Using Group Reading Instruction As An Alternative To Explicit Grammar Instruction To Teach English Grammar
Abstract
Throughout the history of English Language Teaching, teaching grammar
has been one of the most important concepts. Different approaches,
methods and techniques have been put forward regarding different ways of
teaching grammar. Discovery learning and integrating grammar teaching
with reading are among these ways through which English grammar can be
taught. This study was conducted to test the effectiveness of a group
reading instruction technique as an alternative to the traditional
application of explicit teaching at a private university in Turkey. The
study was carried out as an experimental research study by covering 64
Turkish EFL students in 2 different classes. The students were
first-year university students who took a general English course
(A1-Elementary level) as part of their curriculum. In the study, one of
these classes (33) took part as the control group while the other class
(31) took part as the experiment group. The control group was taught
present simple tense by using traditional explicit teaching instruction
(20 minutes) while the experiment group was taught the same topic by
using a group reading activity which involved discovery learning,
peer-interaction and teacher guidance (20 minutes). The effectiveness of
these different teaching techniques was analyzed by applying a pre-test
(20 questions including fill in the blanks, multiple choice, sentence
formation questions and a cloze test) to determine the students'
background knowledge regarding the topic and a post-test (20 questions
including fill in the blanks, multiple choice, sentence formation
questions and a cloze test) to determine the improvement in their
knowledge regarding the topic before and after the application of each
instructional technique. Though there was no significant difference
between the mean scores of the two groups on the pre-test, the results
indicated that the experiment group produced a significantly better
learning outcome than the control group from the pre-test to the
post-test.
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