammar
B1 I learn grammar rules provided by teachers, coursebooks, or online tutorials/videos
B2 I learn grammar by discussing grammar concepts with my classmates/ friends
B3 I try to discover grammar rules by analyzing grammar usage in reading materials (e.g: books, articles…) or in movies/ TV shows/ songs
B4 I use Google or other search engines to see how a
0 0.7 6.4 52.9 40 4.32 0.626 specific grammar structure is used in meaningful contexts
B5 I only review grammar notes from previous lessons without practicing
B6 I learn by heart grammar rules and then do many exercises to practice grammar
B7 I create flashcards or mnemonic devices to memorize grammar rules
B8 I practice using grammar by using newly learnt rules to create several examples (sentences)
B9 I practice using grammar by trying to apply grammar rules as much as possible in a meaningful context (e.g use them in my speaking and writing)
Overall, Items B1 to B4 are related to the ways students learn grammatical rules
Item B1 examines students' perceptions of learning English grammar through explicit teaching, which involves presenting and explaining grammar rules According to the findings presented in Table 3.2, the mean score for Item B1 is 3.74 Using the five-point scale proposed by Oxford (1990), where 0.0-1.4 represents "never used," 1.5-2.4 denotes "generally not used," 2.5-3.4 signifies "sometimes used," 3.5-4.4 indicates "usually used," and 4.5-5.0 suggests "always used," the results reveal that explicit instruction in English grammar is generally practiced by the surveyed students.
(72,1%) admitted that they always and usually learn grammar rules provided by teachers, coursebooks, or online videos, while 25% belonged to those who sometimes/ rarely apply; only 2.9% responded “never” to this method In short, it can be inferred that many students were used to learning new grammatical rules through a traditional approach These findings coincided with those of Xiao (2019), who reported that most students learn grammar through teachers' instruction and preferred teachers to impart grammar knowledge
Item B2 states that students learn grammar by discussing grammar concepts with their classmates/ friends According to Oxford (1990), Item 2 is one of the techniques of social strategies, which includes asking questions, cooperating with others, and empathizing with others They bring numerous benefits for learners when they enable learners to ask for clarification, verification, or correction from proficient learners
Although this strategy is crucial and meaningful to language learning, especially for grammar learning, the surveyed students of the current study said they rarely apply it
As can be seen from the table, the average score for this questionnaire item is 2.09, proving that students do not gravitate toward learning grammar with interactive methods In particular, the highest percentage (71.5%) was among those who rarely or never applied discussion to learn grammar Meanwhile, a minor proportion of students (22%) occasionally use this method to learn grammar; only 6.4% of students study grammar with their peers constantly and often In other words, according to the five scales proposed by Oxford (1990), students generally did not use peer learning strategies when learning English grammar In contrast, the results from Huong (2021) reported that most students usually cooperated with others, like peers or teachers, during the English grammar learning process
CONCLUSION
Summary of key findings
The primary purpose of the present study was to investigate the current issues of English grammar learning among high school students at LQD high school Data on students' attitudes, learning methods, and the difficulties they encounter when learning English grammar were collected through questionnaires and semi-structured interviews
The primary research results were presented in response to the three research questions
In response to the first research question on the students' attitudes towards English grammar learning, most surveyed students showed advocating attitudes towards the importance of grammar in English learning In general, all participants considered grammar an integral component of English learning First, high school students believed grammar is a radical part of English examinations; therefore, learning grammar is a key to promoting their academic outcomes Second, they overwhelmingly believed that grammar learning is beneficial in enhancing general English proficiency, helping them to communicate effectively, and having a foundation for further English skills (listening, reading, speaking, and writing) Additionally, students' positive attitudes toward English learning were revealed through the time spent learning English grammar Not only do students learn grammar in school, but they also spend time participating in extra grammar classes and studying at home However, although students considered grammar necessary for English learning, most of them showed no interest in learning grammar and perceived it as challenging
Regarding the second research question on the methods students use to learn English grammar, the findings revealed that students employed various methods to learn English grammar First, the results showed that many students reported using explicit grammar instruction (teachers, textbooks, online videos) as the primary way to learn new grammatical rules This method aligned with memorizing the rules and then practicing them through exercises Besides, students also tend to learn independently by analyzing grammar usage in reading materials and searching online for explanations and examples of specific grammar structures Noticeably, students frequently practice grammar by applying it in communicative and meaningful activities rather than just memorizing rules
The last research question revealed a mix of difficulties, ranging from the inherent complexity of the language itself to limitations in teaching methods and materials First, the nature of grammar was identified as the most significant challenge for students when learning English grammar Students reported that the vast number of grammatical structures and similarities that lead to confusion, complexity, and exceptions to the rules make English grammar challenging Second, in terms of teaching methodology, excessive mechanical drills, a lack of opportunities to apply grammar, and limited interaction in grammar lessons are attributed to challenges for students
Additionally, the materials presented challenges, such as repetitive and disengaging tasks and a lack of diverse difficulty levels in exercises Finally, students reported personal obstacles such as forgetting grammar rules, struggling with application, and lacking effective learning methods.
Recommendations
First, according to Thornbury (1999), grammar needs to be taught in context; therefore, teachers should apply the Communicative Language Teaching (CLT) approach This approach prioritizes function over form, which, instead of explicitly presenting rules, teachers highlight how grammar helps achieve specific communication goals For example, students might write a story in a group, give presentations, or participate in debates or group discussions using the target grammar point From there, teachers can encourage students to uncover grammar rules through discussions or analyzing real-world materials like news articles or songs However, support and instruction from teachers are still crucial Scaffolding, where clear explanations and examples precede tasks, helps build confidence Finally, grammar integrates seamlessly with other skills, such as reading, writing, listening, and speaking activities, all of which become opportunities to practice the target grammar in a holistic way Technology can add another layer of engagement with interactive quizzes, games, and online grammar practice tools By incorporating these CLT principles, grammar transforms from a hurdle to a bridge, helping students to achieve a comprehensive knowledge of grammar
Second, teachers might apply formative assessment to give positive washback and reinforcement for students This ongoing process of formative assessment involves checking student understanding frequently For example, short quizzes and oral exams provide quick insights into how well students grasp new grammar concepts Besides, interactive activities like explaining grammar to peers quickly reveal areas needing clarification When evaluating a constant stream of information, the teacher can identify learning gaps early, provide targeted feedback, and adjust instruction to ensure everyone progresses In short, formative assessment fosters a sense of ownership over their learning and transforming grammar instruction into a responsive and effective experience
Students should make use of two effective approaches to grammar learning: active recall and spaced repetition Active recall is a learning technique that involves actively retrieving information from your memory rather than simply reviewing it Active recall can be achieved through various methods such as flashcards, quizzes, and self-testing
Spaced repetition is crucial for grammar retention, involving strategic intervals for review Students should actively test themselves during these sessions, combining active recall with the repetition Moreover, connecting grammar to real-world examples helps solidify understanding By employing self-testing and real-world connections alongside spaced repetition, students can transition from rote memorization to confident grammar use, enhancing their English communication skills.
Limitation of the research
One of the notable limitations of this study is the limited sample size in one research setting, which would prevent the generalization of data It is noteworthy that the findings of current problems of English grammar learning of high school students might vary geographically from one school to another As a result, the obtained findings could not comprehensively reflect the representative views of current issues regarding English grammar learning It is recommended that future studies on the current issue of English grammar learning should be conducted with a larger population and in several research sites to gain more holistic views Similarly, further research can examine the viewpoints from teachers to compare to students’ perspectives
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Part 1: Students’ attitudes towards English grammar learning
To what extent do you agree with the following items? The following items ask about your attitudes toward learning the English language Please read the statements below carefully and tick the appropriate choices that reflect your attitudes and perceptions towards English grammar learning Use the scale below to answer the questionnaire items
1 I like to learn English grammar
2 I perceive English grammar as an easy aspect of learning English
3 I believe that grammar is an indispensable component to improve other English skills (Listening, Reading, Writing and Speaking)
4 I only learn grammar at schools
5 I am going to take an extra English grammar course
6 I spend time self-studying English grammar at home
7 I study English grammar only to pass the exams (e.g: midterm and final tests, entrance exam,…) 8 I study English grammar to master English in general
Part 2: Methods that students use to learn English grammar
1 = Never 2 = Rarely 3 = Sometimes 4 = Usually 5 = Always
1 I learn grammar rules provided by teachers, coursebooks, or online tutorials/videos
2 I learn grammar by discussing grammar concepts with my classmates/ friends
3 I try to discover grammar rules by analyzing grammar usage in reading materials (e.g: books, articles…) or in movies/ TV shows/ songs
4 I use Google or other search engines to see how a specific grammar structure is used in meaningful contexts
5 I only review grammar notes from previous lessons without practicing
6 I learn by heart grammar rules and then do many exercises to practice grammar
7 I create flashcards or mnemonic devices to memorize grammar rules
8 I practice using grammar by using newly learnt rules to create several examples (sentences)
9 I practice using grammar by trying to apply grammar rules as much as possible in a meaningful context (e.g use them in my speaking and writing)
In addition to the above methods, what other methods do you use to learn English grammar? If yes, please describe them briefly
Part 3: Difficulties that students encounter when learning English grammar
1 In terms of nature of grammar
English has too many grammatical rules
English grammar rules seem too complex and unintelligible to me
English grammar has too many exceptions and irregularities
English grammar contains similarities in the use of some rules, leading to confusion
I often confuse Vietnamese grammar features with English grammar features in Vietnamese
2 In terms of teaching methodology
Teachers don’t present grammar in a clear, engaging, and differentiated way
Teachers deliver the lesson too fast for students to understand
Teachers don’t offer positive reinforcement/ feedback for students
The curriculum put excessive emphasis on rote learning; therefore, students don’t have opportunities to apply grammar points to practical application
Teachers don’t cater to different levels of students
Teachers only offer mechanical practices, causing boredom for students
Teachers’ talking time is too much, limiting opportunities for active student participation
Teachers’ talking time is too much, limiting opportunities for receiving personalized feedback or correction on grammar usage
The exercises in grammar materials are repetitive and not engaging
The material in the class doesn’t offer enough exercises with diverse levels of difficulty for students
The complexity of the textbook’s grammar explanation makes it hard for students to self-study
4 In terms of personal factors
I usually forget grammar rules after a while
While I memorize grammar rules, I struggle to apply them correctly in exercises or practical situations
Making too many mistakes in English grammar makes me feel discouraged and unmotivated to keep learning
The pressure to perform well in grammar tests makes me feel stressed and anxious when learning grammar
I haven't yet found a learning method that helps me truly grasp English grammar
I don't have time to practice the grammar lessons I've learned
I don't have partners or supporters in the process of learning English grammar
In addition to the above challenges, what other challenges do you face in learning English grammar? If yes, please describe them briefly
- Do you think learning English grammar is important? Why?
- What is your purpose of learning grammar?
- What methods do you use to learn English grammar?
- Can you share your overall experience with learning English grammar at Le Quy Don School? What are advantages and disadvantages?
2 What main/ common challenges do you face in English grammar learnning?
3 What suggestions would you like to make to teachers and schools to improve English grammar teaching and learning?
APPENDIX C: TRANSCRIPTION OF INTERVIEW RESPONSES 1 General perception
Question 1: Why do you think learning English grammar is important?
S1: I believe grammar is crucial because IELTS highly values accurate and proper grammar usage, which contributes to achieving a high band score, especially in Writing and Speaking skills
S2: I find grammar learning essential as it enhances my ability to take tests and convey information more precisely during communication
S3: Grammar learning is of great importance to me because it helps me achieve high scores on exams and effectively express my thoughts during communication
S4: I consider English grammar learning significant as it provides an advantage in exams and improve other English skills and communication with foreigners
S5: I view English grammar learning as a foundation for communication and developing other English skills
S6: I believe English grammar learning is important because it enables more accurate communication
S7: I consider English grammar learning essential as it forms the most fundamental aspect of the English language
S8: English grammar learning is crucial to me because all other English skills, such as listening, speaking, reading, and writing, rely on a strong foundation in grammar
S9: I find English grammar learning vital as it constitutes a major part of exams
And more importantly it enhances my mindset in English learning, enabling me to learn other English skills more effectively
S10: English grammar learning is important to me as it facilitates smooth communication with foreigners and allows me to convey my ideas accurately
S11: I believe English grammar learning is essential because it enables foreigners to understand my speech clearly and accurately, and it also plays a significant role in exams
S12: I consider English grammar learning crucial as grammar underpins all other
English skills For instance, grammar helps me to understand and analyze questions in reading and listening tests
Question 2: What is your purpose of learning grammar?
S1: I study grammar to improve my Writing band score
S2: I study grammar to communicate with foreigners accurately
S3: I study to have basic knowledge for English learning
S4: I mainly study grammar to prepare for the university entrance exam and partly to lay the foundation for my future English studies
S5: I study grammar as a requirement for exams and, ultimately, to become proficient in English for better job opportunities
S6: I study grammar out of necessity, both for communication and for exams
S7: I study grammar for the purpose of the university entrance exam and IELTS
S8: I study grammar for the university entrance exam and IELTS
S10: I study grammar to make tests and IELTS easier And partly to communicate with foreigners
S11: I only study grammar for the university entrance exam
S12: I study grammar for classroom tests and the university entrance Question 3: What methods do you use to learn English grammar?
S1: I do a lot of exercises, and if I don't understand something, I ask my teacher or look it up on Google
S2: I practice by doing a lot of exercises and applying the grammar to my speaking practice
S3: In my opinion, practicing is the most effective way to learn grammar I often practice by doing a lot of exercises and applying English grammar structures as much as possible in my Speaking practice This dual approach helps me not only memorize grammar structures but also understand their proper usage
S4: I memorize the grammar structure and then do a lot of exercises, practicing them repeatedly over long periods of time I do not just memorize the grammar right after learning the grammar points For me, memorizing and reviewing are crucial aspects of learning English grammar because they provide opportunities for repetition, leading to a deeper understanding of grammatical concepts
S5: I learn grammar through online tutorial videos on Google to understand more about what I had learnt in class
Initially, I employed conventional study techniques and exercises to enhance my English proficiency Additionally, I immersed myself in English media such as movies and TV shows to familiarize myself with grammar in context and develop a more natural understanding of its application.
S7: I learn grammar by watching English movies with subtitles, listening to music, and reading newspapers
S8: I learn grammar from books or online resources After learning the rules, I practice by doing exercises
S9: I memorize the rules and do a lot of exercises
S10: I usually learn grammar in a more natural way, such as watching my favorite
English shows instead of always studying from textbooks I can also listen or practice every day by making sentences with the grammar rules
S11: After learning a grammar topic, I usually do exercises such as writing sentences or filling in the blanks
S12: After learning a grammar pattern, I do more exercises of that pattern
Question 4: Can you share your overall experience with learning English grammar at Le Quy Don School? What are advantages and disadvantages?
S1: The grammar topics covered in class are quite familiar to me Our teachers are enthusiastic, and they deliver lessons straightforwardly so I have opportunities to review and reinforce the grammar concepts
S2: The grammar curriculum in the textbook is straightforward, and the teachers' explanations are easy to understand However, I find it challenging during exams because while the material is easy to learn, the exam questions are often quite difficult
S3: I think the grammar instruction at our school is pretty good Teachers introduce the structures and then assign practice exercises
S4: The grammar program in class is a bit monotonous, focusing heavily on theory and note-taking, which makes it quite boring
S5: The grammar program at school is a bit boring Teachers often rely on textbooks and lack diverse and creative activities
S6: I feel that teachers supposed that we have already covered most of the grammar concepts in lower grades, so they deliver lessons too fast As a result, teachers sometimes don't pay enough attention to students who have low levels compared to the average student This can hinder their progress
S7: Learning grammar at school is also challenging because exams are often too hard for me
S8: I believe that the teachers at my school are all qualified and can effectively convey English grammar concepts However, one limitation is that not all students respond well to this traditional teaching method, leading to disengagement and a lack of understanding for some students For example, at the beginning of the lessons, my teacher usually introduces some grammar rules, then gives examples, and finally gives us exercises to practice
Introducing the theory followed by basic practice exercises is a common teaching method, offering opportunities for practical implementation However, the limited variety of exercises necessitates seeking additional instruction for advanced grammar knowledge, highlighting the need for diverse practice exercises to comprehensively enhance students' grammatical proficiency.
S10: Overall, I find the teaching approach at school to be quite monotonous and uninspired, following traditional methods
S11: I think the school curriculum is appropriate for the students' level and provides valuable resources (in terms of materials) However, I feel that the number of grammar classes offered is quite limited
S12: I don't find learning English grammar at school to be too challenging because
I have already covered most of the grammar concepts in previous classes
2 What main/ common challenges do you face in English grammar learning?
S1: There are too many grammar rules, and many grammar structures are similar, which can lead to confusion Even memorizing the rules doesn't ensure correct application in exercises