How to Teach English Grammar Effectively from the Point of View of Students (Case Study in Georgia)

Abstract

The acquisition of English grammar remains a persistent and multifaceted challenge for both language learners and teachers. Traditional pedagogical approaches have predominantly emphasized the rote memorization of grammatical rules, a practice that often leads to learner disengagement and restricts the effective transfer of grammatical knowledge to authentic communicative contexts. Consequently, educators frequently encounter difficulties in sustaining learner’s motivation and fostering a meaningful interest in grammar instruction, which underscores the need for more innovative and pedagogically sound instructional strategies. This study investigates how students are taught English grammar, how they prefer to be taught, the activities they favor, the classroom environments they consider most conducive to grammar learning. Data was collected through anonymous questionnaires and face-to-face interviews. Analysis of quantitative and qualitative responses indicates that shifting instruction from explicit rule memorization to communicative, learner-centered methods was associated with greater engagement, increased motivation, and improved transfer of grammatical knowledge to authentic contexts.