Abstract:
The main objective of the study was to explore the effectiveness of the grammar teaching
strategies used by teachers and the attention students pay to these methods. This study
investigates the grammar teaching and learning strategies employed by EFL teachers and
grade 11 students at Arboye Secondary School. Using a descriptive survey research design,
the study combines quantitative and qualitative methods. Data were collected through
questionnaires, interviews, and classroom observations. A systematic random sampling
technique was used to select 95 grade eleven students, while a comprehensive sampling
method was applied to choose 4 English teachers. The study found that while most teachers
rely on cognitive grammar strategies, they often fail to diversify their approaches to enhance
students' grammar knowledge. Students were found to be highly attentive to the grammar
taught by their teachers. However, the lack of varied teaching strategies limits the
effectiveness of grammar instruction. It is recommended that English teachers incorporate a
broader range of grammar teaching strategies to better support students' grammar learning.
