TEACHERS PERCEPTIONS ABOUT DIFFICULTIES IN TEACHING AND LEARNING GRAMMAR OF EFL

Intan Trine Chodija intan_soleil@ymail.com Post Graduate English Study Program Teacher Training and Education Faculty University of LampungAbstract: The aim of this study is to investigate teachers perceptions concerning the difficulties faced by teachers and learners in teaching and learning EFL grammar. Forty teachers in junior and senior high school in Metro participated in this study. All participants completed a questionnaire using five-point Likert-type to find out how are the teachers perceptions regarding grammar teaching and learning. Mean scores were used to interpret the data. The result shows that the teachers and students still face many difficulties in teaching and learning EFL grammar. This finding may help the teacher in choosing the right teaching option that would pose fewer difficulties and problems to their learners and encourage students learning of English grammar. kkj Keywords: teachers perceptions, difficulties, teaching and learning grammar INTRODUCTIONThe first foreign language obliged to be taught at junior and senior high school is English as determined by central government policy since indepent day in 1945. Teaching English, to Indonesia should result in the students being able to use the language to express themselves. Being able here should be taken to mean that not only the students can use the language to communicate with other people in daily life whenever possible, but also they are able to utilize the language well with regards to its grammar. Teaching approaches have been developed over the years . Lee (2004) states that most Indonesian schools are still facing difficulties in terms of Teaching English grammar to Indonesian Language, eventhough some approaches have been implemented in the public schools curriculum, such as grammar-translation (1945), oral (1968), audio-lingual (1975) and communicative language teaching methods (1984 and 1994).Thus, Indonesian government has decided to rethink, reformulate, and redesign the KTSP curriculum into the 2013 curriculum. The teachers are obliged to guide students with communicative activities unconsciously focus on grammar. In fact, some difficulties always appear behind the implementation of new curriculum. Being aware of teachers and learners difficulties in teaching and learning English grammar may help the teacher in choosing the right teaching option that would pose fewer difficulties and problems to their learners and therefore, enhance students learning of English grammar.Previous studies on students' and teachers' perceptions of grammar instruction in the context of language teaching and learning suggest a disparity between students and teachers. While students favour formal and explicit grammar instruction and error correction, teachers favour communicative activities with less conscious focus on grammar (e.g., Schultz 1996, 2001; Spratt 1999; Al-Mekhlafi & Nagaratnam 2011; Kacani & Mangelli 2013). Thus, this study aimed to answer the following questions:1. Are there any difficulties faced by teachers and by students based on teacher perceptions?2. Do these perceptions of difficulties vary according to the teachers gender, level taught, qualifications, and experience?3. How are the EFL teachers perceptions of the difficulties faced by students and teachers with regard to grammar instruction in an EFL context?

LITERATURE REVIEWTeachers Perception Perception is what we see in the environment around us, in other words how an individual interpret the information for example, seeing, hearing, tasting, feeling and smelling about his environment. Robbins (2005) states that perception is a process by which individuals organize and interpret their sensory impressions in order to give meaning to their environment. According to B. Von Haller Gilmer, perception is the process of becoming aware of situations, of adding meaningful associations to sensations. We see an object and it is understood and interpreted variously by people. Teachers have also their perceptions especially in teaching. English teachers often believe that teaching grammar explictly will provide the generative basis on which learners can build their knowledge and will be able to use the language eventually. For them, prescribed rules give a kind of security. A better approach is perhaps to see grammar as one of many resources that we have in language which helps us to communicate. We should see how grammar relates to what we want to say or write, and how we expect others to interpret what our language use and its focus. According to Widdowson (1990: 86), " . . . grammar is not a constraining imposition but a liberating force: it frees us from a dependency on context and a purely lexical categorization of reality." Given that many learners and teachers tend to view grammar as a set of restrictions on what is allowed and disallowed in language use a linguistic straitjacket in Larsen-Freemans words (2002: 103) the conception of grammar as something that liberates rather than represses is one that is worth investigating.Difficult Of Learning And Teaching FL Grammar This issue has been of considerable interest to researchers and teachers. Referring to some of them, grammatical difficulty is considered in relation to: Comprehension and production. DeKeyser and Sokalski (1996) argue that some grammar structures are easy to comprehend but difficult to produce, some others are easy to produce, but difficult to comprehend. Complexity of the grammatical feature. Some researchers (DeKeyser, 1995; Ellis et al. 2009; Nassaji & Fotos, 2011; Spada & Lightbown, 2008) consider some linguistic forms (such as English articles) structurally simple but functionally very complex as they perform a number of different functions (relating to type of the noun they determine, the situational context and the discourse context). In such cases, the complex feature will require a complex explanation, using even technical metalanguage (as generic/specific reference or countable/uncountable nouns). Linguistic form (the accurate use of a grammatical feature), semantic meaning (understanding the message encoded by a lexical item or a lexico-grammatical feature) and pragmatic use (using a lexico-grammatical feature appropriately in a context) (Celce-Murcia & Larsen-Freeman, 1999). According to Larsen-Freeman, a grammar feature can be easy relating to one aspect, but difficult to another. For example, the form of the English passive is easy to learn, but its use is more difficult. Thus, it is challenging for FL learners to learn to use grammar structures accurately, meaningfully, and appropriately in a certain communicative context. Implicit/explicit knowledge: Ellis (2006) distinguishes two senses of grammatical learning difficulty: (1) the difficulty learners have in understanding a grammatical feature, and (2) the difficulty [learners] have in internalizing a grammatical feature so that they are able to use it accurately in communication (p. 88). Ellis argues that a grammatical feature may be difficult to learn as explicit knowledge, but easy as implicit knowledge, and vice versa (Ellis et al. 2009, p. 164).Grammatical difficulty has also been discussed in FL acquisition with reference to other factors, including: complexity of rules, salience of a grammar form in the input, communicative force of a grammar form, learners developmental stage, L1 transfer, individual differences in language aptitude (Nassaji & Fotos, 2011; Burgess & Etherington, 2002).There have been a number of studies on teachers belief system about grammar and grammar teaching and learning. Al-Mekhlafi and Nagaratnam (2011), Burgess and Etherington (2002), Baleghizadeh and Farshchi (2009) have also studied teachers perceptions regarding teachers and learners difficulties in EFL grammar instruction and learning.The findings from these studies indicate that in teachers perceptions, both teachers and learners faced difficulties regarding EFL grammar instruction and learning. Speaking in more details regarding these three studies: the learners favored explicit grammar teaching because of their expectations and feelings of insecurity; they had difficulty in internalizing grammar rules though they valued positively both the use; of formal instruction and natural exposure to language through authentic materials, their learners; their learners found grammatical terminology useful, but not in Burgess and Etheringtons survey (2002); its use did not present a particular difficulty for learners; all the teachers believed that grammatical errors should be corrected, even when communicative goals are attained. Al-Mekhlafi and Nagaratnam (2011), Burgess and Etherington (2002) also concluded that the responded teachers experienced more difficulty in correcting their learners spoken rather than written communication. Unlike them, Baleghizadeh and Farshchi (2009) found that most of the teachers did not seem to have difficulty correcting learners errors of grammar within communicative context; though teachers valued the use of authentic texts, their use for presenting and practicing grammar was seen as posing problems to teachers and students because of the variety of structures, culture, vocabulary, form-function matches, amount of time needed for using them and producing suitable tasks from them. Unlike Al-Mekhlafi and Nagaratnam (2011), Baleghizadeh and Farshchi (2009), teachers in Burgess and Etheringtons survey (2002) did not believe that grammar in authentic texts was too difficult for their learners; the existence of the specialized vocabulary seemed to be a problem for them; all teachers valued the use of practice and problem-solving tasks in learning grammar and improving grammar accuracy. Al-Mekhlafi and Nagaratnam (2011) concluded that both written and communicative activities posed difficulties to learners in learning grammar, where writing activities were more challenging than spoken ones.

METHODResearch DesignThe study was descriptive qualitative design, using a questionnaire and the subjects responded to each statement on a five-point Likert-type attitude scale (from 5 for 'strongly agree' to 1 for 'strongly disagree'). The respondents also provided background information on gender, qualification, teaching experience and the level they teach, for creating their profile in terms of variables. Data SourcesThe research was conducted only in Metro, in order to be specific and make a close connection between teachers. Ten schools were chosen randomly. The subjects fairly represented the context of EFL teaching at different levels in Metro. The sample size was 40 that consists of 20 teachers teaching English in junior high school and 20 in senior high school. The number of the subjects is more than the minimum number required for making useful statistical analyses according to Cohen and Manion (1994:77). Data CollectionThe questionnaire used in the present study, which comprises 20 statements, was the one employed by Burgess and Etherington (2002) in their study (see Appendix 1) . Al-Mekhlafi & Nagaratnam (2011) and Kacani & Mangelli (2013) also used this instrument in their research. The questionnaire was delivered to 40 English teachers in Metro. Mean scores were used to interpret the data.The questionnaire concentrated on these pedagogical issues: 1) explicit grammar teaching (statements 3, 4, 5, 13), the transfer of declarative knowledge into procedural knowledge (1, 17, 18), the use of grammatical terminology (14, 19), error correction (15, 16), problem-solving activities (2, 20), the use of authentic texts for grammar teaching and learning (6, 7, 8, 9, 10, 11, 12), the use of spoken and written communicative activities (17, 18). (See Appendix 1 for the questionnaire used in the present study). Data AnalysisBy using a questionnaire, the subjects responded to each statement on a five-point Likert-type attitude scale (from 5 for 'strongly agree' to 1 for 'strongly disagree'). The mean scores were used to interpret the data.

RESULTS AND DISCUSSIONRegarding to the first reseach question, the researcher found that there are difficulties faced by teachers and learners in EFL grammar based on the teachers perceptions. The overal mean of 3.39 in figure 1 below, indicates that teachers preference is quite high to agree with difficulties in EFL grammar teaching and learning. It can be inferred that teachers still find many problems in the classroom.

Figure 1. Teachers' Perceptions of Difficulties with EFL Grammar The second question is about the variety in perception of difficulties in terms of the four teacher variables: gender, level taught, qualification, and teaching experience.Regarding to the gender, the male and female teachers perceptions are nearly the same. It can be seen from the overal mean of male (3.38) and female (3.40) in figure 2. it suggests that gender does not play important role in the teachers perceptions concerning the difficulties faced by teachers and learners.

Figure 2. Teachers' Perceptions of Difficulties with EFL Grammar according to Gender Based on the level taught, there are no difference too in the teachers views of some constraints in teaching and learning EFL grammar. The teachers that teach at different levels have similar perceptions about their own and their students' difficulties with English grammar instruction, with a slightly higher mean for teachers of junior high school (3.37) than the means for teachers of the senior high school (3.41), which are nearly the same (See Fig.3 below).

Figure 3. Teachers' Perceptions of Difficulties with EFL Grammar according to Level Taught

With regard to teachers qualifications, Figure 4 shows a little higher overall mean for teachers with a diploma qualification (3.50) than the overall means for teachers with higher qualifications, bachelor's (3.38). it means that teachers from bachelors degree face a little lower difficulties than teacher from diploma. The reason can be from their knowledge or their longer term of study from their qulification. Nevertheless, generally, there is no slightly difference in their difficulties based on their overal mean that tend to the same statement of agreement. Figure 4. Teachers' Perceptions of Difficulties with EFL Grammar according to Qualifications According to teachers' experience, it does not seem that experience effects more in teacher perceptions of their own and their students' difficulties with English grammar instruction, as shows Fig. 5 below. The overal mean based on teachers experience almost have the same value (3.26, 3.56 and 3.37)

Figure 5. Teachers' Perceptions of Difficulties with EFL Grammar according to Experience

The last question is about how the EFL teachers perceptions are of the difficulties faced by students and teachers with regard to grammar instruction in an EFL context.Explicit Grammar Teaching

From appendix 2, it is found that statement 3 (My students expect teachers to present grammar explicitly) and statement 13 (A lack of explicit grammar teaching leaves my students feeling insecure) produced a mean score in the medium level (3.05 and 2.95). It means that teachers finds their learners feel neutral in terms of explicit or implicit knowledge. It may still cofusing whether teaching in traditional grammar (explicit teaching) or implicit teaching is better or continuum. Besides that, the recent curriculum demand the teachers to teach grammar implicitly. It is in contrast with previous research in Lindita and Suela (2013) study that prefer to explicit teaching. Responses to Statement 5 (My students prefer to find matches between meaning and structure for themselves) produced a mean score of 3.55 (see Appendix 2) that is quite high. This perception of students preference for an inductive method of learning grammar on the part of the same responding teachers is not surprising eventhough the mean is not too high. The teachers may have referred to learners preference in learning some grammatical structures inductively rather than deductively.With regard to Statement 4 (My students prefer to learn grammar from one-sentence examples), which links to explicit grammar teaching, responding teachers produced the mean score of 3.55 of all statements in the questionnaire (see Appendix 2). It indicates that the learners based on teachers perception, still need explicit teaching by learning from one-sentence examples not from the authentic text or context.Declarative Vs Procedural KnowledgeStatement 1 (My students find it difficult to transfer their grammatical knowledge into communicative language use), designed to identify teachers beliefs about the possible transfer of declarative knowledge (i.e., knowledge about grammar) into procedural knowledge (i.e., ability to use that knowledge in actual communication), produced a mean score of 3.50 (see Appendix 2). This indicates that responding teachers recognise this process of transfer of one kind of knowledge into another as a difficulty for a number of their students. Students can perform well on grammar exercises, but fail to achieve such grammatical accuracy in actual communication. In the responded teachers perceptions, their learners still have difficulties in the process of transferring the knowledge about grammar (declarative knowledge) into ability to use that knowledge in real life communication (procedural knowledge). It is also supported by the results of statements 17 and 18 (respectively 3.55, 3.10) showing that learners find it difficult to use the language accurately in both written and spoken communication.

The Use of Grammatical TerminologyThe use of grammatical terminology, for example verb, adverb, adjective, etc, in the EFL classroom is seen as a necessary part of the explicit method of teaching grammar. When students and teachers talk about grammar (i.e., in meta-linguistic discussion), which is one of the characteristics of explicit language teaching (Stern 1992: 327), they need to use grammatical terms.Two statements (14 & 19) sought to explore teachers perceptions of how their students feel about the use of grammatical terminology. Statement 14 (My students find grammatical terminology useful) and Statement 19 (My students find it difficult to use grammatical terminology) produced a mean score of 4.10 and 3.35. This indicates that, in the responding teachers perception, their students see grammatical terminology as useful, but find difficulty in using the terms to be of a greater magnitude. Interestingly, the usefulness of grammatical terminology seems to be linked to the students preference for explicit grammar instruction.The difference in mean between teachers of junior high school on the one hand (mean of 4) and those of senior high school (mean of 4.00), however, seems to be higher with regard to their perceptions of the usefulness of grammatical terminology to their students. That is, teachers of the high level think that their students find grammatical terminology more useful than those of the low level. Error CorrectionError correction is needed even within a communicative context, either spoken or written avoiding fossilization of errors in learners interlanguage. Statement 15 (Teachers find it difficult to correct student errors of grammar within a written communicative context) and Statement 16 (Teachers find it difficult to correct student errors of grammar within a spoken communicative context) produced a mean score of 3.05 and 3.75 respectively (see Appendix 2). It may be inferred from the results that the responding teachers experience more difficulty in correcting their learners spoken communication than written. It may caused by the teachers perceptions of learners feeling of insecurity. The teacher should encourage the students not to be affraid to do such errors because learning is made from errors. This has to be a consideration for the teachers. Problem-Solving TechniquesProblem-solving techniques in relation to grammar teaching are inductive techniques that require learners to find form-function matches by themselves. (e.g., Hall and Shepheard, 1991). Problem solving techniques (statements 2, 20): In teachers perceptions, problems solving activities are motivating for their learners in learning grammar as they are valued 4.25. This fact is inferred by the lower mean (3.10) of statement 20, meaning that their learners are not much frustrated by problem-solving activities.The Use of Authentic TextsThe use of authentic texts (statements 6, 7, 8, 9, 10, 11, 12): As language is context-sensitive (an utterance is fully intelligible only in its context), grammar is best taught and practiced in context (Weaver, 1996). Though authentic texts show how the target structure can be used in real communication, the linguistic load of unfamiliar vocabulary and synthetic complexity can make them incomprehensible. For this reason the approach generally adopted by course book writers nowadays is: simplifying authentic texts in ways which retain their flavor (Thornbury, 2008). Therefore simplified authentic texts are needed to be used. Authentic text can be narrative text, recount text, descriptive text, letter, etc.According to the responded teachers perceptions, students experience difficulties in learning grammar when it is presented and practiced in authentic texts: they experience more difficulties from from culture boundary (statement 8: 3.85), variety of structures (statement 7: 3.60), finding form-function matches (statement 10: 3,55), than handling from presentation within authentic texts (statement 6: 3.25) and vocabulary (statement 9: 2.90). The reason of the higher values might be the case of lack of explicitness in grammar and different culture; while that of lower values might be the use of simplified authentic texts and the integration of explicit and implicit grammar instruction.Teachers, also, valued the use of authentic texts as they didnt find them time-consuming (statement 11: 2.85). Surprisingly, teachers find less difficulty in producing tasks of a suitable level from authentic texts (statement 12: 2.9).The Use Of Communicative ActivitiesThe use of communicative activities (statements 17, 18): Communicative activities are used in FL classes to help learners receive comprehensible input and output what is believed to lead to the development of both linguistic and communicative competence (Richards, 2002, p. 36).Statements 17 and 18 refer to the possible difficulties students might have in improving the accuracy of their grammatical language within totally communicative activities. Responding teachers produced a mean score of 3.55 and 3.10 for the two statements respectively.The results indicate that total communicative activities, whether written or spoken, pose difficulties to students for learning grammar and improving grammatical accuracy, writing activities proving more challenging than spoken ones. It might be caused by the lack of sufficient focus on form in purely communicative activities or tasks for developing students' grammatical knowledge. CONCLUSIONFrom the result of this study, it indicates that both teachers and students still face difficulties in teaching and learning EFL grammar. It suggests that this problem needs to get attention for the success of EFL grammar. It helps teachers decide on the right techniques for improving teaching and enhancing learning of EFL grammar to their learners. EFL curriculum and material developers also should consider teachers and learners difficulties to provide suitable materials. More interviews are needed to explore the information details concerning these difficulties. This study is limited in one region of Lampung (Metro) so that the future research should be conducted in a broader area.

REFERENCESAl-Mekhlafi, A. M. & Nagaratnam, R. P. (2011). Difficulties in Teaching and Learning Grammar in an EFL Context. International Journal of Instruction, 4(2), 69-92.Baleghizadeh, S. & Farshchi, S. (2010). An Exploration of Teachers Beliefs about the Role of Grammar in Iranian High schools and Private Language Institutes. Journal of English Language Teaching and Learning, 52(212), 17-38.Burgess, J. and Etherington, S. (2002). Focus on grammatical form: explicit or implicit? System, 30: 433-458.Celce-Murcia, M., & Larsen-Freeman, D. (1999). The grammar book: An ESL/EFL teacher's course. Boston, MA: Heinle & Heinle. Cohen, L. and Manion, L. C. (1994). Research Methods in Education. London: RoutledgeDeKeyser, R. (1995). Learning Second Language Grammar Rules. Studies in Second Language Acquisition, 17, 379-410. DeKeyser, R. & Sokalski, K. (1996). The differential role of comprehension and production practice. Language Learning, 46, 613642 Ellis, R. (2006). Current issues in the teaching of grammar: An SLA perspective. TESOL Quarterly, 40(1), 83-108.Ellis, R., Loewen, Sh., Elder, C., Erlam, R., Philp, J., & Reinders, H. (2009). Implicit and Explicit Knowledge in Second Language Learning, Testing and Teaching. Multilingual Matters.Forehand, G.A., & von Haller Gilmer, B. (1964). Environmental variation in Studies of Organizational Behavior. Psychological Bulletin, 62(6), 361-382.Hall, N. and Shepheard, J. (1991). The Anti-Grammar Grammar Book. London: LongmanKacani, L. & Mangelli, S. (2013). Albanian Teachers Perceptions about Difficulties in Teaching and Learning Grammar of EFL. Journal of Educational and Social Research, 3(3), 149-156.Larsen-Freeman, D. (2002). The Grammar of Choice. In E. Hinkel and S. Fotos (Eds.). New Perspectives on Grammar Teaching in Second Language Classrooms. Mahwah, New Jersey: Lawrence Erlbaum Associates.Larsen-Freeman, D. (2003). The grammar of choice. In E. Hinkel & S. Fotos (Eds.), New perspectives on grammar teaching. Mahwah, NJ: Lawrence Erlbaum.Lee, P., & Azman, H. (2004). Global English and primary schools: Challenges for elementary education. Melbourne: CAE Press.Nassaji, H. & Fotos S. (2011). Teaching Grammar in Second Language Classrooms: Integrating form-focused instruction in communicative context. Routledge Taylor &Francis GroupRobbins, S.P. (2005). Organizational Behaviour.Prentice Hall Inc.Schultz, R. (1996). Focus on form in the foreign language classroom: students and teachers views on error correction and the role of grammar. Foreign Language Annals, 29(3): 343-364.Schultz, R. (2001). Cultural differences in student and teacher perceptions concerning the role of grammar instruction and corrective feedback. USA-Colombia. The Modern Language Journal, 85(ii): 244-258.Spada, N. & Lightbown, P. M. (2008). Form Focused Instruction: Isolated or Integrated? TESOL QUATERLY, 42(2), 181-207. Spratt, M. (1999). How good are we at knowing what learners like? System, 27:141-155.Stern, H. H. (1992). Issues and Options in English Language Teaching. Oxford: Oxford University Press.Thornbury, S. (2008). How to teach grammar. Longman.Weaver, C. (1996). Teaching Grammar in Context. Boynton/Cook HEINEMANNWiddowson, H. G. (1990). Grammar and nonsense and learning. In H. G. Widdowson, Aspects of language teaching, pp. 79-98. Oxford: Oxford University Press.

Appendix 1Research Instrument Questionnaire Student and Teacher Difficulties with GrammarThese are questions about how students and teachers deal with grammar in the classroom. Please indicate your agreement or disagreement with these statements: 5 means strongly agree, 4 means agree, 3 means neither agree nor disagree, 2 disagree, 1 means strongly disagree!No.StatementDisagreeAgree

12345

1.My students find it difficult to transfer their grammatical knowledge into communicative language use.

2.My students are motivated by problem-solving techniques for learning grammar.

3.My students expect teachers to present grammar points explicitly

4.My students prefer to learn grammar from one sentence examples.

5.My students prefer to find matches between meaning and structure for themselves.

6.My students find it difficult to handle grammar presented within authentic texts.

7.My students find authentic texts difficult because of the wide variety of structures which appear.

8.My students find authentic texts difficult because they are too culture bound.

9.My students find authentic texts difficult because of the vocabulary used.

10.My students cannot find form-function matches in authentic texts without explicit direction from teachers.

11.Teachers find the use of authentic material too time-consuming.

12.Teachers find it difficult to produce tasks of a suitable level from authentic texts.

13.A lack of explicit grammar teaching leaves my students feeling insecure.

14.My students find grammatical terminology useful.

15.Teachers find it difficult to correct student errors of grammar within a written communicative context.

16.Teachers find it difficult to correct student errors of grammar within a spoken communicative context.

17.My students find it difficult to improve the accuracy of their grammatical language within a totally communicative writing activity.

18.My students find it difficult to improve the accuracy of their grammatical language within a totally communicative speaking activity.

19.My students find it difficult to use grammatical terminology.

20.My students are frustrated by problem-solving techniques for learning grammar.

Appendix 2

No.StatementMean

1My students find it difficult to transfer their grammatical knowledge into communicative language use.3,50

2My students are motivated by problem-solving techniques for learning grammar. 4,25

3My students expect teachers to present grammar points explicitly3,05

4My students prefer to learn grammar from one sentence examples.3,55

5My students prefer to find matches between meaning and structure for themselves. 3,55

6My students find it difficult to handle grammar presented within authentic texts.3,25

7My students find authentic texts difficult because of the wide variety of structures which appear.3,60

8My students find authentic texts difficult because they are too culture bound. 3,85

9My students find authentic texts difficult because of the vocabulary used.2,90

10My students cannot find form-function matches in authentic texts without explicit direction from teachers.3,55

11Teachers find the use of authentic material too time-consuming.2,85

12Teachers find it difficult to produce tasks of a suitable level from authentic texts. 2,90

13A lack of explicit grammar teaching leaves my students feeling insecure.2,95

14My students find grammatical terminology useful.4,10

15Teachers find it difficult to correct student errors of grammar within a written communicative context.3,05

16Teachers find it difficult to correct student errors of grammar within a spoken communicative context.3,75

17My students find it difficult to improve the accuracy of their grammatical language within a totally communicative writing activity.3,55

18My students find it difficult to improve the accuracy of their grammatical language within a totally communicative speaking activity.3,10

19My students find it difficult to use grammatical terminology.3,35

20My students are frustrated by problem-solving techniques for learning grammar.3,10

Profile of Respondents:Gender: MaleFemaleLevel you teach English: Grades 7-9 Grades 10-12Your qualification: Bachelors Degree Diploma Your experience: 5 years > 5 10 years > 10 years