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"Grammar Instruction"
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Incorporating Multiple Intelligences in Grammar Instruction: A Strategic Framework for Teaching Saudi EFL Learners
Conventional EFL Grammar instruction emphasizes rote memorization and rule-based learning, often disregarding students' cognitive strengths. However, recent studies revealed that language instructors could empower their students by customizing grammar lessons to their linguistic, interpersonal, and intrapersonal intelligences. Therefore, this study evaluates which linguistic, interpersonal, or intrapersonal intelligence-based grammar instruction is most effective in Saudi EFL classrooms. This quasi-experimental study devised and implemented an instructional module comprising linguistic, interpersonal, and intrapersonal intelligence over six weeks. Pre and post-test scores were analyzed to determine which intelligence method was most effective in teaching Grammar instruction. A repeated measures MANOVA revealed a significant impact on the scores across all groups following the intervention. It was demonstrated that interpersonal groups showed the highest mean gains, followed by linguistics and intrapersonal groups. The findings suggest that adapting grammar instruction to students' multiple intelligences could significantly enhance grammar learning and effective language acquisition.
Journal Article
English grammar all-in-one
Learn to get your ideas across clearly and correctly - the easy way. 'English Grammar All-in-One' is packed with everything you need to know to communicate with confidence - in your writing, on standardized tests, at work, on social media, and everywhere else. Strong verbal and written skills can help you get where you want to be, and this easy-to-understand guide will help you understand the English grammar principles you need to know so you can improve your understanding of basic grammar and punctuation rules, easily identify parts of speech, and communicate more effectively.
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Effects of Podcasting on Saudi EFL Learners’ Mastery of Simple Past Irregular Verbs and Their Attitudes
As a modern language-learning method, podcasting has proved effective for teaching and learning different language skills. This study investigates the impact of using preexisting audio-only grammar podcasts to supplement the learning of simple past irregular verbs and their effects on students’ perceptions of incorporating podcasts into grammar teaching. The participants were 72 Saudi female learners of English as a foreign language (EFL) enrolled in a grammar course at a Saudi university. They were divided into control (n = 36) and experimental (n = 36). The data was collected through a pretest and posttest on simple past irregular verbs and a questionnaire to measure the participants’ attitudes toward using grammar podcasts in grammar teaching. The results revealed that grammar podcasts positively affected the students’ mastery of irregular verbs in the categories of “affirmative statements (verbal and nominal)” and “yes/no questions”. However, specific subcategories did not show improvement after the podcast intervention, including “identifying correct irregular verb forms”, “wh- questions”, “yes/no answers”, and “negative statements”. In addition, the study found that the learners’ positive attitudes toward using podcasts increased due to their exposure to grammar podcasts. The findings may offer EFL teachers insights into how to implement preexisting audio-only grammar podcasts to improve students’ understanding of irregular verbs and how to use them to supplement grammar instruction. Furthermore, grammar podcasts may maximize teaching efficiency by allowing students to listen to the material at their convenience, regardless of location or time.
Journal Article
The Effects of Language Teaching Pedagogy on Cognitive Functioning in Older Adults
With the field of late-life language learning (LLLL) expanding fast, ample attention has been paid to cognitive benefits ensuing from LLLL. However, these studies have yielded mixed results, which may be partly explained by seniors’ language learning needs not being taken into account, and theoretical insights on effective language teaching have not included seniors. In order to link seniors’ language learning needs to possible cognitive benefits, and to expand the second language acquisition literature, 16 Dutch seniors took part in a three-month English course, with or without explicit grammar instruction, to ascertain the effects of more implicit versus more explicit language teaching pedagogies on cognitive flexibility. More specifically, we used linear mixed effects models to determine these methods’ differential effects on attention, working memory, processing and switching speed, inhibition, and shifting and switching abilities, as subdomains of cognitive flexibility, by using a pretest–post-test–retention test design. On the digit span tasks, the explicitly taught group showed significant improvements compared to the implicitly taught group. For Dutch verbal fluency, participants’ performance significantly improved regardless of condition. On the other measures, no differences between the groups were found. Hence, if the goal is to improve seniors’ working memory, then explicit language instruction appears more fruitful than implicit language instruction.
Journal Article
The Application of Problem-based Learning Approach in English Grammar Instruction: A Pilot Study
The study incorporates the problem-based approach (PBL) in the English class with an attempt to improve English low achievers’ grammar competence pertaining to relative clauses and their motivation in learning English. Fifty students divided into seven teams with leader for each were recruited. This study adopts the pre- and post-test research design as well as classroom observation checklist and two assignments. The result indicates that the engagement level of the participants is increased by the scenario-based strategy and their grammar competence improves under PBL instruction after being compared with the scores of pretest and posttest, which suggests that the PBL approach really exerts a positive influence on the performance of the participant. The finding also implies that the participants emphasizes, when offering solutions to the scenario, more on employment than on studies, which may reflect their real life experiences.
Journal Article
Iranian EFL teachers and learners’ perceptions of grammar instruction and corrective feedback
This paper addresses Iranian English as Foreign Language teachers and learners’ perceptions of explicit grammar instruction and corrective feedback and the effect of language background on learners’ perceptions of explicit grammar teaching. The research background indicates that explicit instruction and corrective feedback can play a significant part in the second language development. However, the extent to which their perceptions of the variables in the light of linguistic differences and learners’ language proficiency levels differ towards them remains a gap in the literature. To fill it, the study was conducted involving totally 360 Iranian Azeri and Persian EFL learners along with 100 teachers possessing the similar language backgrounds. Both groups received a validated questionnaire of Perceptions towards grammar instruction and corrective feedback. The respective data were analyzed non-parametrically such that the results revealed both the learners and the teachers held significantly different perceptions towards the grammar instruction. The differences mainly attributed to their language backgrounds affecting the way they perceive the world including education. The Persian EFL learners held more positive views than the Azeri EFL learners. They also hold a more neutral view. The findings of the present study contribute to the field of second language teaching. The findings may improve our understanding of grammar development and corrective feedback and enable us to incorporate effective methods of teaching grammar in the EFL classrooms through considering learners’ linguistic background and the context in which the target language is being taught.
Journal Article