Students’ and Teachers’ Attitudes towards the Use of Learning Strategies to Improve Learners’ Achievement in Grammar

Abstract

Mastering Grammar forms the foundation of language learning and teaching. Yet, it poses significant challenges for many students. This study investigates attitudes of both students and teachers regarding the use of learning strategies to improve learner achievement in grammar. A mixed- method approach was adopted, involving a questionnaire administered to a sample of sixty (60) first year students of English at Mohamed Kheider University in Biskra. Additionally, interviews were conducted with five (05) grammar teachers from the same university. The participating teachers acknowledged the impact of various instructional approaches, such as explicit instruction and formative assessments, in facilitating grammar learning. Based on the research questions and hypothesis which is posits that the utilization of learning strategies by EFL learners will positively contribute to their achievement in grammar, we put forward at the outset of the study, we obtained some findings that indicate that students hold positive attitudes towards the use of learning strategies. Thus, several recommendations are proposed to enhance grammar instruction and promote learner achievement. The latter, include providing ongoing professional development for teachers, implementing differentiated instruction, promoting active learning, incorporating formative assessments into teaching practices. The methodology highlights the benefits of mnemonic devices, practice exercises, and interactive activities in promoting understanding, retention of grammar concepts, correct spelling, and sentence structure. All in all , this study emphasizes the importance of considering students' and teachers' perceptions when designing effective grammar instruction. By implementing the recommended strategies, educators can create a conducive learning environment that enhances grammar learning and promotes students’ achievements.