Articles

The Effectiveness of Task-Based Grammar Activities in Improving English Grammar Proficiency among University Students in a University in Northern Viet Nam

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This study aimed to examine the effectiveness of task-based grammar activities in improving the English grammar proficiency of university students at a university in Viet Nam. Specifically, it compared the grammar performance of students taught through the Task-Based Approach with those taught through the Grammar-Translation Method. The study employed a quasi-experimental pre-test and post-test design involving 60 students, who were divided into an experimental group and a control group, with 30 students in each group. The experimental group was taught grammar through task-based activities, while the control group received instruction through the Grammar-Translation Method. Data were collected using grammar pre-tests and post-tests and were analyzed using mean scores, standard deviation, and t-test procedures. The findings showed that both groups improved after the intervention; however, the experimental group achieved a higher post-test mean score than the control group. The results indicate that task-based grammar activities were more effective in enhancing students’ grammar proficiency, increasing their classroom participation, and promoting more meaningful use of grammatical structures in communication. The study concludes that the Task-Based Approach is a suitable and effective method for teaching English grammar at the university level, particularly in contexts where traditional grammar instruction remains dominant.

Do Online Grammar Learning Strategies Make Any Difference in Grammar Proficiency? A Focus on EFL Distance Learning

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This study explores the use of online grammar learning strategies among Indonesian EFL students participating in Open and Distance Learning (ODL). Using quantitative methods, the research examines the correlation between students’ self-reported grammar learning strategies and their English grammar proficiency. Data were collected from students enrolled in online grammar courses at the University of Borneo Tarakan, utilizing both surveys and online grammar tests. The results reveal a complex relationship between learning strategies and grammar proficiency. Cognitive strategies demonstrate a positive correlation with proficiency, while other strategies, such as memory, compensation, metacognitive, affective, and social strategies, exhibit mixed or weak predictive capabilities. The findings highlight the multifaceted nature of grammar learning, suggesting that no single strategy guarantees improved proficiency. The study stresses the importance of tailoring language learning approaches to individual learner traits and contextual factors in ODL environments. Limitations of the study include the specific sample population, reliance on self-reported data, and the correlational nature of the research, which calls for careful interpretation. Overall, the research provides valuable insights into optimizing grammar instruction in online settings, emphasizing the need for further investigation into effective grammar learning strategies in ODL contexts.