In a world where communication is evolving at a rapid pace and the use of technology and social networking platforms has become so common, asking learners to memorize obsolete grammar rules is not only wrong but also ineffective even for the most traditional and sceptic teachers. However, the role of English grammar instruction remains pivotal, and, as educators, we need to create not just proficient language users but confident communicators who can face the complexities of the modern world. To this end, we need to adopt different and more innovative techniques to persuade our learners that what we teach is meaningful (Mahboob & Rahman, 2016).
When teaching grammar, there are unique challenges that educators often encounter the majority of which can be alleviated with the correct use and the alternative ways of teaching them. In an attempt to explore some of the areas that pose constraints to English teachers and students alike, I wouldn’t fail to mention the students’ engagement with Grammar. Often times, learners find grammar lessons dry or challenging, leading to disengagement, disappointment and doubt about their significance and practicality. This can be attributed not only to the difficulty of grammar rules but mainly due to lack of relevance with real life (Mahboob & Rahman, 2016).
For example, our students may question the value of learning complex sentences or using formal language since in real life we don’t speak that way and simple sentences can get the point across. Luckily, there is an array of techniques and activities that can be used here to solve the problem. “Grammar improv” theater turns traditional grammar lessons into interactive sessions, fostering student engagement through creative expression and active participation. For example, you can assign students a grammar concept, and have them create short, humorous skits that showcase the correct application of the rule and have learners roleplay them. Also, students need to be exposed to real-world examples so they can understand themselves how grammar functions in everyday communication (Sato & Oyanedel, 2019). Integrating grammar lessons into meaningful contexts such as reading passages, writing assignments, or real-life conversations and emails can work wonders. Besides, social media posts analysis can reinforce the relevance with real life (Laabidi & Ouahbi, 2023).
Last but certainly not least, incorporating games and interactive activities such as board games centered around grammar rules can make grammar learning highly engaging (Hashim et al., 2019).
Lack of engagement may lead to students having difficulties understanding and applying structures, therefore negatively predisposing them against grammar (Sorohiti et al., 2024). By engaging students in a hands-on activity like a scavenger hunt or Grammar Escape Room Challenge, where they have to solve puzzles by applying grammar rules to successfully unlock clues, we will develop their critical thinking skills and improve grammar understanding (Hashim et al., 2019).
Another common challenge in grammar teaching is the integration of grammar instruction with speaking and writing skills. Many students may struggle to effectively apply grammar rules when speaking or writing, resulting in errors and a lack of fluency in communication. If we examine it closely, we will notice that the problem arises from the disconnect between grammar lessons, which often focus on isolated rules and exercises, and the practical application of those rules in speaking and writing contexts (Al-Mekhlafi, 2011). As a result, students may have difficulty applying grammar knowledge spontaneously in real-life communication situations, hindering their ability to express themselves accurately and confidently both in speaking and writing. An effective activity here could be The Grammar Through Story Cubes where students use cubes to collaboratively create stories which they then narrate and finally write them down (Zsiray & Koós, 2022).
Overemphasis on memorization may present another hurdle in teaching grammar (Ahmet Selçuk Akdemir & Öznur Ataş Akdemir, 2023). Relying too heavily on memorizing grammar rules can impede true understanding. Instead, students can play board games like bingo with a twist. For example, instead of calling out the terms, the teacher describes a grammatical concept or provides a sentence example. Students mark the corresponding grammar rule on their bingo cards and in this way, they can explore grammar patterns themselves (Hashim et al., 2019).
Addressing common mistakes, as well as accommodating varied proficiency levels and students with learning difficulties, often tests teachers' expertise and methodology. Indeed, in a foreign language classroom, there may be students with different levels of proficiency in grammar or students who recurrently make specific mistakes. The solution to this problem can come from the students themselves. Differentiated instruction in the form of peer collaboration and peer editing boosts shared learning (Azeez, 2021). The teacher could provide extra challenges for advanced learners and they, in turns, additional support to peers who need it (Kormos, 2020). Alternatively, students could engage in a Grammar Trading Card or a Grammar Jigsaw Puzzle which can hold their interest for longer may create a motivating and enjoyable learning experience (Chen et al., 2009). For the Grammar Trading Cards, the teacher has students create trading cards featuring different grammar rules. Each card should include examples, explanations, and illustrations. Students can then trade cards, reinforcing their understanding of various grammar concepts. When it comes to Grammar Jigsaw Puzzle, students must assemble the puzzle correctly to form grammatically accurate sentences.
In addition to the aforementioned techniques, other activities we can incorporate when teaching grammar include online games like Kahoot, board games such as Monopoly or grammar casino, and the Grammar Mystery Box. As the name implies, this box is filled with various objects related to different grammar concepts. Students select an item from the box and create a sentence or story incorporating the chosen object while correctly applying the targeted grammar rule. Two particularly entertaining activities are saved for the end: The Grammar Song Parodies, where learners are encouraged to create parodies of popular songs with lyrics that incorporate specific grammar rules, and The Grammar Art Gallery, where students illustrate various grammar concepts and establish an art gallery within the classroom. This visual representation aids in reinforcing understanding through a variety of learning modalities. All the activities suggested here are grounded in the principles of Inquiry-Based Learning, Project-Based Learning (PBL), and Task-Based Learning (TBL), whose main element is their focus on active, student-centered learning experiences that emphasize real-world application and problem-solving.
In summary, it is a real challenge teaching today’s learner (Cilliers, 2017). The generation that has witnessed the development of technology and is constantly exposed to the language does not rely on rigid grammar rules for acquisition. Whether we like it or not, this generation demands significant doses of contextualized learning, a combination of interactive activities, authentic materials and visual aids, technology integration, cultural awareness, metacognitive strategies to enable them to control their learning, and copious amounts of humor to help learners overcome negative attitudes towards grammar and perceive the learning process as an enjoyable and empowering journey.
