The use of grammar in writing
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Authors
Gebremichael, Tewodros
Issue Date
2023
Educational Level
ISCED 3: Upper secondary education
Curriculum Area
Geographical Setting
Ethiopia
Abstract
Context: In Ethiopia, at Ethio Parents School, a study was conducted with Grade 11 students aged 16 to 17. This educational setting aimed to address the persistent grammatical errors in students' writings despite an existing writing program.
Aims: The study aimed to explore effective strategies to support students in using grammar correctly in their writing, focusing on the students' feelings towards grammatical errors and the activities they engage in to avoid such mistakes.
Methods: The researcher utilized questionnaires, reflective journals from students, and teacher reflections to gather data. Thirty-six students and four English teachers participated, offering insights into the teaching and learning of grammar.
Findings: The study revealed that real-life writing tasks and peer corrections were effective in helping students use grammar properly. Students expressed unease at public correction of errors but preferred collaborative learning and peer feedback. Activities like gap-filling and text analysis were favored for learning grammar.
Implications: The findings underscore the importance of real-life context in grammar instruction and the positive impact of peer feedback. Incorporating collaborative and interactive grammar activities can enhance student engagement and understanding.
Aims: The study aimed to explore effective strategies to support students in using grammar correctly in their writing, focusing on the students' feelings towards grammatical errors and the activities they engage in to avoid such mistakes.
Methods: The researcher utilized questionnaires, reflective journals from students, and teacher reflections to gather data. Thirty-six students and four English teachers participated, offering insights into the teaching and learning of grammar.
Findings: The study revealed that real-life writing tasks and peer corrections were effective in helping students use grammar properly. Students expressed unease at public correction of errors but preferred collaborative learning and peer feedback. Activities like gap-filling and text analysis were favored for learning grammar.
Implications: The findings underscore the importance of real-life context in grammar instruction and the positive impact of peer feedback. Incorporating collaborative and interactive grammar activities can enhance student engagement and understanding.
Description
Keywords (free text)
english as a foreign language , writing , grammar , exploratory action research