Evaluating the efficiency of a pattern integration approach in grammar teaching: Towards a revisited grammar teaching paradigm

Abstract

The presentation-practice-production (PPP) pattern situated itself as a traditional pattern that affected grammar teaching over the history of ELT. This paper investigates the efficiency of integrating various patterns of activity sequencing in grammar teaching in promoting the grammatical accuracy at the written sentence level among 34 third year EFL students at the English Language and Literature Department at Mohamed Lamine Dabaghine Sétif 2 University, Algeria. The one-group pretest posttest design was followed to investigate the role of integrating the PPP, the focus on form, and the Engage-Study-Activate patterns in promoting grammatical accuracy level in terms of recognition, recall, and composition using a designed grammar test. The scores of the students were analyzed quantitatively to determine how the integration of patterns influenced their performance on the tests. Significant differences were found in the scores of the subjects on the grammar test at the end of the pre-experiment. The obtained results revealed a growth in the grammatical accuracy level of the subjects per test section and through the entire test at the end of the pre-experiment. These results confirm the efficiency of integrating various patterns of activity sequencing in grammar teaching in promoting grammatical accuracy at written sentence level. It is recommended that the integration of patterns of activity sequencing as used in this study, and other patterns in the literature should be integrated in order to further examine the effective role of integration.