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Bandar, F. and B. Gorjian, Teaching Grammar to EFL Learners through Focusing on Form and Meaning. Journal of Applied Linguistics and Language Learning, 2017. 3(4): p. 88-96.

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Article

The Effect of Using Active Learning Strategies on Secondary EFL Learners' Grammar Achievement

1College of Education, Najran University, Najran, K.S.A


American Journal of Educational Research. 2019, Vol. 7 No. 4, 309-312
DOI: 10.12691/education-7-4-2
Copyright © 2019 Science and Education Publishing

Cite this paper:
Khalid A. Al-Shihri. The Effect of Using Active Learning Strategies on Secondary EFL Learners' Grammar Achievement. American Journal of Educational Research. 2019; 7(4):309-312. doi: 10.12691/education-7-4-2.

Correspondence to: Khalid  A. Al-Shihri, College of Education, Najran University, Najran, K.S.A. Email: kfg218@gmail.com

Abstract

This study aimed at investigating the effect of using active learning strategies on Saudi 1st secondary EFL learners' grammar achievement. The researcher adopted the quasi- experimental approach. The sample of the study consisted of (45) male learners of King Abdullah Secondary School, Najran, Saudi Arabia. The participants were distributed into two groups. One of the groups represented the control group of (22) students; and the other represented the experimental one of (23) students. The active learning strategies were used in teaching the experimental group, while the traditional grammar teaching method was used with the control one. A 20-item grammar test was designed to be used as a pre and post- test. The data analysis of the post-test grammar scores revealed that there were statistically significant differences between mean scores of the experimental and the control group favoring the experimental group; that is to say, the experimental group outperformed the control group. Thus, the implementation of the active learning strategies proved to have a positive effect on Saudi 1st secondary EFL learners' grammar achievement.

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