This study is an attempt to explore the opinions and expectations of preparatory-year Saudi EFL students at Taif university's College of Education and Science in Khurma Province as to the benefits of explicit grammar instruction in developing their competence in the target language.A randomly selected sample ofpreparatory-year Taif University (n=80) participated in the study whose main aim was to explore the different reasons for which preparatory-year students at Taif University would want to be formally instructed in the different aspects of the grammar of English. To collect data for the study, the researcher designed and administeredaquestionnaire of 20 items to the sample of the study seeking their opinions,attitudes, beliefs, and expectations as to the potential benefits of classroom grammar instruction in the two-semester intensive English course they study prior to majoring in English or some other humanity disciplines. The key question this study was meant to find answers to was the extent to which the students who took part in the study equate the requirements of learning English with the grammar of English per se. The data collected were statistically treated using measures of descriptive statistics and the results clearly showed that the study participants' opinions, beliefs, and expectations of the benefits of explicit grammar instructions are positive.

Learning English as a foreign language (EFL) is deemed to be a challenging task for Iranian adult learners of EFL. The difficulty in learning English might be attributed to numerous variables and factors. The purpose of this survey study was to address Iranian learners about the major sources of problem in learning English as a foreign language. A total of 90 adult non-English major university students at intermediate level of proficiency were screened by Cambridge Placement test and selected as the respondents of the study. A 10-item Likert scale questionnaire written in respondents’ L1 (Persian) was validated and used as the major source of data collection. The respondents’ perceptions about vocabulary, grammar, and switching the code in learning grammar and vocabulary were surveyed. The data collected from the questionnaire was triangulated by a semi-structured interview in which open-ended questions were used to elicit explanatory data about their opinions about vocabulary, gram...

Teaching English Grammar in non-native countries is an arduous task because of a number of factors causing the lack of motivation and concentration of the learner in acquiring the grammar-based inputs of the English language in the classroom. In view of the core issue this paper attempts to critically assess the situations and experiences the English language teachers and the students have to go through in teaching and learning grammar at the university level in Saudi Arabia and seek a solution to the crisis engulfing the potential growth of the English language learners. Of course, the picture presented here is not meant for a generalization in the context of all universities in the EFL or ESL countries. It mainly focuses on the problems typically facing the non-native learners in their efforts to master the grammar skills of the English language. The effectiveness of different approaches to the teaching of English Grammar to the relatively inattentive Saudi students is critically evaluated as well. As a matter of fact, this endeavor on my part can be treated as a study of an English Grammar teacher based on sincere and passionate observations in the English language classrooms in Saudi Arabia.

The use of grammar teaching in the field of second language acquisition has been extensively studied, but there is a lacuna in the literature, regarding the students' perception of its importance. To investigate this aspect, the study was conducted on a group of 15 students studying in Semester Five, in the English Language Department of Misurata University, Libya. The students were interviewed in groups of three with nine specific questions, and the responses were audio-taped and transcribed verbatim. The findings revealed that although they all came from the same cultural, linguistic and educational backgrounds, they had different perceptions regarding the form focused instruction of grammar. The information gathered is of considerable significance to ESL teachers who intend to meet students' needs as well as reduce conflicts caused by different perspectives between teachers and students regarding whether or not grammar teaching should be encouraged in the classroom.

The purpose of this study was to examine diploma students’ perceptions about their experiences learning English grammar as a general requirement course at a higher education institution- namely Umm A-Qura University (UQU) in Mecca, Saudi Arabia, during the first semester 2022-2023. Random sampling was used to obtain the subjects of the study, who were students from different diploma programs attending English language classes at the starter level. The textbook taught was Business Result Starter, which uses the deductive method of teaching grammar through introducing the rules with examples in each unit followed by a section for free practice at the end. Many studies were conducted on the perceptions about teaching grammar, focusing on the perceptions of instructors, with an obvious lack for studies to analyze students’ perceptions about learning grammar. The current study was carried out with qualitative methods to investigate the perceptions of the students and collect the information from their personal experiences regarding how they learned grammar in their English course during the first semester of 2022-2023. A number of ten students were selected as respondents for the study. Structured interviews were conducted whether face-to-face or on Webex. Data Collection techniques included individual discussion for more profound responses that helped in revealing their positive and negative perceptions about how they learned grammar. The study found that most diploma students held positive attitudes towards their experience learning grammar using the deductive method but it was not enough to achieve comprehensive learning or learning for all participants due to individual differences and learning styles. The main strengths of using the deductive method with the diploma students were straightforwardness, comprehensibility, meeting instructor’s expectations, building up learner’s self-confidence, self-learning, enjoyableness, time-effectiveness and building grammatical skill. For the negative perceptions from their experience in learning grammar that semester, the participants informed that they were contributed by obstructing fluency, difficulty to achieve a dual task on rules and free practice of EFL at the same time, attracting attention to rules rather than use of language, and the challenges some learners faced to learn the rules. Through these findings of this study, EFL lecturers at UQU would be able to know the challenges and learning techniques experienced by the students while dealing with grammar lessons, and eventually come out with student-oriented solutions for more effective grammar teaching and for opening new windows of grammar learnability for the students to join the diploma programs. In addition, this study is expected to enlighten both instructors and students about the potential strengths and weaknesses of the deductive method of teaching grammar on the one hand, and to consider students’ experiences and perceptions that might lead to new insights into adopting an integrated or blended method to better teach, and/or increase learnability of English grammar on the other.

—'An international language belongs to its users, not to the countries whose national languages have become internationalized' (Edge 1992). With an ever increasing number of L2 users it is time we rewrote the description of the place of English among world languages. All types of interactions, more particularly between nations, are through English, for a reason no other than the fact that it is the only language in which non native users can possibly communicate. It is the language of science, technology and business apart from being significant in political or diplomatic dialogues. English Language has come to be owned by all people in the world of work. Saudi Arabia is no exception. Almost a hundred years on Saudi schools, colleges and universities teach English with primary and genuine concern. Still, just like non-native learners in other non-English speaking countries, Saudi learners also confront many problems in their English Language acquisition. This study is a humble effort to bring out the major barriers and problems that Saudi students face while learning English; it proposes remedial measures for the said barriers and problems. In this study, the researcher has tried to focus on the teaching methodologies and learning atmosphere prevalent in Saudi English classrooms.

The current study investigated the types of learning strategies used by Omani grade ten students when learning grammar. It also explored the differences between students of different proficiency levels in using grammar learning strategies. In order to gather data on students' grammar learning strategies, a frequency-based scale was designed and distributed to 170 students from Al Dhakeleya Governorate in Oman. The questionnaire consisted of thirty-eight items covering three types of grammar learning strategies, which were cognitive, metacognitive and socio-affective strategies. The present study revealed that grade ten Omani students used the three types of learning strategies to different extents. The study showed that Omani tenth graders used meta-cognitive strategies more frequently than cognitive and socio-affective strategies. The study also revealed that proficient students used more metacognitive strategies than less proficient students. The study makes a number of recomm...