The Effects of Contextualized Grammar Teaching on Developing EFL University Students’ Writing Skills and Grammatical Accuracy

Paiman Omer  Mustafa; Fatimah Rasheed Hasan  Al Bajalani

doi:10.21271/zjhs.28.SpA.27

المؤلفون

Paiman Omer Mustafa English Department, College of Basic Education Salahaddin, University-Erbil
Fatimah Rasheed Hasan Al Bajalani English Department, College of Languages Salahaddin, University-Erbil

DOI:

https://doi.org/10.21271/zjhs.28.SpA.27

الكلمات المفتاحية:

writing skills, grammatical accuracy in writing, explicit-implicit grammar teaching.

الملخص

This experimental study aimed at investigating the effectiveness of contextualized (explicit/ implicit) grammar teaching in developing writing skills and grammatical accuracy in writing among EFL students majoring at the English Department/ College of Basic Education/ Salahaddin University-Erbil. To this end, 52 second-year students were randomly assigned into two experimental groups and a control group. The first experimental group was exposed to contextualized explicit grammar teaching and the other experimental group was treated with contextualized implicit grammar teaching, while the control group just received traditional grammar teaching. To assess the effectiveness of the treatments, pre- and post-tests in the form of paragraph writings were used and analysed using the ANCOVA test. Although the results attested that contextualized (explicit/ implicit) grammar teaching was found to be effective, the results were very promising for the contextualized explicit grammar teaching method. The study concluded by discussing the results and providing suggestions for further research.

المراجع

- Abdel Rahim, A. A. M. (2013) Enhancing Secondary Stage Students' Writing: Effects of Context of Songs in Teaching Grammar Implicitly [online]. Available at: https://files.eric.ed.gov/fulltext/ED546464.pdf.

- Abdul Rahman, A. M. & Rashid, R. (2017) Explicit and Implicit Grammar Instructions in Higher Learning Institutions, English Language Teaching, 10(10), pp. 92-101.

- Ahmad, A. S. K., Al-Tanany, A. A. K. & Musa, H. I. (2020) Contextualized Grammar in EFL Students’ Writings: A Case for Corrective Feedback, JRCIET, 6(4), pp. 295-324.

- Aka, N. (2020) Incidental Learning of a Grammatical Feature from Reading by Japanese Learners of English as a Foreign Language, System, 91, 102250.

- Alenezi, S. M. (2019) Exploring Explicit and Implicit Grammar Teaching, International Journal of Applied Linguistics & English Literature, 8(1), pp. 104-106.

- Altun, L. & Dincer, R. (2020) A Comparison of Implicit and Explicit Teaching in Terms of Grammar and Writing Skills of Intermediate Learners, Bartın University Journal of Faculty of Education, 9(1), pp. 96-105.

- Andrews, R., Torgerson, C., Beverton, S., Locke, T., Low, G., Robinson, A. & Zhu, D. (2004) The Effect of Grammar Teaching (Syntax) in English on 5 to 16 Year Olds Accuracy and Quality in Written Composition. London: EPPI-Centre, Social Science Research Unit, Institute of Education.

- Andrews, K. L. Z. (2007) The Effects of Implicit and Explicit Instruction on Simple and Complex Grammatical Structures for Adult English Language Learners, TESL-EJ, 11(2), pp. 1-15.

- Atinafu, M. (2018) The Effect of Explicit Grammar Instruction on EFL Students’ Paragraph Writing Performance: with a Special Reference to Adet Preparatory School. Unpublished Master’s thesis. Bahir Dar University.

- Bhavani, C. & Shankar, B. (2023) A Study on Impact of Grammatical on English Written Skills, Journal of Engineering Sciences, 14(1), pp. 603-616.

- Brime A. B. (2018) The Impact of the Process Writing on Enhancing EFL Students’ Critical Thinking at Salahaddin University-Erbil. Unpublished Doctoral Dissertation. Salahaddin University-Erbil.

- Cawley, V. D. (2017) Contextualized Grammar Instruction: A Case Study of Master's Students' Writing Development. Unpublished Doctoral dissertation. Judson University.

- Cohen, J.W. (1988) Statistical Power Analysis for the Behavioral Sciences. 2nd edn. Hillsdale, NJ: Lawrence Erlbaum Associates.

- Cohen, L., Manion, L. & Morrison, K. (2018) Research Methods in Education. 8th edn. New York: Routledge.

- Colbert, A. M., Ware, J. & Jones, S. W. (2018) Developing Writing Skills of Learners with Persistent Literacy Difficulties through Explicit Grammar Teaching, Support for Learning, 33(2), pp. 165-189.

- Diaz, A. L., Martinez, J., Jiménez, D., Perez, I. & Mateo, V. (2019) How We Teach Grammar: An Exploratory Study on How Dominican Teachers Deal with Grammar Teaching, MEXTESOL Journal, 43(4), pp. 1-9.

- Eldoumi, A. F. (2012) A practical Approach to Teaching Grammar in Context to English Language Learners. Unpublished Master’s thesis. Oklahoma State University.

- Ellis, R. (2006) Current Issues in the Teaching of Grammar: An SLA Perspective, TESOL QUARTERLY, 40(1), pp. 83-107.

- Ellis, R., Loewen, Sh., Elder, C., Erlam, R., Philp, J. & Reinders, H. (2009) Implicit and Explicit Knowledge in Second Language Learning, Testing and Teaching. UK: Multilingual Matters.

- Fareed, M., Ashraf, A. & Bilal, M. (2016) ESL Learners’ Writing Skills: Problems, Factors, and Suggestions, Journal of Education and Social Sciences, 4(2), pp. 81-92.

- Frodesen, J. (2001) Grammar in Writing. In Marianne Celce-Murcia (Ed.)., Teaching English as a Second or Foreign Language, p. 233-248, (3rd edn.). Boston: Heinle.

- Gaikwad, V. (2014) Contextualized Grammar Pedagogy: Integrating Grammar into Writing Instruction, US-China Education Review A, 4(7), pp. 490-499.

- Halliday, M. A. K. & Matthiessen, C. M. I. M. (2014) Halliday’s Introduction to Functional

Grammar. 4th edn. London: Routledge, Taylor & Francis Group.

- Hans, A. & Hans, E. (2017) Role of Grammar in Communication -Writing Skills, IJELLH. 7(1), pp. 39-50.

- Hinkel, E. (2004) New Perspectives on Grammar Teaching in Second Language Classrooms. Mahwah: Erlbaum.

- Huang, J. (2010) Grammar Instruction for Adult English Language Learners: a Task-based Learning Framework, Journal of adult education, 39, p. 29-37. Available at: http://www.eric.ed.gov.

- Hyland, K. (2003) Second Language Writing. Cambridge: Cambridge University Press.

- Johnson, S. J. (2009) Why can't they write right? Teaching grammar in the composition classroom. Masters’s thesis. 1462715. Northern Michigan University. United States -Michigan. ProQuest Dissertations & Theses (PQDT) database.

- Jones, S., Myhill, D. & Bailey, T. (2013) Grammar for Writing? An Investigation of the Effects of Contextualized Grammar Teaching on Students’ Writing, Reading and Writing, 26(8), pp. 1-25.

- Kamil, N. G. (2007) College Students’ Errors in Using English Articles. Unpublished doctoral dissertation. Salahaddin University-Erbil.

- Ke, H., Luo, Y., Piggott, L. & Steinkrauss, R. (2021) Long-term Effects of Explicit Versus Implicit Instruction on EFL Writing, Dutch Journal of Applied Linguistics 10: DOI 10.51751/dujal9361

- Krashen, S. (1985) The Input Hypothesis. London: Longman.

- Likaj, M. (2015) Teaching Writing through Communicative Approach in Military English, Journal of Education and Practice, 6(20), pp. 102-107.

- López, E. M. (2004) Implicit and Explicit Teaching of Grammar: An Empirical Study, Teachers Professional Development, 5(1), pp. 7-12.

- Locke, T. (2009) Grammar and Writing: The International Debate. In Beard, D., Myhill, D., Nystrand, M. & Riley, J. (Eds.), International Handbook of Writing Development. London: Sage.

- Lyster, R. (2004) Differential Effects of Prompts and Recasts in Form-focused Instruction, Studies in Second Language Acquisition, 26, pp. 339-432.

- Marjokorpi, J. (2022) The Relationship between Grammatical Understanding and Writing Skills in Finnish Secondary L1 Education, Reading and Writing. https://doi.org/10.1007/s11145-022-10405-z

- Martin, R. (2001) How Teachers Can Use Grammar to Help Young Writers [Online]. Available at: http://www.eric.ed.gov.

- Mahdi, A. (2018) Difficulties in Learning Grammar, a Study into the Context of University of Technology, Department of Materials Engineering, LARK JOURNAL FOR PHILOSOPHY, LINGUISTICS AND SOCIAL SCIENCES, 1(31), pp. 23-31.

- Mueller, K. (2015) Rethinking Pedagogical Options for Teaching Explicit Grammar in French Immersion. Unpublished doctoral dissertation. University of Calgary, Calgary, AB. Available at: http://hdl.handle.net/11023/2084.

- Muhammad, L. K. & Jawad, H. F. (2019) Assessing Teaching English Grammar to Kurdish EFL students at University level, Journal of University of Garmian, 6(1), pp. 576- 578.

- Murphy, R. (2019) English Grammar in Use. 5th edn. Cambridge: Cambridge University Press.

- Myhill, D.A. (2005) Ways of Knowing: Writing with Grammar in Mind, English Teaching: Practice & Critique, 4(3), pp. 77-96.

- Myhill, D.A. (2010) Ways of Knowing: Grammar as a Tool for Developing Writing. In Beyond the Grammar Wars: A resource for teachers, Students on Developing Language Knowledge in the English/literacy classroom, ed. Locke, T., pp. 129–48. London: Routledge.

- Myhill, D.A. (2011) Grammar for Designers: How Grammar Supports the Development of Writing. In Insight and Impact: Applied Linguistics and the Primary School. Ellis, S., McCartney, E. & Bourne, J. Cambridge: Cambridge University Press. pp81-92.

- Myhill, D., Jones, S., Lines, H. & Watson, A. (2012) Re-thinking Grammar: The Impact of Embedded Grammar Teaching on Students' Writing and Students' Metalinguistic Understanding, Research Papers in Education, 27, pp. 139-166.

- Myhill, D. & Watson, A. (2014) The Role of Grammar in the Writing Curriculum: A Review of the Literature, Child Language Teaching and Therapy, 30(1), pp. 41-62.

- Myhill, D. (2018) Grammar as a Meaning-making Resource for Improving Writing, Li-Educational Studies in Language and Literature, 18, pp. 1-21.

- Myhill, D., Watson, A. & Newman, R. (2020) Thinking Differently about Grammar and Metalinguistic Understanding in Writing, Bellaterra Journal of Teaching & Learning Language & Literature, 13(2), pp. 1-19.

- Nazari, N. (2013) The Effect of Implicit and Explicit Grammar Instruction on Learners’ Achievements in Receptive and Productive Modes, Procedia - Social and Behavioral Sciences, 70, pp. 156 –162.

- Omar, D. Y. Z. (2019) Teaching Pedagogical Grammar in Context to Enrich English Language Learners’ Academic Writing, Academic Writing, 13, pp. 213-225.

- Özdemir, E. & Aydin, S. (2015) The Effects of Blogging on EFL Writing Achievement. Procedia-social and Behavioral Sciences, 199(1), pp. 372-380.

- Peng, F. (2015) The Effectiveness of Explicit Instruction Versus Implicit Instruction Method on Chinese Grammar Acquisition. Unpublished Master’s thesis. University of Massachusetts Amherst.

- Perin, D. (2011) Facilitating Student Learning through Contextualization, Community College Research Center Brief, 53. Available at: http://www.eric.ed.gov.

- Rajabi, P. & Dezhkam, E. (2014) The Effect of Explicit Grammar Instruction on Improving Writing Accuracy of Iranian EFL Learners, Journal of ELT and Applied Linguistics (JELTAL), 2(1).

- Sabir, A. (2008) Sentence Relations in the Writing of Kurdish Learners’ of English. Unpublished Doctoral dissertation. Salahaddin University-Erbil.

- Salih, M., Sulaiman, A. & Mohammed, H. G. (2019) Evaluating Grammatical Competence in Kurdish EFL Junior Students’ Writings at the English Department, College of Languages, University of Duhok, Journal of University of Duhok, 22(2), pp. 304-324.

- Sargent, D. (2009) Implicit Grammar Teaching Activities, WAESOL, Available at: http://www.schoolofTESL.com.

- Sulaiman, M. S. A. & Mohammed, H. G. (2019) Evaluating Grammatical Competence in Kurdish EFL Junior Students’ Writings at the English Department, College of Languages, University of Duhok. Journal of University of Duhok, 22(2), pp. 304-324.

- Suntharesan, V. (2013) Implicit Grammar Teaching Activities, Language in India, 13(6), pp. 610-617.

- Tai, M.Y. (2016) Monograph on 50 years of Developments in English Language Teaching and Learning in Singapore. English Language Institute of Singapore [Online]. Available at:https://books.google.iq/books/about/Monograph_on_50_Years_of_Developments_in.html?id=33aWnQAACAAJ&redir_esc=y.

- Tang, G. (2017) Contextualization: An Experimental Model for EFL Writing Instruction in China. Unpublished Doctoral dissertation. Portland State University. Available at: https://doi.org/10.15760/etd.5371

- Thornbury, S. (2012) How to teach grammar. Harlow: Longman.

- Vince, M. (2008) Macmillan English Grammar in Context Intermediate. London: Macmillan Education.

- Vukadin, M. (2019) Contextual Grammar Teaching - Activities for Making Grammar Meaningful to Your Students [Online]. Available at:https://www.teachingenglish.org.uk. (Accessed: 8 April 2023).

- Weaver, C. (1996) Teaching grammar in the context of writing, The English Journal, 85(7), pp. 15-24.

- Weaver, C. (2008) Grammar to Enrich and Enhance Writing. Portsmouth: Heinemann.

- Weaver, C. (2010) Scaffolding Grammar Instruction for Writers and Writing. In Locke, T. Beyond the Grammar Wars: A Resource for Teachers and Students on Developing Language Knowledge in the English/literacy Classroom, pp. 185-205. New York: Routledge.

- Xavier, C. A., Hong, H. M., R & Enandya, W. A. (2020) Grammar in Writing: Teachers’ Reflections, PASAA, 60, pp. 100-221.

- Zina, Z. (2015) The Role of Integrative Grammar in Developing Academic Writing: Case Study Second Year Students of English at Biskra University. Unpublished Master’s thesis. University of Biskra, Biskra, Algeria.