Investigating Grammar Instruction in the ESL Classroom: A Dual Perspective Analysis of Teachers and Students

Abstract

In an ESL class, teaching grammar involves demonstrating and practicing the language’s rules systematically, enabling learners to use the language correctly and communicate effectively as second-language speakers. This study aimed to explore ESL teachers’ and students’ perceptions of grammar instruction in an international school setting. The participants were six ESL teachers and 27 secondary students. A qualitative case study approach was used to examine how grammar is perceived, the strategies used to teach and learn it, and the challenges encountered in the classroom. Data were collected through semi-structured interviews and focus group discussions, and analysed using thematic analysis. The findings revealed five integrated themes for both teachers and students: (1) grammar as a foundation for communication, (2) grammar teaching and learning strategies, (3) engagement, motivation, and emotional responses to grammar learning, (4) challenges in grammar instruction and learning, and (5) learner autonomy in grammar learning. Results suggest that both teachers and students regard grammar as essential for language proficiency, and that interactive, contextualised, and student-centred approaches foster motivation, engagement, and independent learning in grammar instruction.