An Investigation of Grammar Teaching and Learning Strategies used by EFL Teachers' and Learners’: with particular reference to grade 11 at Arboye Secondary school

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.