Grammar Instruction in the Saudi EFL Context: Beliefs, Practices, and the Bridge to Professional Writing
DOI:
https://doi.org/10.17507/tpls.1605.20Keywords:
L1, L2, EFL, grammar, learning transferAbstract
Grammar instruction remains contentious in second language acquisition, particularly in English as a foreign language (EFL) contexts. Although explicit grammar instruction has been widely implemented in EFL classrooms, its effectiveness in real-world language use remains debatable. This study examines explicit grammar instruction in Saudi EFL classrooms to explore its perceived benefits and limitations. This qualitative study draws upon personal learning experiences as a source of knowledge. Specifically, three data collection methods were used to address the research questions: faculty interviews, alumni interviews, and curriculum analysis. The findings reveal a disconnect between classroom instruction and practical language application, as alumni reported minimal reliance on explicit grammar knowledge in workplace and non-academic settings. However, faculty members continued to emphasize its importance for developing linguistic accuracy. The findings underscore the need to re-evaluate the grammar teaching approaches in the EFL curricula to ensure better transferability beyond academic settings. This study thus provides insights for educators and policymakers regarding balancing grammar instruction with communicative competence in language learning.
References
Abduh, M. Y., & Algouzi, S. (2020). Revisiting grammar teaching in a Saudi EFL context: Teachers’ perceptions and practices. Arab World English Journal, 11(4), 291–306.
AlAmir, B. A. (2025). " Teach It, and Then Set Me Free": Saudi EFL Learners' Voice and Choice in Grammar Pedagogies. Arab World English Journal, 16(2).
Al-Seghayer, K. (2011). English teaching in Saudi Arabia: Status, issues, and challenges. Hala.
Alghanmi, B., & Shukri, N. (2016). The relationship between teachers’ beliefs of grammar instruction and classroom practices in the Saudi context. English Language Teaching, 9(7), 70–86.
Almuhammadi, A. (2020). Teaching grammar: Professional needs of Saudi EFL instructors. International Journal of English Linguistics, 10(3), 14–20.
Alshakhi, A. (2019). Revisiting the writing assessment process at a Saudi English language institute: Problems and solutions. English Language Teaching, 12(1), 176–185.
Azar, B. S., & Hagen, S. A. (2016). Understanding and using English grammar (5th ed.). Pearson Education.
Azar, B. S., & Hagen, S. A. (2019). Fundamentals of English grammar (5th ed., International ed.). Pearson Education ESL.
Bailey, S. (2017). Academic writing: A handbook for international students (5th ed.). Routledge.
Borg, S. (2009). Introducing language teacher cognition. Retrieved 2024, from http://www.education.leeds.ac.uk/research/files/145.pdf
Braine, G. (Ed.). (2014). Teaching English to the world: History, curriculum, and practice. Routledge.
Brinkmann, S., & Kvale, S. (2015). Interviews: Learning the craft of qualitative research interviewing (3rd ed.). SAGE Publications.
Brown, M. E. (Ed.). (2001). Introduction to thermal analysis: Techniques and applications. Springer Netherlands.
Canagarajah, S. (2006). On nonnative speaker legitimacy: A critique of the English-only movement. In The Politics of English as a world language (pp. 97–112). Multilingual Matters.
Celce-Murcia, M. (2015). An overview of teaching grammar in ELT. In M. Christison, D. Christian, P. A. Duff, & N. Spada (Eds.), Teaching and learning English grammar: Research findings and future directions (pp. 3–18). Routledge.
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE Publications.
Cruz Corzo, C. (2013). Formal grammar instruction: Theoretical aspects to contemplate its teaching. Profile Issues in Teachers Professional Development, 15(2), 215–224.
Cummins, J. (1991). Interdependence of first- and second-language proficiency in bilingual children. In Language Processing in Bilinguals (pp. 70–89). Cambridge University Press.
Fathi, M. J., Kafipour, R., Kashefian-Naeeini, S., & Shahsavar, Z. (2025). The impact of reflective teaching on EFL learners through implicit and explicit pragmatic competence instructions. Reflective Practice, 26(2), 292–310.
Folse, K. S., Solomon, E. V., & Clabeaux, D. (2019). Great writing 3: From great paragraphs to great essays (5th ed.). National Geographic Learning/Cengage Learning.
Grami, G. M. A. (2010). The effects of integrating peer feedback into university-level ESL writing curriculum: A comparative study in a Saudi context [Unpublished doctoral dissertation]. Newcastle University.
Geisler, C., & Swarts, J. (2019). Coding streams of language: Techniques for the systematic coding of text, talk, and other verbal data. WAC Clearinghouse.
Hogue, A. (2007). First steps in academic writing (2nd ed., Level 2). Pearson Longman.
Kaivanpanah, S., Alavi, S. M., & Barghi, A. H. (2019). Teachers’ practices and awareness of grammar teaching principles. Teaching English Language, 13(2), 213–246.
Karim, K., & Nassaji, H. (2013). First language transfer in second language writing: An examination of current research. Iranian Journal of Language Teaching Research, 1(1), 117–134.
Krashen, S. D. (1982). Principles and practice in second language acquisition. Pergamon.
Larsen, H. G., & Adu, P. (2021). The theoretical framework in phenomenological research: Development and application. Routledge.
Liviero, S. (2014). Teachers’ reported beliefs about the role of grammar, and their observed pedagogical practices of foreign languages teaching in England [Doctoral dissertation]. University of Exeter.
Maxwell, J. A. (2013). Qualitative research design: An interactive approach. Sage.
Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation (4th ed.). Jossey-Bass.
Moustakas, C. (1994). Phenomenological research methods. Sage.
Nassaji, H., & Fotos, S. (2004). Current developments in research on the teaching of grammar. Annual Review of Applied Linguistics, 24, 126–145.
Nassaji, H., & Fotos, S. S. (2011). Teaching grammar in second language classrooms: Integrating form-focused instruction in communicative context. Routledge.
Oshima, A., & Hogue, A. (2013). Longman academic writing series 3: Paragraphs to essays (4th ed.). Pearson Education.
Oshima, A., & Hogue, A. (2013). Longman academic writing series 4: Essays (4th ed.). Pearson Education.
Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 11(2), 129–158.
Shen, Y. (2012). Reconsidering English Grammar Teaching for Improving Non-English Majors' English Writing Ability. English Language Teaching, 5(11), 74–78.
Skehan, P. (1998). A cognitive approach to language learning. Oxford University Press.
Sofi, L. (2015). Teaching English in Saudi Arabia through the use of multimedia [Unpublished master’s thesis, The University of San Francisco]. USF Scholarship Repository. https://repository.usfca.edu/capstone/138/
Un Nisa, S. (2025). An analysis of the errors in English writing among Saudi undergraduate students. Theory & Practice in Language Studies, 15(6), 1898–1907. https://doi.org/10.17507/tpls.1506.18
Van Manen, M. (2023). Phenomenology of practice: Meaning-giving methods in phenomenological research and writing. Routledge.
Van Vooren, V., Casteleyn, J., & Mottart, A. (2012). The impact of teachers’ beliefs on grammar instruction and students’ grammar competences. Procedia - Social and Behavioral Sciences, 69, 641–648. https://doi.org/10.1016/j.sbspro.2012.11.411
