Assessment of EFL Students' Perception, Motivation and Practice of Learning Grammar in English Classroom: The Case of Grade Nine Students at Atnago Senior Secondary School.

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.