The Challenges of Grammar Learning and Teaching and Students’ Perceptions in EFL Classes – Tishk International University, Erbil Case
The purpose of this study was to evaluate the challenges of teaching and learning grammar in EFL classrooms, as well as students’ views of those challenges. The study used both quantitative and qualitative methodologies, including a questionnaire and in-person interviews, to achieve its objective. 5...
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| Format: | Article |
| Language: | English |
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Tishk International University
2023-06-01
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| Series: | International Journal of Social Sciences & Educational Studies |
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| Online Access: | https://ijsses.tiu.edu.iq/index.php/volume-10-issue-3-article-29/ |
| Summary: | The purpose of this study was to evaluate the challenges of teaching and learning grammar in EFL classrooms, as well as students’ views of those challenges. The study used both quantitative and qualitative methodologies, including a questionnaire and in-person interviews, to achieve its objective. 56 EFL students from a private university in Tishk International University participated in the study. According to the study’s findings, grammar plays a crucial role in the teaching and learning of English as a foreign language. The majority of students viewed grammar as one of the most challenging components of learning English, according to the survey results. The face-to-face interviews provided additional insight into the difficulties of teaching and learning grammar. The majority of students stated that grammar is extremely important and will contribute to their academic growth in foreign language study. The conclusion of the study is that teaching and learning grammar in EFL classrooms is a difficult process requiring greater attention and inventive ways. Teachers should explore adopting more interactive and communicative techniques in teaching grammar, such as using real materials and giving students opportunities to practice using language in meaningful circumstances, according to the research. In addition to this information, 80% of students felt it more advantageous to listen to a teacher discuss grammatical topics, regardless of how much they studied grammar independently. |
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| ISSN: | 2409-1294 2520-0968 |