Abstract:
This study investigated grade nine EFL students' perception, motivation, and practice in learning
grammar. The research addressed the challenge of varied attitudes and low engagement in
grammar learning, which can hinder language proficiency. A mixed-methods approach was
employed, using questionnaires for quantitative data and semi-structured interviews and
classroom observations for qualitative insights. The results indicated diverse perceptions of
grammar learning, influenced by factors such as relevance, teacher support, and teaching
methods, with motivation levels varying accordingly. Students demonstrated preferences for
specific learning strategies and activities. The findings underscore the importance of creating
supportive and engaging instructional practices to address the diverse needs of EFL learners.
Recommendations for curriculum improvement and teaching strategies are provided to
enhance grammar learning outcomes.
