A comparison of concept-based instruction and a deductive approach in teaching English grammar
DOI:
https://doi.org/10.62037/cjer.2023.03.01.02Keywords:
Concept-based instruction, deductive approach, teaching English grammar, student teachers, CambodiaAbstract
The purpose of this research was to determine which teaching method was more effective in teaching English grammar. Using a matched control experimental design, 33 pairs of primary student teachers at Battambang Teacher Education College were equally assigned into two groups, the control and experimental groups, based on their placement test scores. The experimental group was taught using concept-based instruction (CBI), while the control group was taught using a deductive approach. A post-test was used to measure the participants’ grammar performance after the teaching of both approaches, while a students’ engagement observation checklist and a satisfaction questionnaire were used to observe their learning engagement and levels of satisfaction with CBI, respectively. Based on the results of the post-test, no significant difference in the student teachers’ grammar scores was
found. The results of the observation checklist indicated that there was a high level of learning engagement in the experimental group in terms of ‘Initiative’ and ‘Effort’ composition scales, while the ‘Disruptive’ and ‘Inattentive’ scales were low. Analysis of the satisfaction questionnaire indicated that the experimental group was ‘satisfied’ with CBI. They expressed that CBI could help them improve their grammar ability and provide them with confidence in learning grammar despite the difficulty with the language of instruction and the need for cooperation among peers. Based on these findings, some pedagogical implications and recommendations for further study were discussed.
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