EFL University Students’ Perceptions of Effective Teaching Grammar

Johari Afrizal, Arimuliani Ahmad, Intan Syazwina Salsabila


This research is taken to identify students’ perceptions of effective teaching grammar with 30 EFL university students as participants. Questionnaires, semi-structured interviews, and reflective notes were used to obtain data in this study.  Quantitative and qualitative analysis were used to analyse data, while data from interviews and reflective notes were transcribed. The results of this study showed that the students’ perception of effective teaching grammar in EFL indicated that students agree (96%) grammar is important for them. Most of the participants (more than 90%) prefer learning grammar through memorizing the rule of the language then followed by a set of examples. Other techniques have been mentioned namely listening to music, songs and poem. Learning by participating in real-life situations than developing their grammatical knowledge is also another technique that has been chosen.


Students’ Perception, Effective Grammar Acquisition.

Full Text:



Ahmadzai, S., Katawazai, R., & Sandaran, S. C. (2019). The use of deductive and inductive approaches in teaching grammar for Afghan University students of English and literature studies. International Journal of Engineering and Advanced Technology, 8(5), 1230–1235. https://doi.org/10.35940/ijeat.E1175.0585C19

Bardovi-Harlig, K. (2000). Tense and aspect in second language acquisition: Form, meaning and use. Malden, MA: Blackwell.

Cassell, C., & Symon, G. (2004). Essential Guide to Qualitative Methods in Organizational Research. Athenaeum Studi Periodici Di Letteratura E Storia Dell Antichita, 388. https://doi.org/Book

Edna Anani, G. (2017). Teaching and Learning of Grammar at the Basic Level of Education: Revisiting Inductive Teaching Approach. Education Journal, 6(1), 51. https://doi.org/10.11648/j.edu.20170601.17

Ellis, R. (2003). The Structural Syllabus and Second Language Acquisition. TESOL Quarterly, Vol. 27, No. 1 (Spring, 1993), pp. 91-113

Ellis, R. (2006). Current issues in the teaching of grammar: An SLA perspective. TESOL Quarterly, 40(1), 83-108

Fithriani, R. (2018). Grammar Class : Suggested Activities and. Jeels, 5, 171–188.

Friedemann, M. L., Mayorga, C., & Jimenez, L. D. (2011). Data collectors’ field journals as tools for research. Journal of Research in Nursing, 16(5), 453–465. https://doi.org/10.1177/1744987110387319

Giovanelli, M. (2015). Becoming an English Language teacher: Linguistic knowl- edge, anxieties and the shifting sense of identity. Language and Education, 29(5), 416–429.

H. Al-khresheh, M., & Orak, S. D. (2021). The Place of Grammar Instruction in the 21st Century: Exploring Global Perspectives of English Teachers towards the Role of Teaching Grammar in EFL/ESL Classrooms. World Journal of English Language, 11(1), 9. https://doi.org/10.5430/wjel.v11n1p9

Hou, K. & Na-Thalang, S. (2013). The Role of Grammar Awareness in Learning English Wh- Movement by Chinese L2 Learners. English Language and Literature Studies; Vol. 3, No. 3, 56-68.

Hu, R. (2012). Should grammar be taught? Theory and Practice in Language Studies 2(3) March, 596-604.708

Hinkel, E. (2004). Tense, aspect and the passive voice in L1 and L2 academic texts. Language Teaching Research, 8(1), 5-29.

Imhan, K. & Kim, H. (2017) An investigation into the gap between Korean university students’ grammatical awareness and perception. Indonesian Journal of Applied Linguistics; Vol. 7 Issue 1, p117-126, 10p.

Jarvis, H. and Szymczyk, M. (2010) Student views on learning grammar with web- and book- based materials. ELT Journal Volume 64/1 January 2010; pp.32-44. doi:10.1093/elt/ccp006

Kiaer, J., & Kiaer, J. (2018). Grammar matters. In The Routledge Course in Korean Translation. https://doi.org/10.4324/9781315618210-3

Krashen, S. (1985). The input hypothesis: Issues and implications. London, England: Longman

Larsen-Freeman, D. (2003).Teaching Language: From grammar to grammaring. Boston: Heinle&Heinle.

Mart, C. (2013). Teaching Grammar in Context: Why and How? Theory and PPactice in Language Studies, 3(1), 124–129

Mahakanok, K. (2005). The development of the computer assisted instruction in English grammar in the field of foreign language teaching guideline for the student in Mathayomsuka1,WatMakutkasattriyaram School. A Master report, Master of Education, Silapakorn University, Thailand.

Myyry, A. (2013). The dark side of the moon: High school student’s perceptions of grammar instruction. Master Thesis, University of Jyväskylä, Finland.

Munir,S.(2009). Grammatical Awareness Among Primary School English Language Teachers. Journal of Language Studies.Vol 9, No. 1

Nešić, I., & Hamidović, K. (2015). Teaching English grammar: Efficiency of inductive and deductive approaches students’ perceptions. Zbornik Radova Filozofskog Fakulteta u Pristini, 36(45–4), 189–205. https://doi.org/10.5937/zrffp45-9250

Srinon, U. (2019). Perceptions of Grammatical Items by Thai EFL Students in an English Grammar Foundation Course การร ั บร ู้ ห ั วข ้ อทางไวยากรณ ์ โดยน ิ ส ิ ตไทยท ี่ เร ี ยนภาษาอ ั งกฤษเป ็ นภาษาต ่ างประเทศ ในรายว ิ ชาโครงสร ้ างพ ื้ นฐานทางไวยากรณ ์ ภาษาอ ั งกฤษ. 12(5), 695–710.

Mulali, A. (2019). Student’s Attitudes and Perceptions of Effective Grammar Acquisition in the Second Language Classroom. 9(2).

Nunan, D. (2015). Teaching English to Speakers of other Languages . Oxon

Phissanui, S. (2003). The development of learner-centered English grammar instruction activities through cooperative learning for Matthayomsuksa four students, Pisanpunnawittaya School, KhonKaen Province. M.ED thesis, Silapakorn University, Thailand.

Richards, J. C., & Reppen, R. (2014). Towards a pedagogy of grammar instruction. RELC Journal, 45(1), 5-25.

Shiu, L. (2011). EFL learners’ perceptions of grammatical difficulty in relation to second language proficiency, performance, and knowledge, Doctoral Thesis, University of Toronto, USA

Scrivener, J.(2005) Learning Teaching: The Essential Guide to English Language Teachers, second edition,

Sopin, G. (2015). Teachers’ beliefs and perceptions of grammar teaching in EFL/ ESL classroom at Misurata University, Libya. International Journal of English Language, Literature in Humanities, 3(10), 467-481.

Steinlen,A, (2017). The development of English grammar and reading comprehension by majority and minority language children in a bilingual primary school, Studies in Language Learning and Teaching,7(2), 419-442.

Thompson,G (2013). Introducing Functional Grammar), 3rd, London, Routledge

Wyse,D.,Jones,R.,Bradford,H. & Wolpert,M (2013). Grammar in Teaching English Language and Literacy,3rd edition,London: Routledge, pp.257-2 66.

DOI: https://doi.org/10.31004/jele.v6i2.177


  • There are currently no refbacks.

Copyright (c) 2021 Johari Afrizal, Arimuliani Ahmad, Intan Syazwina Salsabila

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.