Exploring Undergraduates’ Perceptions of and Preferences for Grammar Teaching in EFL Writing Classes

Ayesha Akter Munni and Md. Habibur Rahman * 

Department of English, Bangladesh Army International University of Science and Technology (BAIUST), 

Cumilla, Bangladesh, 

Email: habib.english@baiust.ac.bd 

*Corresponding Author

Abstract: Understanding learners’ perceptions and preferences is critical in teaching, as individual differences can influence learning experiences and outcomes. Many studies have explored learners’ perceptions of writing and educators’ beliefs about suitable practices that accommodate students’ needs. However, few studies have investigated undergraduates’ preferences for the nature of grammar instruction in EFL writing. The present study aims to examine undergraduates’ perceptions of and preferences for grammar instruction in writing classes. This study utilised a survey questionnaire to collect data from 30 first-year English Major students of the University of Dhaka who were selected through convenience sampling method. The quantitative data were later analysed using SPSS. We found that most undergraduates considered contextual grammar teaching and using authentic language learning materials for practice essential for EFL writing classes. Besides,  they preferred inductive grammar teaching over deductive teaching techniques.

Keywords: Grammar instruction, learners’ perceptions, learners’ preferences, EFL writing

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