Learning Grammar in The Context of Writing: A Case Study on Students’ Beliefs

Abstract

Despite the importance of enabling students to apply grammar rules in context, the focus of teaching and learning English grammar still relies on isolated sentence structures and word formation. However, the significance of grammar goes beyond forms; it should also include meanings and uses (Ellis, 2006; Larsen-Freeman, 2014). Therefore, it is crucial to make a shift from a traditional grammar teaching methodology to an integrated grammar-writing one, in which grammar is taught in context. This study investigates how previous learning experiences at high schools affected students’ ability to write grammatically by examining students’ reflections on a grammar writing integration course at the university level. Participants were six, first-year English major students who took an advanced grammar course. Qualitative data consisted of email interviews, students’ writing, and a face-to-face group interview. The analyses revealed that students’ English background heavily influenced their current performance, but did not constrain students’ development. Although the grammar-writing integration approach had some limitations, the participants acknowledged that their understandings of English grammar rules and usage had been greatly enhanced through practicing writing. The findings from this study suggest that English teachers and learners should consider the exposure to writing for improving and developing students’ grammar competence.