The effect of interactive grammar teaching on students' grammar achievements and attitudes: 6th grade example

The purpose of this research is to determine the effect of interactive grammar teaching on students' grammar achievement and attitudes towards grammar. In this direction, the quantitative aspect of the study in which mixed method is applied consists of a quasi-experimental design with pre-test and post-test control groups, and the qualitative aspect consists of interview, observation and researcher/participant diary data for the experimental application. The study was carried out in the second semester of the 2021-2022 academic year in two different branches of a secondary school affiliated with the Ministry of National Education in Pendik district of Istanbul. Using the appropriate sampling method, one of the non-random sampling methods, one of the branches was selected as the experimental group (n =27) and the other as the control group (n=29). Prepositions and conjunctions were chosen from the grammar subjects for the experimental application process. Grammar topics included in the curriculum were taught using the interactive teaching method in the experimental group and based on the grammar activities in Turkish textbooks in the control group. The application lasted 6 weeks. The data were analyzed using the SPSS 23 package program. Normality test, dependent sample t test and independent sample t test were used for normally distributed scales for analysis of quantitative data. Qualitative data was analyzed by content analysis and descriptive analysis. According to the analysis results, when the intra-group pretest and posttest success scores of both the experimental and control groups were compared, an increase in favor of the posttest was observed for both groups. In the analysis where comparisons were made between groups, a significant difference was seen in favor of the experimental group in which the interactive grammar teaching method was applied. When the pre-test and post-test grammar attitude scores within the group were compared, it was seen that there was a significant difference between the pre-test and post-test grammar attitude scores of the experimental group in favor of the post-test, while there was a decrease in the post-test mean scores of the control group. In the light of these data, it can be said that grammar teaching based on interactive grammar teaching is more effective in increasing success and developing positive attitudes towards grammar than grammar teaching based on Turkish textbooks. In line with the results, it was suggested that activities based on interactive grammar teaching should be included in textbooks and interactive teaching should be used in different courses.