Effects of explicit grammar instruction on efl learners’ oral production

Abstract

The objective of this research project was to analyze the use of a systematic explicit grammar instruction sequence on EFL learners’ oral accuracy, specifically in the use of grammar patterns. This qualitative study was carried out at a private university in Cali with six students of the undergraduate marketing program. Two full cycles of classroom-based action research throughout six sessions of class were used as methodology. The data was gathered using teacher’s log, focus groups, and videos that were analyzed through the identification of theme patterns under certain analytic categories. Results showed that students perceived explicit grammar instruction as a useful method of instruction when learning grammatical structures and it demonstrated that students were aware of using it. However, it did not produce significant use of grammar patterns in their oral performance, which was evidenced in the lack of metalinguistic knowledge and incidental situations when students faced oral communication.