People’s Democratic Republic of Algeria

Ministry of Higher Education and Scientific Research

University of 8 Mai - Guelma ‫ قالمة‬/ 1945 ‫ ماي‬8 ‫جامعة‬

Faculty of Letters and Languages ‫كلية اآلداب و اللغات‬
Department of Letters and English Language ‫قسم اآلداب و اللغة االنجليزية‬

Exploring the Application of the Bite-Sized Approach

in Teaching Grammar

A Dissertation Submitted to the Department of Letters and English Language in Partial

Fulfillment of the Requirements for the Degree of Master in Language and Culture

Submitted by: Supervised by:

Ms. ALLAMI Souha Dr. BENGRAIT Nawel

Board of Examiners

Chairperson: Mrs. CHERIBI Lamia (MAA) University of 8 Mai 1945 Guelma

Supervisor: Dr. BENGRAIT Nawel (MCB) University of 8 Mai 1945-Guelma

Examiner: Mrs. ABDAOUI Fatima (MAA) University of 8 Mai 1945-Guelma

June 2022
 Dedication

This work is dedicated with genuine admiration and thankfulness to:

To my adorable parents for their encouragement and patience

To my brothers, Imad and Amir to whom I owe everything

To my lovely friends, Rayan, Djihan, Salsabil, Amani and Manel

Souha

i
 Acknowledgments

The first and foremost thanks go to Almighty Allah for giving me the sufficient

strength and capacity to accomplish this work.

This work would not have been complete without the support, guidance, help, and

patience of my highly esteemed supervisor Dr. BENGRAIT NAWEL. I consider myself

fortunate indeed to have had the opportunity to pursue my research towards Master degree

with such supervisor who have tremendously monitored and guided every step of the

work. I am thankful to her beyond what she knows.

My appreciation extends to all members of the jury Mrs. ABDAOUI FATIMA and

Mrs. CHERIBI LAMIA for devoting time to examine my work and providing valuable

review.

It is with immense gratitude and appreciation that I acknowledge the support and

assistance of the teachers at the Department of English who took part in the research

investigation, and made this Masters’ dissertation possible.

ii
 Abstract

The present dissertation explores EFL teachers’ viewpoints and practices of the Bite-Sized

Approach (BSA) application in teaching English grammar. Grammar is a language

component that is essential to the mastery of the language and the four skills. The EFL

teacher attempting to achieve the learning objectives of the grammar course needs to

choose effective methods/approaches/techniques to meet the learners’ needs. Struggling to

use properly grammar rules is a problem that commonly exists in EFL classroom, which

may affect learners speaking, writing, reading, and listening. One of the many hurdles the

students face to grasp the grammatical input are related to content length, lecture duration,

memorization, motivation, and allocated time devoted to practice in comparison to theory.

In the light of this, the research aims to collect information on teachers’ perspectives about

the use of the Bite-Sized Approach to overcome the learning difficulties. For the foregoing

reasons, the study adopts the quantitative descriptive design with the use of teachers’

questionnaire, administered to twenty-two (n=22 taken out from 59 teachers) of Grammar

and Written Expression modules at the Department of English, University 8 Mai 1945-

Guelma. As a result, the compiled data confirm the research hypothesis; which implies that

EFL teachers are aware of the beneficial application of the BSA in teaching grammatical

content; which can assist students to enhance their grammatical proficiency. The findings

reveal that teachers make use of the BSA principles in delivering grammatical content,

which they find effective in facilitating the learning process, and it enables students to

grasp and put into practice the learned grammatical knowledge.

Keywords: Bite-Sized Approach, grammatical proficiency, teaching grammar.

iii
 List of Tables

Table 2.1. Aspects of the Teaching of Grammar Structures in Connection to

Language Skills ………………………………………………………………….. 31

Table 3.1. Teachers’ English Teaching Experience…………………………… 53

Table 3.2. Teachers’ Grammar and Written Expression Teaching

Experience ………………………………………………………………………... 54

Table 3.3. Teachers’ Interest in Teaching Grammar………………………….. 55

Table 3.4. Teaching Grammar as a Choice …………………………………….. 55

Table 3.5. Students’ English Grammar Proficienc ……………………………. 57

Table 3.6. Importance of Grammar Competence in Achieving Better

Language Proficiency ……………………………………………………………. 58

Table 3.7. Teachers’ Opinion Regarding Incorporating New Approaches in

Teaching Grammar……………………………………………………………… 60

Table 3.8. Methods/ Approaches to the Teaching of Grammar that Teachers

Use ………………………………………………………………………………… 61

Table 3.9. Teachers’ Point of View about the Way the Grammar Content

Should be Presented ……………………………………………………………... 62

Table 3.10. Teachers’ Perception of the Effectiveness of the Method

Previously Chosen ……………………………………………………………… 63

Table 3.11. Efficiency of the Method Used by Teachers in Memorizing

Grammar Rules ………………………………………………………………….. 63

Table 3.12. Reasons Behind Students’ Problem of Memorization……………. 65

Table 3.13. Importance Given to Practice in Comparison to the Theoretical

Part………………………………………………………………………………… 66

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Table 3.14. Effectiveness of Grammar Activities……………………………… 68

Table 3.15. Teachers’ Knowledge of the Bite-Sized Approach………………... 69

Table 3.16. Teachers’ Perception about the Helpfulness of Short,

Manageable, and Organized Units of Information in Memorization…………. 70

Table 3.17. Teachers’ Attitudes Towards the Utilization of the Bite-Sized

Approach…………………………………………………………………………. 72

Table 3.18. Effects of Long Lecture Duration………………………………….. 73

Table 3.19. Teachers’ Opinions about More Time to Practice Grammar vs

Studying Theory…………………………………………………………………. 74

Table 3.20. Benefits of Breaks/ Pauses During the Lecture…………………… 75

Table 3.21. Teachers’ Point of View on Applying the Principles of the Bite-

Sized approach in theTeaching of Grammar…………………………………… 78

Table 3.22. Teachers’ Point of View in Considering the Four Skills in

Planning Grammar Lessons…………………………………………………….. 80

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 List of Figures

Figure 1.1. A Sample of Active Processing and not Passive Reception of

Information ……… ……………………………………………………………. 11

Figure 1.2. A Sample of a Traditional Lecture Course Design for an

Analytics Course ……………………………………………………………….. 14

Figure 1.3. A Sample of Bite-Sized Lecture Course Design for an Analytic

course …………………………………………………………………………… 14

Figure 1.4. Stress Effects on Learning………………………………………… 21

Figure 2.1. The Audio-Linguagel Method Method of Teaching ……………. 35

Figure 2.2. A Presentation of a Presentation of a Lesson through the

Deductive Approach……………………………………………………………. 39

Figure 2.3. A Sample of Find Someone Who Activity

Instructions……………………………………………………………………… 43

Figure 2.4. A sample of Bingo Activity Instructions…………………………. 43

Figure 2.5. A sample of Jigsaw Reading Activity Instructions………………. 44

Figure 2.6. A sample of Asking and Answering Questions Activity

Instructions ……………………………………………………………………... 44

Figure 2.7. A Sample of Role-Plays and Simulations Activity

Instructions……………………………………………………………………… 45

Figure 2.8. A Sample of Information Gap Activity Instructions…………… 46

Figure 2.9. A Sample of Board and Card Games Instructions………………. 46

vi
 List of Abbreviations

FL Foreign Language

EFL Englsih as a Foreign Language

BSA Bite-Sized Approach

GTM Grammar Transaltion Method

DM Direct Method

A-LM Audio-Lingual Method

CLA Communicative Language Approach

DA Diductive Approach

ESL English as a Second Language

IA Inductive Approach

vii
 Contents

Dedication ……………………………………………………………………….. I

Acknowledgment ………………………………………………………………... II

Abstract ………………………………………………………………………….. III

List of Tables ……………………………………………………………………. IV

List of Figures …………………………………………………………………… VI

List of Abbreviations……………………………………………………………. VII

General Introduction …………………………………………………………… 1

1. Statement of the Problem……………………………………………. 1

2. Purpose of the Study…………………………………………………. 2

3. Research Questions…………………………………………………... 2

4. Research Hypotheses………………………………………………… 3

5. Research Methodology Design………………………………………. 3

5.1. Choice of the Method and Data Gathering Tool………………. 3

5.2. Population and Sampling……………………………………….. 3

5.3. Data Analysis…………………………………………………….. 3

6. Structure of the Dissertation………………………………………… 4

Chapter One: Bite-Sized Approach…………………………………………….. 7

Introduction ……………………………………………………………………... 7

1.1 Bite-Sized Approach Definition ……………………………………………. 7

1 .2. Major Principles of the Bite-Sized Teaching Approach …………….. 8

1.3 Aims and Objectives of the Bite-Sized Approach ……………………... 9

1.4 Bite-Sized Approach Methods of Increasing Understanding ………… 9

1.4.1 Reducing the Amount of Information Required to be

viii
 Memorized ………………………………………………………….. 9

1.4.2 Decreasing the Utilization of the Passive Lecture Format …… 10

1.4.3 Assisting Learners to Become Active, Independent, and

Problem-Solvers …………………………………………………… 10

1.5. Bite-sized Approach Lecture Duration ……………………………….. 12

1.6. Bite-Sized Approach Time Organization ……………………………... 12

1.6.1. The Duration of the Theoretical Part …………………………… 12

1.6.2. Duration of the Practical Part …………………………………… 13

1.6.3. Time for Brain Breaks …………………………………………… 13

1.7. Bite-Sized Approach Content Selection ………………………………. 13

1.8. Strategies to Reduce CourseTeaching Duration ……………………… 15

1.8.1. Effective Planning ………………………………………………… 15

1.8.2. Reducing the Distraction ………………………………………… 15

1.8.3 Management and Time Control ………………………………….. 16

1.8.3.1. Time Control Schemes ……………………………………... 16

1.8.3.1.1. First Generation Scheme ………………………………… 17

1.8.3.1.2. Second Generation Scheme ……………………………… 17

1.8.3.1.3 Third Generation Scheme ………………………………… 17

1.8.3.1.4 Fourth Generation Scheme ………………………………. 17

1.8.4 Ensure Quik Transitions ………………………………………….. 18

1.8.5 Make Learners Aware of the Plan ……………………………….. 18

1.9. Effects of Long-time Lectures on Students’ Learning ……………….. 19

1.9.1. Losing Interest in Studying ……………………………………… 19

1.9.2. Losing Ability to Comprehend ………………………………….. 20

1.9.3. Causing Stress ……………………………………………………. 20

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 1.9.4. Effecting Ability to Memorize …………………………………… 21

1.9.5. Getting Bored …………………………………………………….. 21

1.10. Advantages and Disadvantages of Short Lecture Duration………… 22

Conclusion ………………………………………………………………………. 23

Chapter Two: Teaching Grammar……………………………………………. 24

Introduction …………………………………………………………………….. 26

2.1. Definition of Grammar ………………………………………………… 26

2.2. Types of Grammar Teaching ………………………………………….. 27

2.2.1. Prescriptive Grammar ………………………………………….. 28

2.2.2. Descriptive Grammar …………………………………………… 28

2.2.3. Pedagogical Grammar ………………………………………….. 28

2.3. Grammar Importance in Language Learning ……………………….. 29

2.4. Importance of Grammar in Relation to the Four Skills……………… 30

2.5. The Status of Grammar in the Major Teaching Methods and

Approaches ………………………………………………………………. 32

2.5.1. The Grammar Translation Method…………………………….. 31

2.5.2. The Direct Method..……………………………………………… 33

2.5.3 The Audio-Lingual Method……………………………………… 34

2.5.4. The Communicative Approach ………………………………… 36

2.5.5. The the Competency-based approach …………………………. 37

2.6. Approaches to Grammar Teaching …………………………………… 38

2.6.1. The deductive approach ………………………………………… 39

2.6.2. The Inductive Approach ………………………………………... 40

2.7. Factors Affecting Grammar learning ………………………………… 41

2.7.1. Learning Styles ………………………………………………….. 41

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 2.7.2. Motivation ……………………………………………………….. 41

2.7.3. Learners’ Needs ………………………………………………… 42

2.8. Grammar Games and Activities ……………………………………… 42

2.8.1. Find Someone Who Activity …………………………………… 42

2.8.2. Bingo Activities ………………………………………………….. 43

2.8.3. Jigsaw Reading Activities ……………………………………… 44

2.8.4. Asking and Answering Questions Activities ………………….. 44

2.8.5. Role-Plays and Simulations …………………………………….. 45

2.8.6. Information Gap Activities …………………………………….. 46

2.8.7 Board and Card Games …………………………………………. 46

2.8.8 Find Difficulties Activity ………………………………………… 47

2.8.9. Dictogloss Activity……………………………………………….. 47

2.8.10. Matching Exercise……………………………………………… 48

2.8.11. Scambled Sentences …………………………………………… 48

Conclusion ………………………………………………………………………. 48

Chapter Three: Exploring the Application of the Bite-Sized Approach in

Teaching Grammar

Grammar ……………………………………………………………………… 49

Introduction ……………………………………………………………………. 50

3.1. Methodological Approach…………………………………………...... 50

3.2. Description of the Teachers’ Questionnaire ………………………… 51

3.2.1. Aims of the Teachers’ Questionnaire ………………………… 52

3.2.2. Teachers’ Questionnaire Administration …………………….. 52

3.2.3. Population and Sampling ……………………………………… 53

3.2.4 Findings …………………………………………………………. 53

xi
 a. Section one: Personal Information………………………………… 53

b. Section Two: Learning/ Teaching of Grammar ………………… 57

c. Section Three: Bite-Sized Approach ……………………………… 68

d. Section Four: Teaching Grammar Via the Bite-Sized

Approach ……………………………………………………………… 74

3.3. Teachers’ Questionnaire Summary of Results ………………… 82

Conclusion ……………………………………………………………………… 84

Pedagogical Implications ……………………………………………………… 85

Recommendations for Further Research …………………………………… 87

Limitations of the Study ……………………………………………………….. 88

General Conclusion ……………………………………………………………. 89

References

Appendix A

Résumé

xii
 GENERAL INTRODUCTION

1. Statement of the Problem……………………………………………………………….. 1

2. Purpose of the Study……………………………………………………………………... 2

3. Research Questions…………………………………………………….....………………. 2

4. Research Hypotheses…………………………………………………….……………….. 3

5. Research Methodology Design………………………………………………………….. 3

5.1. Choice of the Method and Data Gathering……………………………………. 3

5.2. Population and Sampling……………………………………………………….. 3

5.3. Data Analysis…………………………………………………………………….. 3

6. Structure of the Dissertation……………………………………..………………………. 4

 1

GENERAL INTRODUCTION

Grammar learning is the essence of the Foreign Language (FL) mastery that

learners need to master. In fact, learning the grammatical rules facilitates and highly

contributes in the development of learners’ language proficiency. Grammar represents the

rules and the structure of the language that are shown in language usuage. On that basis,

developing the grammar skills is considered a crucial element for learning English, and to

meet the learning objectives, teachers attempt to vary in grammar teaching tools.

The EFL teachers incorporate new teaching approaches in their teaching that can

assist them and their learners.Teachers awareness of the existence of problems in the

learning of the grammatical rules is very crucial because it helps them to identify and

address the relationship between learners’ grammar learning problems and their overall

language proficiency. Thus, instructors may attempt to find some teaching

methods/approaches/techniques to reduce the grammar learning difficulties. The Bite-

Sized Approach (BSA) is one teaching approach that has emerged recently to promote

learning difficulties that learners face in heavy content modules.

Therefore, the present dissertation seeks to find out the extent to which teachers

make use of the BSA in teaching Grammar and how effective it is in ameliorating the EFL

students’ grammar skill. To fulfill this objective, it is important to investigate teachers’

attitudes and practices towards the BSA in EFL classroom. This examination will provide

insightful background information about the BSA, English grammar teaching,

methodology to data collection and analysis, conclusions, and recommendations.

1. Statement of the Problem

Learning English grammar makes it possible for EFL learners to speak and write

proper language. Students using clear and well-structured sentences can communicate
 2

meaningful content and express themselves easily. EFL students are found to face

difficulty in grasping the heavy grammatical content presented to them with the use of

variety of teaching tools. Accordingly, they seem to lack concentration and motivation

during the process of learning, making incorrect use of grammar rules, and they have

limited opportunities to practice the learned grammatical knowledge. This results in

making the students passive and poor language learners; which further affects their

academic achievement. Therefore, the study reports on the EFL teachers’ views towards

the employment of the Bite-Sized Approach to deliver better the grammatical content in

order to ameliorate the students’ grammartical proficiency.

2. Purpose of the Study

The bite-sized lecture approach is an instructional approach that offers a new

methodology of content delivery. Teachers who integrate this approach can attain good

results in terms of content delivery, learning of the different grammar rules, and better

language use. Therefore, the aim of this research is twofolds:

1) To find out the extent to which teachers make use of the BSA in teaching grammar.

2) To figure out the teachers’ viewpoints towards the effective application of the BSA

in teaching grammar.

3. Research Questions

In an attempt to help students improve their grammar mastery, teachers can make

use of the Bite-Sized Approach. The research addresses the following questions:

1) Do teachers adopt the bite-sized approach in delivering grammar content?

2) What are the teachers’ attitudes towards the incoporation of the BSA in teaching

grammar?
 3

4. Research Hypotheses

In this study, it is assumed that Bite-Sized lecture approach would have an impact

on learners’ learning of grammar. Therefore, we hypothesize the simple hypothsis:

EFL teachers are aware of the useful application of the Bite-Sized Approach in

teaching grammar, and this will result in improving students’ grammar proficiency.

5. Research Methodology Design

The present study adopts the quantitative descriptive design in order to gather data

about the topic under investigation.

5.1. Choice of the Method and Data Gathering Tool

The study makes use of a teachers’ questionnaire in order to gain insights on the

teachers’ perspectives towards the utilization of the BSA in teaching grammar. The

questionnaire was administered during the second semester, at the Department of English,

University 8 Mai 1945, Guelma. The questionnaire was answered by teachers of Grammar

and Written Expression modules in a paper-pencil form. This research tool enables to

collect reliable data in terms of the relationship between the BSA and the teaching of

English grammar.

5.2. Population and Sampling

The population of the study comprises English Grammar and Written expression

teachers at the Department of English, University 8 Mai 1945, Guelma. The sample

consists of twenty-two teachers (n=22) taken out from 59 teachers, and that are selected

randomly. The study particpants were chosen because they deal with the teaching of

English grammar content, thus, they serve as the appropriate sample.

5.3. Data Analysis

The compiled quantitative descriptive data extracted from teachers’ questionnaire

were analyzed and interpreted. The findings were presented in text and tabulations, and
 4

results were reported and summed up in order to draw conclusions and formulate

recommendation.

6. Structure of the Dissertation

The dissertation is divided into theoretical and practical parts that comprise three

chapters. The first chapter is entitled Bite-Sized Approach. It provides depth information

about the BSA, its principles, methods, and strategies of teaching, and application. The

second chapter is entitled Grammar Teaching. It deals with the theoretical framework of

grammar teaching by poviding definition of grammar, its types, its status in the major

teaching approaches and methods, in addition to activities and games that assist in

grammar learning. The third chapter accounts for Exploring the Use of the Bite-Sized

Approach in Teaching Grammar. It presents a detailed description and administration of

the utilized methodological approach that involves teachers’ questionnaire, in which the

collected data were analyzed, interpreted, and discussed. Finally, conclusions, pedagogical

implications, limitations, and future research objectives are drawn based on the study

results.
 5

CHAPTER ONE

BITE-SIZED APPROACH

Introduction ……………………………………………………………………... 7

1.1 Bite-Sized Approach Definition………………………………………… 7

1.2. Major Principles of the Bite-Sized Teaching Approach……………… 8

1.3 Aims and Objectives of the Bite-Sized Approach …………………….. 9

1.4 Bite-Sized Approach Methods of Increasing Understanding ………... 9

1.4.1 Reducing the Amount of Information Required to be

Memorized ………………………………………………………… 9

1.4.2 Decreasing the Utilization of the Passive Lecture Format ……... 10

1.4.3 Assisting Learners to Become Active, Independent, and

Problem-Solvers…………………………………………………………. 10

1.5. Bite-sized Approach Lecture Duration……………………………….. 12

1.6. Bite-Sized Approach Time Organization……………………………… 12

1.6.1. The Duration of the Theoretical Part……………………………. 12

1.6.2. Duration of the Practical Part …………………………………… 13

1.6.3. Time for Brain Breaks……………………………………………. 13

1.7. Bite-Sized Approach Content Selection……………………………….. 13

1.8. Strategies to Reduce CourseTeaching Duration……………………… 15

1.8.1. Effective Planning………………………………………………… 15

1.8.2. Reducing the Distraction…………………………………………. 15

1.8.3 Management and Time Control………………………………….. 16

1.8.3.1. Time Control Schemes……………………………………… 16

1.8.3.1.1. First Generation Scheme…………………………………. 17

 6

1.8.3.1.2. Second Generation Scheme………………………………. 17

1.8.3.1.3 Third Generation Scheme ………………………………... 17

1.8.3.1.4 Fourth Generation Scheme……………………………….. 17

1.8.4 Ensure Quik Transitions………………………………………….. 18

1.8.5 Make Learners Aware of the Plan……………………………….. 18

1.9. Effects of Long-time Lectures on Students’ Learning……………….. 19

1.9.1. Losing Interest in Studying………………………………………. 19

1.9.2. Losing Ability to Comprehend…………………………………… 20

1.9.3. Causing Stress…………………………………………………….. 20

1.9.4. Effecting Ability to Memorize……………………………………. 21

1.9.5. Getting Bored……………………………………………………... 21

1.10. Advantages and Disadvantages of Short Lecture Duration………… 22

Conclusion ……………………………………………………………………….. 23
 7

Introduction

Selecting an effective teaching method plays an important role in education since it

provides teachers with way of teaching that enables them to achieve their learning goals

and objectives on the one hand, and enables learners to build solid background and

achieve their academic goals on the other hand. However, it is has been always considered

as a difficult task for both learners and teachers in terms of achieving the lesson

objectives. The present chapter is devoted to defenitions related to teaching and the use of

Bite-Sized approach, its major principles, its aims and objectives, and its methods to

increase understanding. In addition to lecture duration, time management, content

selection, and the pros and cons of long vs short lecture.

1.1. Bite-Sized Approach Definition

Rajagopalan (2019) defined teaching as a scientific process that incorporates

content, communication, and feedback that generates a positive impact on the learner

(p.2). According to Drake and Brubacher (1939), teaching is an arrangement and

manipulation of gaps and obstructions that a student learns to reduce and overcome from

the course (p.102). In other words, teaching is the essence of knowledge and change in

learners’ different areas of life.

Bite-Sized teaching is a new approach presented recently in the field of education.

This approach substitutes the traditional methods of teaching and delivering heavy

contents, and it focuses on developing learners’ ability to memorize the information

presented to them. Manning et al. (2021) defined it as a teaching method that employs

short and focused learning units (p.1). Additionally, Schwartz et al. (2019) pointed out that

it is as an approach that focuses on brief lectures of substantial content with clear and

focused objectives (p.2). This means that, the primary aim of the BSA is to achieve the
 8

learning objectives by adopting a brief teaching that incorporates a short duration of

content delivery alongside the division of the course presented into manageable units.

1.2. Major Principles of the Bite-Sized Teaching Approach

Koh et al. (2018) introduced a set of principles based on the Bite-Sized teaching

approach in order to be implemented in the learning process for an effective teaching:

1. The learner can grasp the content when it is devided into maneagble units.

2. Providing the learner with the important points of the lesson instead of tackling all

the details that do not serve his/her knowledge and interest, which may be an

obstacle that affects his understanding and retention of knowledge.

3. Regardless of the importance of the method followed in the teaching process, the

practice of the knowledge must be given much importance as well.

4. Giving students breaks boosts brain function and increases their concentration

during the lecture.

5. When giving learners opportunity to practice, teachers are required to provide

them with constructive feedback.

6. Presenting the lesson through chunks assists in managing the cognitive load that is

generally a result of a large amount of delivered knowledge.

7. The role of the teacher is to present and explain the course with guidance during

the practice.

To sum up, these principles can be considered effective strategies to be applied in the

teaching and learning processes. This may result in increasing students’ comprehension

and learning of knowledge.

 9

1.3 Aims and Objectives of the Bite-Sized Approach

The BSA aims at organizing materials and information presented to the learner

through controling the cognitive load; in which the latter stands for the amount of

knowledge that can be hold at once by the working memory. Chandler and Sweller (1991)

argued that effective instructional materials with limited amount of content may enhance

the learning process better (p.2). Furthermore, giving the student the chance to memorize

the significant points of the course accompanied by enough time for practicing their

knowledge will serve them more productively.

1.4 Bite-Sized Approach Methods of Increasing Understanding

This section involves a number of methods that enables to increase the students’

comprehension. These are:

1.4.1 Reducing the Amount of Information Required to be Memorized

It is observed that when teachers expose large amounts of information to be

memorized, learners’ retention decreases as they find themselves required to deal with

large amount of knowledge, and this sometimes results in memorization without

understanding. Miller (1962) reported that most learners fail to recall their courses prior

their graduation in specialties that comprise heavy content modules. Besides, most of

those who have higher grades do not remember as much as those who had lower grades

and did not cover all the aspects of the course (p.40). Therefore, the retention of the

knowledge does not last long when the content is heavy.

Classical methods of teaching do not assist learners to build a solid background or

solve new problems, and the main reason behind their failure is the focus on memorization

of detailed information. Lujan and DiCarlo (2006) stated that the main results of old
 10

methods of teaching are the short-lived memory and grading that do not construct

problem-solving abilities (p.2). Additionally, they considered memorisation of everything

as a defficult task and time consuming, and even if learners did, they would not remember

them for long, and become with no importance and meaningless.

Therefore, it should be noted that the importance lies on the ability to understand,

relate, and incorporate new knowledge with existing ones that the learner supposed to

memorize in order to solve problems.

1.4.2 Decreasing the Utilization of the Passive Lecture Format

The traditional way of teaching is generally considered as not interesting, passive,

and not effective for both teachers and learners. According to Lujan and Dicarlo (2006)

students' ability to concentrate during the classical lecture format highly decreases after

10-15 min (p.3). The passive lecture format does not suit learners and does not serve their

needs; in other words, students do not learn and grasp the content by only sitting, listening,

memorizing, and practicing. To reach a successful learning process, the teacher must be

sure to integrate the learner by giving him the opportunity to participate in this process via

using the knowledge presented to him in speaking and writing tasks, relating them to his

former experiences, and applying them in real life situations.

1.4.3 Assisting Learners to Become Active, Independent, and Problem-Solvers

Active processing of information rather than just receiving them results in a

successful learning. Passive reception of information should be avoided as much as

possible. In order to do so, learning should be accompanied with analysis and

understanding; however, they both require time. According to McDermott (1993)

instructors should be aware about the amount of time required to learn complex elements
 11

(p.5). Thus, students need enough time to analyze, understand, and make a connection

with the stored information that they already have, and this can be done through practice

and good time management.

In the same vein, active teaching takes into considerations all types of learners.

Based on the active learning strategies Rodenbaugh et al. (1999) noted that role-play,

games, and debates are helpful and can meet learning goals with kinesthetic learners (p.8).

Cortright et al. (2005) added that active learning can be reached via the integration of

models and demonstrations, using videos, audio aids, and discussions (p.2).

In addition to the aforementioned stages, according to Mazur (1997) students

memorize and comprehend more when they are taught by active teaching methods (p.176).

Based on that, the curriculum and syllabus should include active teaching methods that

work to develop and provide learners with life-long educational experiences, abilities to

solve language problems, and ability to memorize basic knowledge.

Figure (1.1) shows a sample of two activities suggested by Lujan and Dicarlo

(2006) in which solving one of them requires a passive learning while the other one

requires an active processing and linking of the information with real life and previous

knwoledge.

Figure 1.1. A Sample of Active Processing and not Passive reception of Information

(Adapted from: Lujan & Dicarlo, 2006, p.3.)

 12

1.5. Bite-sized Approach Lecture Duration

The traditional lecture duration proved its failure in building and transferring solid

and long-term knowledge. For that reason, several educational institutions adopted

recently the short time lecture format. According to Bradbury (2016) different

educational institutions reduced lecture duration since learners attention decreases after

a short period of time (p.4). Wankat (2002) added that students’ attention is high at the

beginning of the lecture; however, it decreases slowly after 10-15 min (p.54). This

means that the content of the lecture should be minimized and organized in chunks to

be presented in short durations.

1.6 Bite-Sized Approach Time Organization

1.6.1. The Duration of the Theoretical part

The principle of this approach is to reduce the duration of the delivery of the

content. Sawatsky et al. (2015) stated that short period of teaching gives more chances for

the treatment and retention of the significant learning points, and prevent from any

contradiction with other knowledge (p.4). This means that learners will be provided with

the significant aspects of the lecture in a short period that will allow them to treat it,

analyze it, and focus on it more. Moreover, in this short period, students’ attention and

understanding of the lecture is high as previously mentioned.

Additionally, based on this approach, the teacher should organize the time of the

session. Lenz et al. (2015) suggested to divide the 60 min lecture into parts or segments of

10 to 15 min (p.2). As a result, the learners can grasp the content more effectively.
 13

1.6.2. Duration of the Practical part

Practicing the received knowledge is important as much as understanding and

memorizing it. For that reason, the BSA offers more time for practice by reducing the

duration of the theoretical part. Thus, more time will be devoted to practice, correction,

and feedback.

1.6.3. Time for Brain Breaks

It is known that break during lectures is beneficial for both learners and teachers.

O'neil (1981) stated that based on students’ age and needs, breaks prevent learners from

fatigue and assist them to focus more (p.145). This denotes the importance of breaks in

increasing attention, understanding, and the educational production of students.

According to Mcguire and Mcguire (2018) two short breaks of 1 to 3 min in a 50

min lecture should be used (p.122). Thus, the whole session should not be only devoted to

the course, learners need time to refresh their mind, maintain their attention, and regain

their motivation.

1.7 Bite-Sized Approach Content Selection

The BSA suggests to introduce short lectures rather than long and heavy content.

Bligh (1972) believed that the deep processes of orginizing information and thoughts are

usually affected by the large amount of information provided (p.221). Accordingly, Wyer

(2004) added that students respond and integrate more when they are offered manageable

units and mini-lessons (p.5). In light of this, the teacher should present and focus more on

the important points or the basics of the lecture, and the details should be given less time

and provided in a direct and clear way together. In Figure 1.2 traditional lecture time
 14

duration is presented, while in Figure 1.3 a comparison is demonstrated in a bite-sized

lecture time duration.

Figure 1.2. A sample of a traditional lecture course design for an analytics course

(Adapted from Koh et al., 2018, p. 5)

Figure 1.3. A sample of Bite-Sized lecture course design for an analytics course

(Adapted from: Koh et al., 2018, p. 5)

Figures 1.2 and Figure 1.3 show the method of teaching in a traditional class

compared to a class that follows the principles of the BSA of an analytics course;

however, the principles of both methods are the same that are used in any course. The

difference lies on the use of long periods of time in traditional method while the BTS class

reduces and devides the time of the course into chuncks.

 15

1.8. Strategies to Reduce CourseTeaching Duration

1.8.1. Effective Planning

A good lesson planning is an essential step in order to reduce the teaching and

learning time. Dewitz et al. (1978) considered teaching as a complex process that

necessitates conceptualization of what should be done and occur during the teaching phase

(p.125). For example, going through the lecture without clear and precise planning may

lead to failure of achieving course objectives.

Moreover, controlling and preparing the lesson and all its aspects do not only impact

the teacher, students are concerned as well. Calderhead (1984) clarified that positive

control of the lecture plan is associated with students learning and educational progress

(p.98). This indicates that academic achievement of learners depends on how well the

lecture is organized and planned.

In the same vein, since the BSA implies a short period of teaching, teachers should

take into considerations lesson design in a way that fits the time of the lecture, provide

enough time for deliviring all the important points, and give much time for parctice and

feedback.

1.8.2. Reducing the Distraction

The teaching environment is generally full of distractions that are considered as

struggles in the teaching process. Abelmann and Kenyon (1996) mentioned that all what

can be considered as a distraction should be minimized in the classroom (p.24). Thus,

teachers should firstly identify and note the distractions that usually appear, then attempt

to eliminate them.
 16

Among the examples of distractions that may take place in the classroom can be:

someone knocking at the classroom door, someone has an inquiry about something,

raising inappropriate discussion between students in inappropriate time, etc. In order to

reduce their interruption, teachers can make plans for the ones that can be controlled or

reduced.

1.8.3 Management and Time Control

Usually during lectures a lot of time is wasted for several reasons. Sherman (1996)

stated that teachers must take control and shape the time that learners go through (p.4).

This indicates that teachers should consider every moment and take it into considerartions

in the presentation of the content. Sahito et al. (2016) added that the requirements of time

shoud be taken into considerations primarly in the planning (p.6), in which time and lesson

planning should go hand in hand in order to avoid any waste of time that may effect the

teaching process.

Furthermore, effective time control and manegement permits students to achieve

more. Sahito et al. (2016) found that students’ academic achievement is positively and

directly connected with the appropriate time usage that is among the necessities for a

successful learning (p.4). This denotes that the better the time is used, the better academic

result learners can achieve.

1.8.3.1. Time Control Schemes

Covey, Merril, and Merril (1995, as cited in Sahito et al., 2016) provided schemes

that are a categorization of time management from which teachers can choose one of them

to be used. This can be done based on their own interests and what suits the content

presented in order to achieve the teaching goals and objectives (p.3). These schemes are:
 17

1.8.3.1.1. First Generation Scheme

During the process of teaching, the teacher may not be able to teach along with

verifying time. First generation scheme implies the use of devices for time control. This

scheme indicates that clocks and watches can be used to alert timing. This technique

assists in alerting for the end or the beginning of new task time (p.3).

1.8.3.1.2. Second Generation Scheme

Each teacher follows a specific method in planning and orginizing time in his plan.

Second generation scheme includes the utilization of calendars instead of time devices.

Following calendars help the teachers to keep track of their progress, and what is done or

supposed to be done (p.3).

1.8.3.1.3 Third Generation Scheme

Third generation scheme suggests controlling and planning activities and lessons

on a daily basis. Based on this scheme, teachers can use tools like personal organizers or

papers that include the to do lists (p.3).

1.8.3.1.3 Fourth Generation Scheme

The forth generation scheme permits to use any tool for time management, and it

even gives the freedom to use no tool which means to depend on the teacher’s mind and

thinking. In addition to that, the choice can be based on the goals and objectives of the

moment of teaching (p.3).

All in all, the suggested schemes focus on the same objective of being able to

conrol the time and the content delivered, and use it the way that suits the educator and his

plan that enables him by the end of the course to achieve the goals and objectives planned.
 18

1.8.4 Ensure Quik Transitions

Transitions during lectures appear every time the lecturer shift from a component

of a lesson to another or from a task to another. Denicolo and Kompf (2005) stated that

transitions are one of the factors that consumes time and slows down the teacher progress

in the lecture (p.125). This means that if the teacher do not khow how to manage

transitions, s/he will lose a lot of time and the planning of the lecture will not be followed

accurately.

Students should also be included in the process of ensuring quick transitions.

According to Sandholtz (1997), learners tend to waste precious times in their learning due

to paying attention and following distractions (p.120). For that reason, students must be

taught to avoid them, and prepare all what is needed previously.

1.8.5 Make Learners aware of the Plan

Teachers are not the only ones responsible for the progress in the lesson plan.

Langdon (1978) argued that learners are part of the teaching process, they are not

concerned only with grasping knowledge but also they should participate in achieving it.

This can be done through providing them with clear directions and the plan that they are

supposed to follow. The direction can have multiple formats, for instance, verbal and

written directions (p.16) which highlights the necessity to make students aware of their

role alongside the role of the teacher. Following this strategy, the teacher will be able to

accomplish the required task and lessons in a short period of time as the Bite-Sized

approach indicates.
 19

1.9. Effects of Long-time Lectures on Students’ Learning

Studying for long-time periods is considered as an affective method for scoring

higher grades, and it becomes a culture in the field of education. Orbach et al. (1998)

pointed out that the long durations and over studying can work totally the opposite by

affecting negatively students’ ability to learn (p.210). Accordingly, the effects should be

highlighted and determined in order to be avoided, and to reach a successful learning.

In this regard, Orbach et al. (1998) emphasized that in order to grasp and memorize

the lessons with ease, it is important to take into consideration the effects of studying for a

long time. Aditionally, students’ poor performance in exams arises from the cognitive

overload that is caused by the large amount of information learners are obliged to learn,

and long study hours they attend and being exposed to heavy content over it. He argued

that there are a number of effects of this study methodology that impacts them physically,

mentally, and academically, and leads to studying difficulties (p.215).

According to Orbach et al. (1998) there are number of results of long-time lectures

on students learning (p.280), these comprise:

1.9.1. Losing Interest in Studying

The meaning of interest in studying does not only mean being interested in

knowledge, rather, it means enjoying learning and find it an easy and beneficial task.

Students’ efforts to focus and follow during the whole session, especially when the

lectures durations are long, generally fail and they lose interest to study and make efforts

over time. Among the characteristics of students who lack interest in learning during the

lecture is shifting their focus to other things which means not following the lecture. Also,

they do not get the information correctly or do not understand it. Moreover, they do not
 20

memorize, and forget immediately. Finally, they fail in their tests and in building an

educational background (p.215).

1.9.2. Losing Ability to Comprehend

Losing interest in studying can lead to a mental fatigue, and affects negatively the

ability of thinking and understanding. It is considered as the main problem that students

may face in the process of learning. Learners, who are not interested in learning, they are

mentally not able to analyse and grasp the knowledge they are exposed to which results in

a complete failure of achieving their academic goals (216-217).

1.9.3. Causing Stress

Orbach et al. (1998) argued that stress is one of the factors that influence students’

learning. As well as that, stress over time can impact our brain functions of processing

information (p.219). On the one hand, stress is considered as a psychological problem that

imapcts the psychology and the motives of the learner. If the learner is stressed, he will

unintentionally not be able to follow or focus as stress affects and shifts his interest and

ability to study from learning to any other aspect just to avoid the stress caused by

learning. On the other hand, stress is a physical problem that causes headache, anxiety,

fatigue, etc.

The Figure 1.4 is based on a research in which they found that when there are other

activities, not only learning, as it is exemplified by consolidation; the stress does not

occur. However, when the teaching process is based mainly on teaching and learning, the

student is subject to be affected by stress.

 21

Figure 1.4. Stress Effects on Learning

(Adapted from: Vogel and Schwabe, 2016, p.3)

1.9.4. Effecting Ability to Memorize

Memory is the core and the responsible for the cognitive processes of storing and

retrieving that are needed in learning. Orbach et al. (1998) believed that memory function

can be effected by its over use (p.222). The issues that may appear when there are

problems in memory are: not being able to store information or losing the ability to

retrieve them.

1.9.5. Getting Bored

Orbach et al. (1998) stated that sitting for a long time doing the same activity may

lead learners to feel bored which in turns may provoke other negative impacts on the

psychology of the learner ( p.222). Students who get bored during the lecture usualy do

not keep following and concentrating with the lecture. Also, when boredom controls the

learner, other effects will appear besides it. For instance, losing interest, feeling tired,

necessity to do other activities, etc.

 22

1.10. Advantages and Disadvantages of Short Lecture Duration

In the educational context, many scholars believed that reducing the teaching time

is beneficial for both teachers and learners. According to Strong, Silver, and Perini (2001)

the advantages of presenting lectures in short periods are:

 Keeping learners engaged.

 Keeping students’ mind active.

 Organizing information in students’ minds

 Reducing teachers’ efforts to provide heavy content.

 Promoting students’ attention.

 Preserving time.

 Giving opportunities for practise.

 Increasing comprehension.

 Decreasing efforts for both teachers and learners.

 Preserving more time.

Therefore, these advantages are considered as evidence of the efficiency of the

method of shortening the time of teaching.

Despite the several benefits of short lecture duration, it was harshly critized by

many scholars. Among them Seldin (1995) who set a number of disadvantages of having

short duration of content delivery in teaching, these are:

 Missing out some important information.

 Not covering all the important aspects of the lecture.

 Skipping details.

 The teacher will be obliged to be fast in his explanation.

 23

 Learners will lose patience in studying.

 Decreasing the ability to go through details by teachers and learners.

 Decreasing the ability to analyse.

 Decreasing the ability of memorizing large content.

 Decreasing the ability to build a large background of knowledge.

Conclusion

The current chapter shed light on the Bite-Sized approach as a new approach in

teaching. It emphasized the method on which teachers present lectures and build solid

backgrounds. Additionally, time usage along with ways of reducing the learning and the

teaching duration, and content selection were emphasized. It is important to mention that

The BSA is very beneficial in facilitating teaching and grasping knowledge easily and

effectively. However, many researchers claimed that following this approach can work

totally the opposit by affecting learners’ process of learning and knowledge background.
 24

CHAPTR TWO

TEACHING GRAMMAR

Introduction …………………………………………………………………….. 26

2.1. Definition of Grammar ………………………………………………… 26

2.2. Types of Grammar Teaching ………………………………………….. 27

2.2.1. Prescriptive Grammar ………………………………………….. 28

2.2.2. Descriptive Grammar …………………………………………… 28

2.2.3. Pedagogical Grammar ………………………………………….. 28

2.3. Grammar Importance in Language Learning ……………………….. 29

2.4. Importance of Grammar in Relation to the Four Skills……………… 30

2.5. The Status of Grammar in the Major Teaching Methods and

Approaches ………………………………………………………………. 32

2.5.1. The Grammar Translation Method…………………………….. 31

2.5.2. The Direct Method..……………………………………………… 33

2.5.3 The Audio-Lingual Method……………………………………… 34

2.5.4. The Communicative Approach ………………………………… 36

2.5.5. The the Competency-based approach …………………………. 37

2.6. Approaches to Grammar Teaching …………………………………… 38

2.6.1. The deductive approach ………………………………………… 39

2.6.2. The Inductive Approach ………………………………………... 40

2.7. Factors Affecting Grammar learning ………………………………… 41

2.7.1. Learning Styles ………………………………………………….. 41

2.7.2. Motivation ……………………………………………………….. 41

2.7.3. Learners’ Needs ………………………………………………… 42

 25

2.8. Grammar Games and Activities ……………………………………… 42

2.8.1. Find Someone Who Activity …………………………………… 42

2.8.2. Bingo Activities ………………………………………………….. 43

2.8.3. Jigsaw Reading Activities ……………………………………… 44

2.8.4. Asking and Answering Questions Activities ………………….. 44

2.8.5. Role-Plays and Simulations …………………………………….. 45

2.8.6. Information Gap Activities …………………………………….. 46

2.8.7 Board and Card Games …………………………………………. 46

2.8.8 Find Difficulties Activity ………………………………………… 47

2.8.9. Dictogloss Activity……………………………………………….. 47

2.8.10. Matching Exercise……………………………………………… 48

2.8.11. Scambled Sentences …………………………………………… 48

Conclusion ………………………………………………………………………. 48
 26

Introduction

Grammar has always played a significant role in second and foreign language

teaching and learning, and has gained a prestigious value since it is a fundamental component

in which learning any language does not occur without mastering its grammatical structure.

For that reason, considerable debates were raised around its teaching and learning. These

debates were mostly constructed in attempt to answer questions such as how, when, and

whether or not it is worth teaching. Thus, this chapter sheds light on the definition of

grammar, the different types of teaching grammar, and its importance in language learning

and to the four skills. In addition, it tackles the status of grammar in the major teaching

methods and approaches, and factors that may affect the learning of grammar.

2.1 Definition of Grammar

The notion of grammar or the so-called the language “code” has been studied for a

long period of time. Thus, the field of grammar has been discussed by many linguists, and

has been defined in several ways. However, before going through the definitions, it is

important to refer to its etymology. The term Grammar comes from the Greek expression

"Grammatik tekhne" which means “the art of letters”, and it changed over time to reach

its current meaning.

According to Thornbury (1999), Grammar is the study of the various forms or

structures that can exist in a language (p.1). In other words, it is perceived as the science

of studying the order of language components. In addition, Francis (1954) described the

field of Grammar as a branch of linguistic science that concerns itself with the description,

analysis, and formulization of formal language patterns. Similarly, Harmer (2007) defined

grammar as the study and the practice of the rules by which words change their forms and

are combined into sentences (p.32).

 27

On the other hand, Wardhaugh (1968) stated that grammar is not only concerned

with providing a description of the way that words are connected together; rather, it

includes the manner of interpreting their combination in order to understand the meanings

(p.6). Furthermore, it is suggested that Grammar has to do with different aspects of the

language, such as syntax (the study of words, phrases, and how they are combined in order

to form a sentence), semantics (the study of the meaning of words and sentences),

morphology (the study of words and their components), and phonology (the study of

sound patterns and their meanings).

Jones (2002) added that Grammar can be defined by what happens to words when

they become plural or negative, or what order is used When we make questions or join two

clauses to make one sentence. In addition, knowledge of grammar are essential for

learning any language (p.125).

However, Jespersen (2013) pointed out that most definitions offered by scholars

and dictionaries are limited with the claims that grammar is a set of rules that combine

words into sentences (p.60). Besides this, he argued that this definition is not complete,

and does not explain the real reason and function of using these rules by people

(Jespersen, 2013, p.61).

To conclude, the various definitions given to grammar lead to the same point

which asserts that grammar is the feature that includes rules in which any language is

built. In other words, grammar is the the backbone of any language.

2.2 Types of Grammar Teaching

Grammar has three main types mainly: prescriptive, descriptive, and pedagogical

grammar.
 28

2.2.1 Prescriptive Grammar

According to Pacheler (1999), prescriptive grammar refers to the appropriate usage

of the language in which the user can figure out how and when the grammar rules can be

used or applied. Moreover, it provides us with the norms that can assist to reach a correct

usage and clear distinctions between good and bad Grammar. Furtheremore, Edge (1993)

argues that the prescriptive rules provide rules that give a specification of the selection of

which rules should be adopted or avoided.

2.2.2 Descriptive Grammar

Hinkel (2018) stated that descriptive grammar refers to the description of the

language in which the language structure and rules are described the same way they used

by native speakers. Nonetheless, Rohani (2007) added that unlike prescriptive grammar,

descriptive grammar is consistently changing (p.19). Similarly, Grauberg (1997) claimed

that the main concern of descriptive grammar is with describing how the language is used

rather than prescribing how it should be used (p.120). Therefore, descriptive grammar

assists in differentiating between formal and informal contexts.

2.2.3 Pedagogical Grammar

According to Cook (1991), pedagogical grammar is when grammar is used and

adopted for the purpose of teaching (i.e didactics). Newby (2015) defined it as materials

and activities developed in order to make the learning process more easier for both

teachers and learners via following appropriate methodologies (p.14). Moreover, Willis

(2003) mentioned that pedagogical grammar is utilized to refer to the language system

through following different grammatical rules, refrences, and sources with the objective of

improving language learners’ skills.

 29

2.3 Grammar Importance in Language Learning

Grammar is an essencial part of any language. In other words, grammar is a

fundamental organizing principle of any language. The importance of grammar mainly lies

in controlling all the aspects required in any language through controling them by finite

number of rules. Lester (1976) emphasized on the importance of the role of grammar in

language learning. He claimed that after studying and developing grammar skills, learners

will be equiped with more strength, creativity, and flexibility of the language (p.44).

Ellis (1992) emphasized on the need for a complete acquisition of grammar in

order for learners to build up accurate units of the language, and she portrayed the

importance of grammar in a wonderful analogy:

Imagine two car drivers. The first driver knows only driving and nothing about the

working of the engine. He feels helpless whenever there is some trouble with the

machinery. The second driver knows driving and also understands the working of the

machinery. The person who knows grammar is like this second driver. In case he doubtful

about the correctness of a particular thing, his knowledge of grammar comes to his rescue

(p. 483).

According to Palmer (1978), grammar is the symbol of meaningful and accurate

communication among human beings (p.10). Similarly, Rinvolucri and Davis (1995)

argued that Grammar provides us with guidelines in order to produce a worth Language

not a poor one. Phillips (2000) highlighted the importance of grammar through declaring

that without grammar, people would have only individual words or sounds, pictures, and

body language to communicate meaning (p.68).

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2.4 Importance of Grammar in Relation to the Four Skills

It is believed that Grammar has a strong and effective role in boosting the four Skills

(Listening, reading, speaking, and writing). For Endley (2010), communication may be

disrupted if grammar is incorrect since the areas of listening, speaking, reading, and

writing will be affected by the incorrect grammar. Generally speaking, language skills are

divided into receptive skills (listening and reading) and productive skills (speaking and

writing). It should be noted that once these skills are given importance and integrated in

the grammar course, they will be automatically improved. For instance, the purpose of

Grammar in relation to reading is to recognize the written forms, understand, and evaluate

the different types of texts. Moreover, learners will develop skills through its orientation of

going from general to specific, the focus on meaning and function, and the analysis of the

information structure cohesion.

Table 2.1 shows the importance of grammar, and to which extent it can have an

impact on the acquisition/learning of the the four language skills (UR, 1988, p.6).
 31

Table 2.1

Aspects of the teaching of grammar structures in connection to language skills

Form Meaning
Skills

Listening Perception and recognition of the Comprehension of what the

spoken form of the structure. spoken structure means in the
context.

Speaking Production of well-formed Use the structure to convey

examples in speech. meaning in speech.

Reading Perception and recognition of the Comprehension of what the

written form. written structure means in the
context.

Writing Production well-formed examples Use of structure to convey

in writing meaning in writing.

According to Table 2.1, it is determined that the teaching and learning processes of

grammar are concerned with the different aspects of the four skills at the level of the

meaning and the level of the form. Coleman and Klapper (2005) added that the teaching of

the various grammar structures and the knowledge related to the four skills are linked to

each others (p.18).

All in all, the teaching of the different types of grammar is related to the knowledge

of the four skills in which the receptive kills (listening and reading) reflects the ability to

perceive the adequate forms as good as possible of both spoken and written structures,

while the productive skills (speaking and writing) should be conceived as an ability to

produce accurately and appropriately different well-formed structures in spoken or a

written way.
 32

2.5 The Status of Grammar in the Major Teaching Methods and Approaches

Language learning and teaching have witnessed different methods and approaches

presented by applied linguists; which are used to help learners acquire a second and/or a

foreign language. In addition, each one of them sought to describe how language should

be taught and how effective and successful learning can be achieved through them.

However, despite the changes that these methods and approaches witnessed, there was

always a focus on grammar teaching either explicitly or implicitly. These include:

2.5.1 The Grammar Translation Method

The period between the late 18 th century and the 19th century witnessed the use of

what is called the Grammar Translation Method (GTM). It is the most traditional method

in language teaching, and it is often called the classical method. According to Howat and

Widdowson (2004), the GTM explores various rules and structures of grammar, and

divides the target language into speech segments which are taught directly. As well as that,

students are required to memorize the different grammar rules, vocabulary items, and

translate texts from the target language to the mother tongue or vice versa.

Richards and Rodgers (1986) stated that in GTM, there is little or no spoken

communication because it seeks to develop reading and writing abilities so that learners

can appreciate target language literature. Prator and Celce Murcia (1973) added that the

main objective of GTM is to enable foreign language learners to read and appreciate

literature rather than to enable them to communicate using the language.

According to Richards and Rodgers (2001, p.7) and Prator and Celce Murcia

(1973, p.3), the main characteristics of the grammar translation method are the following:

1- Giving more importance to vocabulary, and teaching it in isolation.

2- Grammar provides the rules for putting words together.

3- Studying the language through detailled analysis of its grammar rules.

 33

4- Using the mother tongue in teaching, and little attempt to use the target language in

which the mother tongue is the medium of instructions and the tool of explaining new

items.

5- Grammar taught deductively.

6- Emphasize on the accuracy.

7- Devoting more time to translating sentences from the mother tongue to the target

language and vice versa.

8- Giving more importance to reading and writing.

9- Little importance is given to pronunciation.

10- Focusing on reading difficult classical texts.

Although the GTM dominated language teaching for a long period of time, it has

disadvantages. According to Hayes and Allison Paige Burkette (2017), the authority falls

to the teacher which automatically leads to passive learners. As well as that, there is a lack

of interaction and communication in the classroom, and the focus is given more to reading

and writing skills. Finally, the priority is given to accuracy at the expense of fluency.

2.5.2 The Direct Method

The Direct Method (DM) is also known as the Natural Method and Anti-

Grammatical Method, it appeared at the end of the 19th century as a reaction to the GTM

shortcomings (Thornbury, 1999). The DM advocated the belief that a foreign language

could be taught directly through demonstration and action without the interference of the

mother tongue or the use of translation.

The purpose of this method was to focus on the use of grammar in communication.

In other words, the aim is to enable learners to communicate in the target language, unlike

the previous method which did not succeed in producing fluent speakers. Freemen (2000)

stated that the direct method was brought as the GTM was not very effective in preparing
 34

students who are able to use the target language communicatively (p.23). Zillo (2003)

stated that the direct method follows in teaching the foreign language conversations,

discussions, and reading in the foreign language itself without using their native language.

Similarly, it denies the method of translation and the use of grammar (p.70). Mulroy

(2003) added that the learner should experience in the foreign language the same as in his

or her mother tongue (p.30).

Freeman (2000, p.29) summarized the main characteristics of the DM as follows:

1- The practice of the vocabulary is done through applying new words in complete

sentences.

2- Grammar is taught inductively.

3- Associating meaning and the target language directly.

4- The syllabus is designed based on real context situations.

5- Learners are supposed to pick up the grammar as children pick up the grammar of their

mother tongue.

6- Students are required to induce the rules by themselves.

However, this method failed in improving its efficiency and success to some

extent. For that reason, another method with different prospective was proposed which is

the Audio-Lingual Method.

2.5.3 The Audio-Lingual Method

Due to the weaknesses of the DM along with the Second World War, there was an

absolute need for oral communication as well as the ability to speak foreign languages

fluently. For these reasons, this method was emerged in the 1940 and it was motivated by

the psychological and the behaviourist theories in which learners learn languages by
 35

forming habits through repetition and memorization of sentence patterns (Nassagi and

Fotos, 2011).

The A-LM sees learning as a stimulus-response phenomenon by which learners

build habits by responding correctly to stimuli and receiving reinforcement, and bad habits

should be avoided or it could be a punishement (Figure 2.1). In other words, language is a

form of behaviour acquired through the formation of correct speech habits (Thornbury,

1999).

Figure 2.1. The Audio-Linguagel Method Method of Teaching (Adapted from

Richards and Rodgers, 1986, p.50)

Freeman (2000, pp. 45-46) featured the characteristics of ALM as follows :

1- New vocabulary are presented through dialogue form.

2- Dialogs are learned through imitation and repetition.

3- Drilling is a central technique that is conducted based upon the patterns presented in the

dialogue.

4- More efforts given to produce error-free utterances by students.

5- Successful responses are immediately reinforced.

 36

6- The use of learner own language is forbidden.

7- More importance is given to pronunciation.

8- Grammar is taught through an inductive analogy rather than through deductive

explanations.

9- The language is learned through the teaching of sentences patterns.

10- The syllable of this method focuses mainly on the grammatical structures which are

sequenced from the easiest to the more complex forms

As the previous methods, the A-LM faced many critics and proved its limited use

and it was declined in the 1960s in teaching foreign languages. This led to the emergence

and the shift to a new approach which is the communicative approach.

2.5.4 The Communicative Approach

In the 1970s, the communicative approach or the communicative language

teaching was developed as a new method of foreign language teaching. In contrast to the

previous approaches and methods, the emergence of the communicative approach has

marked a radical change by giving the priority to communicative competence at the

expense of the linguistic competence. Duff (2012) defined it in her article as an approach

that first and for most used to communicate with others (p.15). This method assumes that

the primary function of language is interaction and communication. In other words,

language is a system of expressing meaning. Widodo (2006) added that this approach

implies teaching beyond the grammatical rules in which their teaching aims at providing

learners with knowledge that enable them to communicate with the language genuinely,

spontaneously, and meaningfully.

 37

Carter, Hughes, and Mccarthy summarized the following points as the main

principles of the CLA:

1- Language is seen as social tool that speakers use to make meaning.

2- Diversity is part of language development.

3- Culture is considered as an instrument for shaping speakers’ communicative

competence.

1- The CLA emphasizes the use of authentic materials as it provides realistic tasks.

2- The educator has to be proficient user of the target language in order to provide his

learners with accurate and correct communication and feedback.

On the other hand, Communicative Language Teaching does not reject the tea ching

of grammar; however, the grammatical components within the CLT dressed-up a new

label. Brown (2000) stated that in CLT, the grammatical rules are given less attention than

previously. Thornbury (1999) added that in CLT, grammar is still the main component in

the syllabus.

2.5.5 The the Competency-based approach

The competency-based approach (CBA) is one of the modern language teaching

approaches that was applied in the late 1960s and early 1970s, and it is considered as a

continuity to Communicative Language Teaching approach. According to Weaver (1996),

the CBA is based on the competency and the ability to perform the tasks and roles

expected in learning. Hermann and Kenyon (1987) added that this competency does not

imply perfection; rather, it implies performance at a certain level. In addition, Richard and

Rodgers (2001) described competencies by stating that the CBA is an integration of the

important skills, behaviors, knowledge, and attitudes that are necessary in solving real-

word tasks and activities.

 38

According to Close (1981), the main characteristics of the competency-based

approach can be summarized as follows:

1- CBA provides learners with the opportunity to be effective and competent language

users in real life situations and tasks.

2- It perceives learning as a task that can appear in real life situations and everyday life

contexts, not only within the classroom.

3- Learners are put in situations in order to check their capacities in overcoming obstacles;

which means learning through practice.

4- Learning can be ashieved through learning from everyday life experiencies not only

from lessons presented in the classroom.

5- It opens new avenues for action, interaction, and the construction of new knowledge.

As far as grammar is concerned, grammar is taught inductively since language is

taught within the context. This indicates that the teaching of grammar is incorporated with

the teaching of the other skills, and through this method, learners are led to discover the

grammatical rules.

To sum up, each of the foregoing methods and approaches argue on the paramount

role of grammar teaching in the EFL context. However, each one of them covers one

aspect of the language and neglects the others and each one of them approaches grammar

in a different way.

2.6 Approaches to Grammar Teaching

Teaching grammar has always been a source of debates in the teaching of foreign

languages, and its teaching has been traditionally determined by prevailing methodologies

and teaching approaches. In teaching English to students of foreign languages, two main

approaches have been followed for the presentation of new English grammar structures or

functions to the students; namely the inductive and the deductive approaches.
 39

2.6.1 The deductive approach

According to Thorenbury (2001), the deductive approach represents a more

traditional approach of teaching, and it is applied through presenting the rules illustrated

with examples (p.29). Rabab’ah and AbuSeileek (2007) added that the teacher is at the

center of the teaching/learning situation and the responsible for both the presentation and

explanation of the introduced structures (p.5). This approach is derived from deductive

reasoning in which teaching goes from general to specific, and the following figure

represents this method of teaching (Figure 2.2):

Figure 2.2. A Presentation of a Presentation of a Lesson through the Deductive

Approach (Burney, 2008, p.4)

Lin (2010, p. 20) stated a summary of the characteristics of the deductive

approach:

1- The deductive approach is a rule-based teaching style in which an explanation is

provided to learners before tackeling the function of the rules.

2- Through the DA, learners are exposed to the role of the language primarly because of

the explicit teaching styles.

 40

3- It is the most used approach in EFL and ESL textbooks.

According to Thornbury (1999, p. 29), in a lecture presented with the detuctive

approach, the teacher introduces the rule as a perior step, then a complete presentation is

provided to understand the lesson. As a subsequent step, the teacher concludes the lecture

by practicing the rules that were presented to them.

Widodo (2006, p.127) stated that such an approach to grammar teaching is argued

to be highly effective. This means that it brings many advantages, and he set the

following:

1- The deductive approach provides learners with clear explanation of the rules and their

application.

2- It saves time, and speeds up the learning process.

3- It goes straightforward to the point which is time saving.

4- The aspects of the rules can be simply and clearly explained (such as form).

5- It respects the intelligence and the maturity of many adult learners.

6- It confirms many learners’ expectation about classroom learning.

On the contrary, one disadvantage of the DA was detected. Thornbury (1999)

claimed that this approach may affect learners use of the language and their needs because

of the presentation of large number of lectures (p.55).

2.6.2 The Inductive Approach

The Inductive Approach or what is known as Rule Discovery as well is an

approach that includes both teachers and learners. According to Thornbury (1999), the

inductive approach works the opposite of the DA. The IA in teaching grammar starts by

providing the examples first, deducing, and explaining the rule, and finally concluding

with tasks and acitivities of the rule that was explained (p.29). This indicates that learners

participate in the process of teaching/ learning.

 41

Moreover, this approach is considered as a learner-centred approach since learners

are required to deduce the rules from the examples presented to them. Paesani (2005)

believed that the IA raises learners’consciousness about the language they are learning

through the efforts they make to interpret the unput (p.62).

Ellis (1992, p. 234-238) stated the following characteristics of the Inductive

Approach:

1- The inductive approach moves from specific observations to broader generalizations.

2- Incomplete understanding of learners is followed with explanation and clarification in

the form of further information.

3- Intellectual efforts are required from learners for the purpose of understanding the

presented items.

4- Isolation of some features for more attention.

2.6 Factors Affecting Grammar learning.

2.6.1 Learning Styles

Learning styles refer to learner’s personal method of learning and processing

information better. According to Nunan (1991), the learning style represents the methods

of precessing the input by individuals (p.168). Each style requires to follow certain

techniques, and the learning styles are: Auditory, visual, and kinesthetic. This indicates

that when learners are exposed to knowledge and a way of teaching that do not meet their

learning styles, their learning can be affected and lack of motivation and concentration can

be caused.

2.6.2 Motivation

Motivation is one of the directing factors of learning. Beerens (2000) stated that

learning any aspect requires motivation, and if the learning lacks motivation, the learning
 42

will not be fully accomplished. Additionally, Hamachek (1973) believed that the lack of

motivation can be caused from neglecting the importance of the knowledge presented. In

other words, lack of motivation in learning grammar can be caused of not being aware of

its importance in the foreign language teaching and learning context.

2.6.3 Learners’ Needs

Needs are considered as the necessities that learners want to satisfy. However, it is

considered a difficult task to teach the syllabus that they are required to finish and cope

with the learners’ needs.

According to Scrivener (2003), the technique that can be highly effective in

meeting the different needs of learners in teaching grammar is practice. In other words,

spending long times in theory is not effective like practicing the rules and going through

their application.

2.7 Grammar Games and Activities

Practicing the grammatical rules is an important part of the process of learning the

grammar of the language, and to become an effective language user. For that reason

Watcyn-Jones (1995) and Lavender (1999) suggested a list of games and activities that can be

used at any phase of the lesson. For instance:

2.7.1 Find Someone Who Activity

According to Watcyn-Jones (1995, p.1), 'find someone who' activity is a speaking

activity which involves learners trying to find someone in the group who matches a

description, and learners are given cards containing random information about people. The

role of the learners is to formulate questions about this information and then stand up, walk

around the class, ask their classmates the formulated questions and try to find the students

who share common answers (Figure 2.3).

 43

Figure 2.3. A Sample of Find Someone Who Activity instructions

(Adapted from: Watcyn-Jones, 1995, p.1)
2.7.2 Bingo Activities

Bingo is a simple but enjoyable game that is played with bingo cards, counters and

prompts. It works well as a whole class activity (Figure 2.4), with each individual using

their own card ( Watcyn-Jones, 1995, p.2).

Figure 2.4. A sample of Bingo Activity Instructions

(Adapted from: Watcyn-Jones, 1995, p.2)
 44

2.7.3 Jigsaw Reading Activities

Jigsaw reading is an organization technique that breaks up longer texts into smaller

chunks of text (one-two paragraphs) that students work together in groups to become

experts on it (Figure 2.5). Each student then moves into a new group, in which every

member has become an expert on a different part of the text ( Watcyn-Jones, 1995, p.3).

Figure 2.5. A sample of Jigsaw Reading Activity Instructions

(Adapted from: Watcyn-Jones, 1995, p.3)

2.7.4 Asking and Answering Questions Activities

Asking and answering questions activities imply asking and answering questions in

different forms (Watcyn-Jones, 1995, p.5).

 45

Figure 2.6. A sample of Asking and Answering Questions Activity Instructions

(Adapted from: Watcyn-Jones, 1995, p.5)

2.7.5 Role-Plays and Simulations

As it is shown in Figure 2.7, role-plays and simulations are activities that focus

more on the formation of WH questions (Watcyn-Jones, 1995, p.6).

Figure 2.7. A Sample of Role-Plays and Simulations Activity Instructions

(Adapted from: Watcyn-Jones, 1995, p.6)

 46

2.7.6 Information Gap Activities

In information gap activities, learners have access to some information that assist

them to find out the missing information, and it involves working in pairs as presented in

Figure 2.8 (Watcyn-Jones, 1995, p.8).

Figure 2.8. A Sample of Information Gap Activity instructions

(Adapted from: Watcyn-Jones, 1995, p.8)

2.7.7 Board and Card Games

This activity is based on boards or cards in answering activities, and it requires

group work and the steps are shown in Figure 2.9.

 47

Figure 2.9. A Sample of Board and Card Games Instructions

(Watcyn-Jones, 1995, p.16)

2.7.8 Find Difficulties Activity

According to Lavender (1999), this type of activities requires learners to detect the

mistake within the sentences or paragraphs presented and correcting them at the same time

(p.53). This type of ‘Find difficulty activity’ main objective is working on developing

learners thinking skills by searching and finding the mistakes and the inaccuracy.

2.7.9 Dictogloss Activity

Dictogloss activity implies practicing grammar through reading short texts to

students, and learners try to produce a version that is close to the original one through

using correct grammatical rules ( Lavender, 1999, p.58). This activity can assist students’

grammar, listening, and writing skills at the same time.

 48

2.7.10 Matching exercise

Matching exercise presents to learners a list of items with numbers and a list with

letters, and learners try to match each one in the first list with the correct answer in the

second list ( Lavender, 1999, p.59). This activity is considered simple and easy for students.

2.7.11 Scambled sentences

Scrambled sentences activity works through taking different sentences from texts and

stories and mixing the order of words to nonsense sentences. Then, present these sentences to

learners, and put them in grammatical correct order (Lavender,1999,p.62).

To conclude, the utilization of games and different activities enable learners to practice

grammar rules. This method of practice is useful at this point since they can provide a

framework for a correct use of the language, and they are at the same time a means of

establishing and fascilitating conversation and motivation because of their enjoyable form.

Conclusion:

The present chapter reviewed the status of grammar and provided an account on

the teaching methods/approaches that can be adopted in EFL classroom. The growing

interest towards the use of new innovations for decades in teaching grammar in relation to

contextual situations increases its importance and directs teachers’ attention towards

putting the learned grammatical input into practice.

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CHAPTER THREE

Exploring the Application of the Bite-Sized Approach in Teaching Grammar

Introduction ……………………………………………………………………. 50

3.1. Methodological Approach…………………………………………...... 50

3.2. Description of the Teachers’ Questionnaire ………………………… 51

3.2.1. Aims of the Teachers’ Questionnaire ………………………… 52

3.2.2. Teachers’ Questionnaire Administration …………………….. 52

3.2.3. Population and Sampling ……………………………………… 53

3.2.4 Findings …………………………………………………………. 53

a. Section one: Personal Information ……………………………….. 53

b. Section Two: Learning/ Teaching of Grammar ………………… 57

c. Section Three: Bite-Sized Approach ……………………………… 68

d. Section Four: Teaching Grammar Via the Bite-Sized

Approach ……………………………………………………………… 74

3.3. Teachers’ Questionnaire Summary of Results ………………… 82

Conclusion ……………………………………………………………………... 84

Introduction
 50

The current chapter demonstrates the used methodology to test the research

hypothesis in which a descriptive quantitative design was adopted in order to elicit worthy

results, to find convenient responses to the research questions, and to achieve the study

aims. The quantitative procedure investigates to what extent the Bite-Sized approach is

effective in teaching grammar and building accurate and solid language proficiency. In

order to examine the research hypothesis, data was collected using teachers’ questionnaire

that was administered to English grammar and written expression teachers at the

Department of English, University 8 Mai 1945, Guelma. A detailed description of th e

research tool is provided, the findings are reported, analyzed, and interpreted, and

conclusions are formulated.

3.1. Methodological Approach

The investigation of the Bite-Sized approach as a useful approach in teaching

grammar entails employing a Descriptive Statistical Method (DSM) that involves teachers’

questionnaire. DMS permits to describe statistically the extracted in-depth information

from the collected data and confirming or disconfirming the research hypothesis. Muijs

(2004) defined quantitative research as a precise explanation of a certain phenomenon in

which the data is collected in a numerical form and analyzed with the assistance of the

mathematical methods; which means the use of statistical techniques in particular (p.1).

Creswell (2009) added that the quantitative approach aims at investigating the correlation

between the variables of the research. Moreover, Lichtman (2013) stated that the

quantitative design does not require creative thinking or speculation that may lead to

unreliable findings, but rather, it depends on evident guidelines and clear objectives (p. 4).

Thus, quantitative research method implies quantifying and analyzing the variables in

order to obtain results (Sousa, Driessnack,& Mendes, 2007, p.503). Furthermore, the

quantitative approach offers and includes a set of benefits to the researcher. It assists in
 51

providing statistical data as a means to save time and resource which allows the researcher

to have objective and bias-free interpretations of the compiled data because of the indirect

contact between the researcher and the research respondents. As well as that, making the

generalization of the findings possible and the possibility of applying them to other

populations (Daniel, 2016, p. 94). Therefore, adopting the quantitative methodological

approach helps in producing worthy and valuable research outcomes that are interpreted

for the aim of providing a better understanding of the investigated phenomenon.

32. Description of the Teachers’ Questionnaire

Axinn and Pearce (2006) defined the questionnaire as a data collection tool that

consists of a set of questions and different types of items in order to collect information to

be analyzed and interpreted (p.56). Similarly, Roopa and Rani (2012) stated that the

questionnaire is one of the most popular research instruments used because it assists in

collecting data from a large number of informants in a short period of time and in a

standard way (p.273).

According to Morison (2007), Designing a questionnaire means creating valid and

reliable questions that address the research objectives, placing them in a useful order, and

selecting an appropriate method for administration (p.62). The questionnaire highly helps

the researcher is gathering information about the participants’ knowledge, standpoints, and

attitudes about a certain topic. In addition to that, the answers are interpreted and

organized easily because of its fixed responses forms (Kvale, 1996, p.176).

Therefore, this study makes use of a questionnaire for the aim of reaching reliable

and authentic results. This data collection tool serves in collecting data about teachers’

attitudes in utilizing the Bite-Sized approach in teaching grammar and its importance and

efficacy in EFL classroom.

3.2.1. Aims of the Teachers’ Questionnaire

 52

The teachers’ questionnaire is used to explore the EFL teachers’ attitudes about their

employment of the BSA in teaching grammar, and how it affects the teaching and learning

of grammar. The teachers’ questionnaire aims are twofolds:

1) To find out the extent to which teachers make use of the BSA in teaching Grammar.

2) To figure out the effectiveness of the BSA in teaching grammar.

3.2.2. Teachers’ Questionnaire Administration

The administration of the questionnaire took place during the second semester, at the

Department of English, the University 8 Mai 1945, Guelma, and it was answered by

teachers of Grammar and Written expression teachers in a paper-pencil form. In addition,

the respondents were notified beforehand that their responses would be anonymous and

dealt with great care and confidentiality.

The questionnaire is composed of 30 questions organized into four sections that

include four open-ended questions and 21 close-ended questions. The former enables the

informants to answer without being limited with specific options while the latter allows

them to choose from the proposed possibilities. The five follow-up questions were used to

justify and clarify their answers (Appendix A).

The first section is entitled Personal Information which comprises five questions

covering the respondents’ background as their experience in teaching grammar, their

views, and motivation to teach grammar. The second section deals with the

Learning/Teaching of Grammar and it contains twelve questions designed to explore

teachers’ perspectives in teaching grammar in general. The third section covers the Bite-

Sized Approach which consists of seven questions that seeks to determine the participants

application of the BSA in EFL classroom. Finally, the fourth section deals with Teaching

Grammar Via the Bite-Sized Approach and teachers views about its effectiveness.

3.2.3. Population and Sampling

 53

The questionnaire targets twenty-two teachers at the Department of English,

University 8 Mai 1945, Guelma, which involves 22 participants. Among the participants

four teachers of written expression and eighteen teachers of grammar who are teaching

grammar during the current academic year or taught it previously. The sample is suitable

for the present study as they have experience in teaching English grammar content in both

written expression and grammar modules.

3.3 Findings

The following section provides a detailed description of the questionnaire results.

The collected data from the teachers’ questionnaire are reported, and the results are

analyzed, and presented in texts and tabulations.

a. Section one: Personal Information

This section aims at obtaining general information about the respondents as their

experience in teaching English in general, and their attitudes towards teaching English

grammar and/or written expression.

Question 1: How many years have you been teaching English?

Table 3.1
Teachers’ English Teaching Experience
Option Number of Answers Percentage%

Three Years 2 9.09

Eight Years 2 9.09

Ten Years 7 31.82

Eleven Years 2 9.09

Twelve Years 5 22.73

Thirteen Years 4 18.18

Total 22 100%
 54

As it is observed in Table 3.1, teachers’ teaching experience varies from one teacher to

another. The results displayed reveal that 9.09% of teachers have been teaching English

for three (3) years, and the same percentage goes for those who have eight (8) and eleven

(11) years. Others with 31.82% said that they have been in this profession for ten (10)

years, while some with 22.73% for twelve years, and 18.18% of them have thirteen years.

Based on the extracted results, the majority of teachers have long years of experience

which enables us to collect more reliable information about the topic under investigation.

Question 2: How many years have you been teaching English grammar or written

expression?

Table 3.2

Teachers’ Grammar and Written Expression Teaching Experience

Years Number of Teachers Percentage

%

One Year 1 4.54

Five Years 3 13.64

Six Years 6 27.27

Seven Years 7 3 1.82

Eight Years 5 22.73

Total 22 100

Table 3.2 shows that teachers years of teaching grammar and written expression are

ranged from one (4.54%), five (13.64%), six (27.27%), seven (31.82%), and eight

(22.73%) years with average rate of 5.4 years. This denotes that 24.54 % of teachers have

been teaching English for a good period of time which shows that they are experienced

enough in the teaching of grammar.

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Question3: Do you like teaching grammar?

Yes No

Table 3.3

Teachers’ Interest in Teaching Grammar

Options Number of Answers Percentage%

Yes 22 90.91

No 2 9.09

Total 22 10 0

Table 3.3 displays that the majority participants (90.91%) like teaching grammar.

However, some the informants (9.09%) answered with No. The obtained results indicate

that most of the teachers are motivated towards the teaching of grammar.

Question 4: If you are given the chance, do you teach grammar?

Yes No

Table 3.4: Teaching Grammar as a choice

Options Number of Answers Percentage%

Yes 20 90.91

No 2 9.09

Total 22 100

As it is shown in Table 3.4, a large number of the participants (90.91%) answered with

yes, while only (9.09%) answered with no. This indicates that the majority of them value

grammar, motivated to teach it, and they give importance to the teaching and learning of

grammatical content.
 56

Question 5: If yes or no, please clarify.

In regards to this item, the informants offered several arguments on whether or not

they would teach grammar if they were given the chance. Teachers who answered with

yes, their justifications are summarized as follows:

 A chance to remember the rules of the language;

 Learners are provided with general rule, and their learning is assessed immediately

during the session;

 It is the base and the backbone of learning English, and without it the language

skills cannot be improved;

 Teaching grammar is enjoyable;

 A course that is rich in terms of learning correct language use, and checking

students’ language performance;

 Grammar plays a significant role in ameliorating students’ academic writing;

 It gives chances to the teacher him/herself to know more about the language;

 It is interesting to introduce EFL learners to the essential part that will assist them

in improving their language proficiency; and

 It is an interesting module in which you find students always active and engaged

during the session.

Alternatively, those who opted for No are only two (2), and their arguments are the

following:

 Grammar requires deductive learning which will make learners more passive and

not creative.

 Grammar session does not allow students to express themselves and have a real

practice of the language rules.

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Section Two: Learning/ Teaching of Grammar

Question 6: Depending on your experience, how would you evaluate your students’

English grammar proficiency?

Very Good

Good

Average

Poor

Table 3.5

Students’ English Grammar Proficiency

Options Number of Answers Percentage

(%)

Very Good 0 0

Good 1 4.55

Average 2 9.09

Poor 19 86.36

Total 22 100

The data presented in Table 3.5 demonstrate that a large number of teachers

(86.36%) claimed that their students have a poor level in grammar. A minority (9.09%)

opted for the choice of ‘average’ and only (9.09%) of teachers find that students have a

good grammar proficiency. No teacher opted for the choice of ‘very good’. This implies

that a large number of learners have difficulty in learning and acquiring grammar as it is

indicated by teachers, and they are in need to enhance their grammar. Therefore, this

indicates that teachers are aware of the students’ weak level in grammar that needs to be

improved.
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Question 7. Do you think developing students’ grammar competence is important to

achieve better language proficiency?

Yes No

Table 3.6

Importance of Grammar Competence in Achieving Better Language Proficiency

Options Number of Answers Percentage(%)

Yes 22 100

No 0 0

Total 22 100

The results in Table 3.6 illustrate that all informants (100%) reported that developing

grammar competence is significant in order to achieve better language proficiency. Thus,

teachers are aware of the importance and the role of grammar in enhancing students’

language proficiency.

Question 8. If yes or no, please explain why.

Based on the previous question, the participants were asked to justify their answer. All

teachers (100%) answered with Yes that grammar competence is important to achieve

better language proficiency, and their justifications are summarized as follows:

 Without mastering the language rules, learners will not be able to have a

correct usage of the language. Without grammar, students can neither

speak nor write correctly.

 Having a certain amount of proficiency is a proof that the EFL student

masters to a certain extent the grammar of the language.

 59

 Grammar is the tool that assists in building and developing any language

proficiency.

 Grammar, either good or bad, impacts the message that learners need to

convey, so grammar is essential to language proficiency.

 Grammar is the heart of language proficiency.

 If grammar is well learned, a correct and accurate language will be

developed.

 Without grammar, language skills will not be developed, in which their

mastery is a proof of language proficiency.

Depending on teachers’ justifications, we can say that all of them focused on

similar points in which they considered grammar as the essence of the language, and every

aspect related to the language is affected by grammar.

Question 9. How do you estimate that the students’ grammar level is improving?

As an answer to this item, teachers provided a set of criteria that they use in order to

estimate students’ grammar level is developing. These involve:

 When they do not repeat the same grammatical mistakes.

 When their speaking, writing, reading, and listening in the target language
are used

accurately.

 The reduced level of mistakes they commit in communicative situations.

 When they are asked questions after each lecture being presented to them,

they provide well-structured feedback.

 When they produce well-structured sentences in their writing and

speaking.
 60

 When they achieve powerful coherence and style in using the language.

From the given criteria, we can notice that teachers are somehow close in their

ways of assessing students’ grammar. Moreover, the suggestions show that EFL teachers

use variety of ways in order to observe and detect learners’ grammar improvement.

Question 10. Do you think that incorporating new approaches in teaching grammar is

beneficial?

Yes No

Table 3.7

Teachers’ Opinion Regarding Incorporating New Approaches in Teaching Grammar

Options Number of Answers Percentage (%)

Yes 22 100
No 0 0

Total 22 100

The results shown in Table 3.7 reveal that all the respondents (100%) think that

integrating new approaches in teaching grammar is beneficial. Thus, they believe that this

procedure would facilitate the teaching of grammar, and assist learners in learning and

developing their grammar skills.

Question 11. Which of the following approaches/methods to the teaching of grammar you

use in your classroom? You may select more than one.

a. The Grammar Translation Method

b. The Direct Method

c. The Audio-Lingual Method

d. The Communicative Approach

e. The competency-Based Approach

f. The Deductive Approach

g. The inductive Approach

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Table 3.8
Methods/ Approaches to the Teaching of Grammar that Teachers Use.
Options Number of Answers Percentage (%)

A 1 4.54

B 5 22.72

C 2 9.09

D 7 31.81

E 7 31.81

F 7 31.81

G 9 40.90

The aim of this item is to figure out the approaches/methods that teachers generally

adopt in teaching grammar, and which they find more effective and suit their learners

needs. It is observed in Table 3.8 that a large number of informants with 40.90 % selected

‘the inductive approach’. Others with 31.81% opted for ‘the communicative approach’,

and the same percentage is noticed for teachers who chose ‘the competency based

approach’ and ‘the deductive approach’. Furthermore, 22.72% of respondents selected ‘the

direct method, while (9.09%) reported that they use ‘the audio-lingual method’, and only

(4.54%) selected ‘the grammar translation method’. These results indicate that teachers

utilize different approaches/methods in teaching grammar that can meet any student needs

and suits his/her abilities according to their degree of comprehension of the presented

materials.

Question 12. Do you consider the content to be presented in the grammar course should

be:

a. Heavy and complex

b. In separate chunks
 62

Table 3.9

Teachers’ Point of View about the Way the Grammar content should be presented

Options Number of Answers Percentage (%)

A 0 0

B 22 100

Total 22 100

The results in Table 3.9 reveal that all teachers (100%) believe that the content in the

grammar course should be better presented in separate chunks, and no one opted for the

choice of ‘heavy and complex’. This indicates that teachers find this method useful in

achieving the learning objectives, and assist learners in acquiring grammar rules easily.

Question 13. Based on your answer, how effective do you find this method?

a. Extremely effective

b. Very effective

c. Moderately effective

d. Slightly effective

e. Not effective
 63

Table 3.10

Teachers’ Perception of the Effectiveness of the Method Previously Chosen

Options Number of Answers Percentage (%)

A 2 9.09

B 15 68.18

C 5 22.73

D 0 0

E 0 0

Total 22 100

The obtained data presented in Table 3.10 revealed that a considerable portion of the

sample (68.18%) believe that delivering grammar course content through separate chunks

is very effective, while (22.73%) opted for moderately effective, and only (9.09%)

considered it as extremely effective. Similarly, none of the respondents chose ‘slightly

effective’ and ‘not effective’. The compiled results show that this method is effective and

helpful in presenting and teaching grammar rules.

Question 14. Depending on the teaching method you apply, do students find difficulties in

memorizing the different grammar rules?

Yes No

Table 3.11

Efficiency of the Method Used by Teachers in Memorizing Grammar Rules

Options Number of Answers Percentage (%)

Yes 18 81.82

No 4 18.18

Total 22 100
 64

The aim of this item is to detect the problem of the memorization of grammar rules in

relation to the teaching method that teachers apply. The majority of participants (81.82%)

find that their learners face difficulties in memorizing grammar rules with the method they

use in teaching grammar. However, (18.18%) find that via this method, they use delivering

grammar content and students do not face a problem of memorization. These results imply

that most EFL learners have a difficulty in retaining grammar rules, which can have a

relation with the method that grammar instructors adopt.

Question 15. If yes, what possibly can be the reason (s)? You may select more than one

option:

a. The large number of information required to be memorized at once

b. The complexity of the content

c. The organization of the content during the explanation

d. Lack of enough and effective practice

e. The method followed in presenting the content

f. The effects of the lecture time management on students’ psychology

g. Other

Table 3.12
Reasons behind Students’ Problem of Memorization
Options Number of Answers Percentage (%)

A 9 40.90

B 4 18.18

C 5 22.72

D 12 54.54

E 6 27.27

F 5 22.72

G 0 0
 65

As it is indicated in Table 3.12, a large number of teachers with 40.90% believe that

students face a problem in memorizing grammar rules depending on the method they use,

selected the option ‘the large number of information required to be memorized at once’ as

a reason for the memorization issue. Others with 18.18% opted for ‘the complexity of the

content’. Also, 22.72% goes for those who selected ‘the organization of the content during

the explanation’, and the same percentage has been noticed for teachers who chose the

option of ‘the effects of the lecture time management on students’ psychology’.

Furthermore, many respondents with 54.54% opted for the ‘lack of enough and effective

practice’. Some teachers with 27.27% approved the statement that holds the problem of

students’ memorization of grammar rules is the effects of the lecture time management on

their psychology. However, none of the respondents (0%) chose the choice of ‘other’.

Thus, the revealed results indicate that several factors influence students’ grammar

learning and memorization during the course.

Question 16. If other, please specify.

In regards to question 15, no teacher chose the choice of ‘ other’, so no other reasons

of the problem of students’ memorization of grammar rules are specified.

Question 17. How much importance you give to grammar practice in comparison to the

theoretical part?

a. Strong importance

b. Equal importance

c. Low importance

d. No importance
 66

Table 3.13

Importance Given to Practice in Comparison to the Theoretical Part

Options Number of Answers Percentage (%)

A 17 77.27

B 5 22.73

C 0 0

D 0 0

Total 22 100

This question was asked to teachers in order to know how much importance they

devote to practice during the grammar session in comparison to theory. As presented in

Table 3.13 (77.27%) of the participants claimed that they give ‘strong importance’ to

practice, (22.73%) of them give ‘equal importance’, while no teacher gives it ‘low

importance’ or ‘no importance’. The obtained data show that teachers consider practice as

an important aspect in the grammar teaching process, and they do not focus only on the

theoretical part.

Question 18. Select the type of grammar activities that you find effective in improving

and building lifelong language skills

a. Find someone who g. Board and card games

b. Bingo activities h. Find difficulties

c. Asking and answering questions i. Dictogloss

d. Jigsaw reading activities j. Matching exercise

e. Role-plays simulations k. Scrambled sentences

f. Information gap activities l. Other

 67

Table 3.14

Effectiveness of Grammar activities

Options Number of Answers Percentage (%)

A 3 13.63

B 8 36.36

C 3 13.63

D 15 68.18

E 9 40.90

F 17 77.27

G 7 31.81

H 8 36.36

I 2 9.09

J 8 36.36

K 7 31.81

L 0 0

According to the information presented in Table 3.14, the majority of teachers with

77.27% chose ‘information gap activities’, while 68.18% of them ticked ‘asking and

answering questions’ task. Moreover, 40.90% of the participants said that they find ‘role-

plays simulations’ more effective, and (36.36%) of them opted for ‘bingo activities’, and

the same percentage goes for those who selected ‘find difficulties’ and ‘matching

exercise’. Also, 31.81% of the informants selected ‘board and card games’, and the same

percentage of teachers chose ‘scrambled sentences’. Additionally, 13.63% of the

respondents opted for ‘find someone who’ activity, and the same percentage goes for

‘jigsaw reading activities’. Moreover, (9.09%) selected ‘Dictogloss’ and no teacher

 68

specified any other activities that can be effective. The results indicate that the presented

activities are effective, and incorporating them in practicing grammar will assist learners in

developing their grammar skills.

Question 19. If other, please specify.

The respondents were asked to specify other activities as an answer to item 18.

However, no teacher opted for ‘other’ and no one specified any other activity.

Section Three: Bite-Sized Approach

Question 20. Do you have an idea about what is Bite-Sized approach?

Yes No

Table 3.15

Teachers’ Knowledge of the Bite-Sized Approach

Options Number of Answers Percentage (%)

Yes 12 54.55

No 10 4 5.45

Total 22 100

As it is displayed in Table 15, the majority of the respondents (54.55%) have certain

knowledge about the bite-sized approach, while (45.45%) claimed that they have never

heard of it. There is a possibility that the name of the approach contributed in giving the

participants an idea about its concept.

Question 21. If yes, please clarify.

In accordance with the previous asked question, teachers who opted for ‘yes’ were

asked to clarify their answers, their clarifications were summarized as follows:

 Bite-Size approach is an approach that focuses on providing information in more

organized manner and on a specific time.

 69

 It is an approach that focuses on teaching small parts in addition to organized and

manageable chunks of language aspects in order to achieve a specific objective.

 It is a method of teaching through small units instead of long, complex lessons.

 It is an approach that avoids teaching large materials.

 It is an approach that reduces lecture duration.

 BSA a method of teaching that devotes more time to practice more than theory.

Teachers clarifications indicate that they have certain knowledge about the Bite

Sized approach; in which they provided correct and important information about it that is

considered as its main principles.

22. To what extent do you think that the memorization of the content is better with short,

manageable and organized units?

a. To a great extent

b. To some extent

c. Not helpful at all

Table 3.16

Teachers’ Perception about the helpfulness of Shor, Manageable, and Organized Units of

Information in Memorization

Options Number of Answers Percentage (%)

A 17 77.27

B 05 22.73

C 00 0

Total 22 100

From the collected data, 77.27% of teachers find that short, manageable, and

organized units of information are better for memorization ‘ to a great extent’, while
 70

22.73% of them said that they find them helpful ‘to some extent’, and no teacher opted for

‘not helpful at all’. The results reveal that teachers find that presenting the content of the

lecture through this method is beneficial, and can assist learners to memorize better the

usual content presentation.

Question 23. To what extent do you agree with these statements?

a. Providing the learner with the important points of the lesson in addition to some details

instead of tackling all the details is more beneficial.

Strongly disagree Disagree Neither disagree nor agree Agree Strongly Agree

b. When the amount of information required to be memorized is not heavy; memorization

becomes easier.

Strongly disagree Disagree Neither disagree nor agree Agree Strongly Agree

c. When details are organized and given directly, understanding and memorization

becomes easier.

Strongly disagree Disagree Neither disagree nor agree Agree Strongly Agree

d. Providing short parts of info to learners keeps ideas organized in their minds.

Strongly disagree Disagree Neither disagree nor agree Agree Strongly Agree
 71

Table 3.17

Teachers’ Attitudes towards the Utilization of the Bite-Sized Approach

Options Strongly Disagree Neither Agree Strongly percentage

disagree disagree agree (%)
nor agree

A 4.55 0 0 50 45.45 100

B 4.55 0 0 50 45.45 100

C 0 0 9.09 22.73 68.18 100

D 0 0 0 50 50 100

It is shown that in Table 17, each statement is analyzed separately. In the

participants’ responses to the statement A, 50% of them agreed that providing the learner

with the important points of the lesson in addition to some details instead of tackling all

the details is more beneficial. Also, 45.45% of the informants strongly agreed with the

statement, while only 4.55% strongly disagreed with it. This leads to conclude that almost

all teachers are aware of the importance and the benefits of the presentation of the

important aspects of the lecture with some details.

Regarding the statement B, the same percentages and results were detected. The

findings indicate that the majority of the participants agree that memorization becomes

easier when the amount of information required to be memorized is not heavy. In

statement C, it is found that 68.18% of the participants strongly agreed that when details

are organized and given directly, understanding and memorization become easier.

Additionally, 22.73% agreed with the statement, and only 9.09% neither disagreed nor

agreed with it. The data presented in this statement show that the majority find that
 72

memorization is better when details are organized and given directly to learners. In

statement D, 50% of the respondents agree about providing short parts of information to

learners keeps ideas organized in their minds, and the same percentage stated that they

strongly agree with it.

The collected data from Q23 indicate that most of the teachers have positive attitudes

towards the importance of using the principles of the BSA in teaching because it assists

them to achieve better results in building a solid knowledge background when it comes to

students’ memorization and understanding of the content presented to them.

Question 24. According to you, long lecture leads to:

a. Losing interest in studying

b. Losing ability to understand

c. Be stressed out

d. Effecting ability to memorize

e. Getting board

f. All of the above

g. None of them
 73

Table 3.18

Effects of Long Lecture duration

Options Number of answers Percentage (%)

A 12 54.54

B 09 40.90

C 02 9.09

D 07 31.81

E 14 63.63

F 02 9.09

G 05 22.72

According to the results in Table 3.18, the majority of the respondents with 63.63%

said that long lecture leads to ‘getting bored’, and 54.54% of them ticked ‘losing interest

in studying’. Moreover, 40.90% goes to those who chose ‘losing ability to understand’,

and 31.81% of the participants opted for ‘effecting ability to memorize’. Addionally,

22.72% of informants selected none of them, and only 9.09% of the participants chose ‘be

stressed out’, and the same percentage goes to those who ticked ‘all of them’.

Consequently, the obtained results reveal that teachers are aware of the effects of the long

lecture duration on students’ performance and their learning process.

Question 25. Do you think the time devoted to practicing grammar should be more than

the one given to studying the theoretical part?

Yes No
 74

Table 3.19

Teachers’ Opinions about More Time to Practice Grammar vs Studying Theory

Options Number of Answers Percentage (%

Yes 20 90.91

No 02 9.09

Total 22 100

In Table 3.19, the majority of teachers 90.91% believe that more time should be

devoted to practice grammar more than studying the theoretical part. However, 9.09% of

them think the opposite in which giving more time to studying the theoretical part is better

than dedicating more time to practice. As a result, teachers suggest that more time and

focus should be devoted to practicing grammar rules.

Question 26. In your opinion, breaks/ pauses during the class session can:

a. Refresh energy

b. Reduce stress

c. Keep learners’ more mind active

d. Make learners’ more interested and engaged in the course

e. All of the above

f. None of them
 75

Table 3.20

Benefits of Breaks/ Pauses During the Lecture

Options Number of answers Percentage (%)

A 11 50

B 07 31.81

C 05 22.72

D 04 18.18

E 06 27.27

F 00 0

As it is displayed in Table 20, 50% of the respondents opted for ‘refresh energy’

while 31.81% selected ‘reduce stress’ while (22.72%) goes for those who chose ‘keep

learners’ mind active’. It is found that 18.18% of the participants are more in favor of

pauses/breaks because they ‘make learners more engaged in the course’. Additionally,

27.27% of teachers find that breaks/pauses assist in all of the options, and none selected

‘none of them. These results indicate that breaks/pauses assist learners to overcome the

learning difficulties that they generally face during lecture time and affect their learning

and knowledge retention.

Section Four: Teaching Grammar Via the Bite-Sized Approach

Question 27. To what extent do you agree with these statements?

a. Students need to learn the form and the function of the structure to be able to use it

appropriately.

Strongly disagree Disagree Neither disagree nor agree Agree Strongly Agree
 76

b. Students need to practice the grammatical structure in a communicative situation.

Strongly disagree Disagree Neither disagree nor agree Agree Strongly Agree

c. The learning of grammar aspect should be explained within a given theme of the lesson

planning and through expressing a particular message.

Strongly disagree Disagree Neither disagree nor agree Agree Strongly

Agree

d. Feedback on Student’s grammar errors should be given in terms of form rather than the

content for the purpose of communication and to improve the learner performance.

Strongly disagree Disagree Neither disagree nor agree Agree Strongly Agree

e. Grammatical elements are better taught through separate structures.

Strongly disagree Disagree Neither disagree nor agree Agree Strongly Agree

f. Students face difficulty to make use of the grammatical rule and put it into

communicative practice.

Strongly disagree Disagree Neither disagree nor agree Agree Strongly Agree

g. Students prefer to learn the grammar rule with the use of one example.

Strongly disagree Disagree Neither disagree nor agree Agree Strongly

Agree

h. Students prefer to learn the grammar rule with the use of many examples.

Strongly disagree Disagree Neither disagree nor agree Agree Strongly Agree
 77

i. Students need to learn grammar along with vocabulary meaning of the given

structure.

Strongly disagree Disagree Neither disagree nor agree Agree Strongly Agree

j. Students prefer the problem-solving technique to guess the grammatical rule.

Strongly disagree Disagree Neither disagree nor agree Agree Strongly Agree

k. Students prefer the teacher’s explicit explanation of the grammatical rule from

the beginning.

Strongly disagree Disagree Neither disagree nor agree Agree Strongly Agree

l. Students learning styles interfere with their grammar learning outcomes

Strongly disagree Disagree Neither disagree nor agree Agree Strongly Agree

28. Do you think the learning of grammar should go hand in hand with the four skills

when planning the lesson?

Yes No
 78

Table 3.21

Teachers’ Point of View on Applying the Principles of the Bite-Sized approach in the

Teaching of Grammar

Neither
Options Strongly Disagree disagree norAgree Strongly Total
disagree agree agree

A 0 0 0 45.45 54.55 100

B 0 0 18.18 81.82 0
100

C 0 0 31.82 45.45 22.73 100

D 0 0 45.45 31.82 22.73 100

E 0 0 4.55 45.45 50 100

F 0 4.55 0 45.45 50 100

G 0 0 13.64 40.91 45.45 100

H 0 27.27 54.55 18.18 00 100

I 0 0 50 50 0 100

J 0 68.18 22.73 9.09 0 100

k 0 0 0 45.45 54.55 100

L 0 0 4.55 45.45 50 100

 79

As it is shown in Table 21, each statement is analyzed separately. The participants

response to the statement A indicates that the majority of the participants 54.55% strongly

agreed that students need to learn the form and the function of the structure to be able to

use it appropriately, and (45.45%) of them agreed with it. For the statement B, 81.82% of

informants agreed that students need to practice the grammatical structure in a

communicative situation, and only 18.18% of them neither disagreed nor agreed with it. In

the statement C, the majority with 45.45% agreed that the learning of grammar aspects

should be explained within a given theme of the lesson planning and through expressing a

particular message, and 22.73% strongly agreed with the statement, while 31.82 are found

neither disagreed nor agreed with it.

In the statement D, it is noticed that 31.82% of the respondents agreed and 22.73%

of them strongly agreed with the claim that feedback on students’ grammar should be

given in terms of form rather than the content for the purpose of communication and to

improve the learner performance, and 45.45% neither agreed nor disagreed with it.

Additionally, 50% of the informants in the statement E strongly agreed that grammatical

elements are better taught through separate structures, and 45.54% agreed with it, while

only 4.55% of the respondents neither disagreed nor agreed with the statement. In the

statement F, it is observed that 50% of teachers strongly agreed that students face

difficulty to make use of the grammatical rule and put it into communicative situation, and

45.45% agreed with it, while only 4.55% of them disagreed with it.

In regard to the statement G, 45.45% of the participants are found to strongly agree

with the claim that students prefer to learn the grammar rule with the use of one example,

and 40.91% agreed with it, while only 13.64% of them neither disagreed nor agreed with

that claim. The highest percentage in the statement H is 54.55% indicates that the majority
 80

of teachers neither disagreed not agreed that students prefer to learn the grammar rule with

the use of many examples, and 18.18% of them agreed with the claim, while 27.27%

disagreed with it. In the statement I, half of the respondents 50% neither disagreed nor

agreed that students need to learn grammar along with vocabulary meaning of the given

structure, and the other half of them 50% agreed with it.

The highest percentage in the statement J shows that 68.18% disagreed with the fact

that students prefer the problem-solving techniques to guess the grammatical rule, while

22.73% of them neither disagreed nor agreed with it, and only 9.09% agreed with it. In the

statement K, 54.55% of the participants strongly agreed with the claim that students prefer

teachers’ explicit explanation of the grammatical rule from the beginning, and 45.45% of

them agreed with that claim. Finally, 50% of the respondents in statement L strongly

agreed that students learning styles interfere with their grammar learning outcomes, and

45.45% of them agreed with it, while only 4.55% neither disagreed nor agreed with it.

As a result, the collected data in this question reveal that most teachers are found to

follow the principles of the bite-sized approach and claim that it assists in the learning

process. Furthermore, the application of this criteria in the teaching of grammar can foster

the learning of grammar rules and help learners to overcome the difficulties they may face.

28. Do you think the learning of grammar should go hand in hand with the four skills

when planning the lessons?

Yes No
 81

Table 3.22

Teachers’ Point of View in Considering the Four Skills in Planning Grammar lessons

Options Number of answers Percentage (%)

Yes 21 95.45%

No 01 4.55%

Total 22 100%

From the collected data, it is clearly shown that the majority of the participants

with 95.45% find that the learning of grammar should go hand in hand with the four skills

when planning the lessons, and only 4.55% of them find that grammar should be

separated, and it should not be linked with grammar lesson planning.

29. If yes or no, please clarify.

In accordance with question 28, teachers who opted for ‘yes’ were asked to clarify their

answers, their clarifications were summarized as follows:

 When learners speak and write, the grammatical rules are going to be
practiced.

 When learners practice grammar rules through speaking, writing,

listening, and reading, their grammar and their four skills will be

automatically improved.

 The more the teacher varies the teaching tools and focus on many

language aspects, the more learners will learn.

 Grammar rules will be practiced better via the four skills.

 Teachers can evaluate their students use of grammar rules through

practicing them in their speaking and writing.

 82

 Grammar is the core of the language, so it cannot be taught in isolation

(through only presenting rules).

Alternatively, those who opted for no did not provide any clarification for their choice.

30. If you have any further suggestions or recommendations, feel free to share.

The majority of teachers did not provide their comments or suggestions mainly

because they have felt that they already express their thoughts in the previous questions.

However, only one teacher commented that grammar and practice are equally important,

and both of them should be given the similar focus.

3.4. Teachers’ Questionnaire Summary of Results

The compiled data of section one revealed that nearly all teachers have been

teaching English language and English grammar for many years, which indicates that they

are experienced enough in teaching English. In light of this, the grammar teachers are

highly motivated to teach grammar which exhibits the significance of this language

component in developing EFL learners’ language proficiency and proper use.

The analysis of section two proclaimed that EFL teachers are aware of students’

poor level in grammar and its negative impact on enhancing their language proficiency

which can be estimated through their overall language performance. Furthermore, teachers

consider that incorporating new approaches in grammar teaching is beneficial, and claimed

to use a variety of approaches to fulfill the learning objectives. Moreover, the respondents

find that the content of the grammar course presented through separate chunks is more

effective in assisting learners to grasp grammatical knowledge; as they generally face a

difficulty in memorizing and applying the rules. Additionally, the informants believe that

more time should be devoted to practice grammatical content in comprehensible context in

 83

comparison to theory, that is, the application of the grammatical rules is more effective

when practiced in real life situations.

The third section displayed teachers’ knowledge about the Bite-Sized Approach in

which they are found to adopt many of its principles in teaching grammar. The majority of

teachers are found to agree with the BSA approach criteria as the delivery of short and

organized units, short time devoted to content delivery that covers the main aspects of the

lecture and the presentation of detailed information in a clear way. Moreover, teachers find

it important when planning lessons to allocate more time for practice compared to theory

as this would enable students to understand and memorize better the grammatical rules,

which results in ameliorating the accurate usage of language.

The analysis of section four indicates that teachers emphasize the importance of

both form and function of language in which the grammatical structure should be practiced

in communicative situations. Nonetheless, they stress the fact of explaining grammar rules

within certain context by assigning particular theme to the lesson plan. Assessing students’

performance should be in terms of overall form to encourage them engage in

communicative situations. Teachers are more in favor of teaching grammar in relation to

the four skills, and highlighted the importance of vocabulary meaning to foster their

grammatical proficiency.

To sum up, EFL teachers seem to be familiar with the major principles of the Bite-

Sized Approach, and many of them adopt them in their EFL classroom when teaching

grammar. Thus, they believe that the approach is effective in ameliorating students’

grammar skills which in turn can result in a better academic achievement.

 84

Conclusion:

The obtained data from teachers’ questionnaire demonstrate that the vast majority of

teachers are aware of the useful application of the bite-sized approach in teaching

grammar. Additionally, they acknowledge that the principles of the BSA can facilitate the

learning process, achieve the learning objectives, and help students to perform better in

real life situations. Interestingly, the questionnaire analysis results show that the aims of

the questionnaire are achieved and the EFL teachers have positive attitudes towards the

utilization of the BSA in teaching grammar.

 85

Pedagogical Implications

The paramount interest of the present research is to enlighten teachers’ perspectives

about the utilization of the bite-sized approach as an effective teaching approach in

teaching grammar, for the aim of overcoming the learning difficulties and promote

students’ grammar skills. With reference to grammar as the backbone of the language,

EFL learners encounter certain challenges in their overall language performance and

academic achievements in which they have a problem in memorizing and applying the

grammatical rules. Along with the effects of the usual lecture design and time

management, there are other hurdles such as losing interest in studying and the ability to

understand, being stressed out and getting bored, and problems in memorization of the

course content. Such problematic situations would beyond any doubt affect the learners

overall language performance and proficiency; which results in hindering their overall

academic achievements.

The findings have a decisive influence in drawing teachers’ attention to the

significance of the BSA in teaching grammar. The conducted research served as a pivotal

contributor in raising teachers’ awareness to the use of the BSA in teaching grammar, its

principles, and benefits. Accordingly, learners would be equipped enough to overcome the

usual grammar learning problems including memorization and accurate usage of the

grammatical rules. On this basis, English teachers dealing with language grammar need to

utilize the method/approach of teaching that suits the learners’ needs and achieve the

learning objectives; as a result, teachers planning lessons should consider making use of

BSA to promote the learning of grammar in EFL classroom.

 86

students will be able to overcome grammar learning difficulties; hence, they will be able to

use a correct language and enhance their language proficiency. As many of the participants

agreed on the importance of grammar learning and its effectiveness in increasing their

academic achievements in general and language usage in particular, teachers and

curriculum designers should consider focusing more on the beneficial connection between

grammar learning and the BSA use.

 87

Recommendations for Further Research

It is recommended that further research should be undertaken in the following areas:

 Investigating each factor that may influence the extent of using the bite-sized

approach in EFL classroom.

 Conducting a research based on students’ reactions towards the application of the

BSA in EFL classroom for achieving effective learning.

 88

Limitations of the Study

This research has number of shortcomings that should be considered. These are:

 The limited theoretical background is found for the Bite-Sized approach because it

is a recent approach to teaching.

 The sample size is limited to 22 teachers because of the limited number of modules

in which English grammar is taught.

 Another limitation lies in time constraints which did not allow the researcher to

make use of other data gathering tools as students’ questionnaires to explore EFL

students’ views and practices regarding the application of the bite-sized approach

by the teachers.
 89

GENERAL CONCLUSION

The present study was carried out primarily to hold an inquiry on the importance of

implementing the Bite-Sized Approach in teaching grammar. The quintessence of the topic

at hand is to cast lights on the different learning difficulties that EFL students may

encounter in the process of grammar learning; and the detrimental impact of these

obstacles on their language proficiency and overall academic achievements.

Fundamentally, the research presented a theoretical framework that exhibits the

predominant role grammar plays in language mastery, and demonstrates background

knowledge on the bite-sized approach as a new teaching innovation.

The practical study obtained findings extracted with the use of teachers’

questionnaire, and administered to twenty-two (n=22) EFL teachers in order to test the

research hypothesis and answer the research questions. Based on the achieved results,

grammar rules retention and application problems exist in EFL classrooms as some

learners suffer from producing grammar mistakes in their language performance.

Additionally, teachers are found to have positive attitudes towards the integration of the

bite-sized approach in teaching grammar in the EFL classroom. In this regard, they agreed

that teaching through small bites of information and reduced time of theory assist in

realizing better delivery of the grammatical rules. In this respect, time reduction can

increase students’ concentration and memorization of the grammatical rules, in addition to

devoting more time to practice over theory.

The quantitative descriptive design adopted in the current study allowed achieving

valid results, and enabled us to provide a number of conclusive interpretations in relation

to the research hypothesis and research questions. The findings obtained from the teachers’
 90

questionnaire provided evidence of a strong belief, high awareness, and positive attitudes

towards the significance and beneficial employment of the bite-sized approach in English

grammar teaching and learning.

To conclude, the results deduced in the present research can encourage teachers of

grammar and written expression to incorporate the BSA principles in teaching English

grammar. Additionally, teachers need to bear in mind the learning styles, students’

motivation, and opportunities reserved to each student to practice during the class session.

Finally, the present investigation and the compiled results allowed confirming the research

hypothesis and answering the research questions.

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 Appendix A

Teachers’ Questionnaire

Exploring the Application of the Bite-Sized Approach in Teaching Grammar

Dear teachers,

You are kindly invited to answer the following questionnaire which is part of a Master

Dissertation. The aim is to collect data about the application of the Bite-Sized approach in

the teaching of grammar, which incorporates teaching small units - mainly important

aspects of the lesson - in a short period of time. Your answers are of great value to the

present research and will be treated with great care and confidentiality.

Thank you for your collaboration.

Ms. Souha Allami

Department of English

Faculty of Letters and Languages

University 8 Mai 1945-Guelma, Algeria

2022
Section One: Personal Information

1. How many years have you been teaching English?

………………………………………………………………………………………………

2. How many years have you been teaching English grammar?

………………………………………………………………………………………………

Yes No

3. Do you like teaching grammar?

Strongly agree Agree Undecided Disagree Strong Disagree

4. If you are giving the choice, do you teach grammar?

Yes No

5. If yes or no, please clarify.

………………………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………………

Section Two: Learning/Teaching of Grammar

6. Depending on your experience, how would you evaluate your students’ English

grammar proficiency?

Very Good

Good

Average

Poor

7. Do you think developing students’ grammar competence is important to achieve better

language proficiency?

Yes No
8. If yes or no, please explain why?

………………………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………………

9. How do you estimate that the students’ grammar level is improving?

………………………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………………

10. Do you think that incorporating new approaches in teaching grammar is beneficial?

Yes No

11. Which of the following approaches/methods to the teaching of grammar you use in

your classroom? You may select more than one.

a. Grammar Translation Method

b. Direct Method

c. Audio-lingual Method

d. Communicative Approach

e. Competency-Based Approach

f. Deductive Approach

g. Inductive Approach

12. Do you consider the content to be presented in the Grammar course should be:

a. Heavy and complex

b. In separate chunks
13. Based on your answer; how effective do you find this method?

a. Extremely effective

b. Very effective

c. Moderately effective

d. Slightly effective

e. Not effective

14. Depending on the teaching method you apply, do students find difficulties in

memorizing different Grammar rules?

Yes No

15. If yes, what possibly can be the reason (s)? You may select more than one option:

a. The large number of information required to be memorized at once

b. The complexity of the content

c. The organization of the content during the explanation

d. Lack of enough and effective practice

e. The method followed in presenting the content

f. The effects of the lecture time management on the student’s psychology

g. Other

16. If other, please specify.

………………………………………………………………………………………………

………………………………………………………………………………………………

17. How much importance you give to grammar practice in comparison to the theoretical
part?
a. Strong importance

b. Equal importance

c. Low importance

d. No importance
18. Select the type of grammar activities that you find effective in improving and building

lifelong language skills

a. Find someone who

b. Bingo Activities

c. Jigsaw reading activities

d. Asking and answering questions

e. Role-plays simulations

f. Information gap activities

g. Board and card games

h. Find difficulties

i. Dictogloss

j. Matching exercise

k. Scambled sentences

19. If other, please specify

………………………………………………………………………………………………

………………………………………………………………………………………………

Section Three: Bite-Sized Approach

20. Do you have an idea what is the Bite-Sized Approach?

Yes No

21. If yes, please clarify.

………………………………………………………………………………………………

………………………………………………………………………………………………

.………………………………………………………………………………………………
22. To what extent do you think that the memorization of the content is better with short,

manageable, and organized units?

a. To a great extent

b. To some extent

c. Not helpful at all

23. To what extent do you agree with these statements?

a. Providing the learner with the important points of the lesson in addition to some

details instead of tackling all the details is more beneficial.

Strongly disagree Disagree Neither disagree nor agree Agree Strongly Agree

b. When the amount of information required to be memorized is not heavy;

memorization becomes easier.

Strongly disagree Disagree Neither disagree nor agree Agree Strongly Agree

c. When details are organized and given directly, understanding and memorization

becomes easier.

Strongly disagree Disagree Neither disagree nor agree Agree Strongly Agree

d. Providing short parts of info to learners keeps ideas organized in their minds.

Strongly disagree Disagree Neither disagree nor agree Agree Strongly Agree
24. According to you, long lecture leads to:

a. Losing interest in studying

b. Losing ability to understand

c. Be stressed out

d. Effecting ability to memorize

e. Getting bored

f. None of them

25. Do you think the time devoted to practicing grammar should be more than the one

given to studying the theoretical part?

Yes No

26. In your opinion, breaks/pauses during the class session can:

a. Refresh energy

b. Reduce stress

c. Keep learners’ mind active

d. Make learners more interested and engaged in the course

e. No one of them

Section Four: Teaching Grammar via Bite-sized Approach

27. To what extent do you agree with these statements?

a. Students need to learn the form and the function of the structure to be able to use it

appropriately.

Strongly disagree Disagree Neither disagree nor agree Agree Strongly Agree

b. Students need to practice the grammatical structure in a communicative situation.

Strongly disagree Disagree Neither disagree nor agree Agree Strongly Agree
 c. The learning of grammar aspect should be explained within a given theme of the

lesson planning and through expressing a particular message.

Strongly disagree Disagree Neither disagree nor agree Agree Strongly Agree

d. Feedback on Student’s grammar errors should be given in terms of form rather than

the content for the purpose of communication and to improve the learner performance.

Strongly disagree Disagree Neither disagree nor agree Agree Strongly Agree

m. Grammatical elements are better taught through separate structures.

Strongly disagree Disagree Neither disagree nor agree Agree Strongly Agree

n. Students face difficulty to make use of the grammatical rule and put it into

communicative practice.

Strongly disagree Disagree Neither disagree nor agree Agree Strongly Agree

o. Students prefer to learn the grammar rule with the use of one example.

Strongly disagree Disagree Neither disagree nor agree Agree Strongly Agree

p. Students prefer to learn the grammar rule with the use of many examples.

Strongly disagree Disagree Neither disagree nor agree Agree Strongly Agree

q. Students need to learn grammar along with vocabulary meaning of the given

structure.

Strongly disagree Disagree Neither disagree nor agree Agree Strongly Agree
 r. Students prefer the problem-solving technique to guess the grammatical rule.

Strongly disagree Disagree Neither disagree nor agree Agree Strongly Agree

s. Students prefer the teacher’s explicit explanation of the grammatical rule from the

beginning.

Strongly disagree Disagree Neither disagree nor agree Agree Strongly Agree

t. Students learning styles interfere with their their grammar learning outcomes

Strongly disagree Disagree Neither disagree nor agree Agree Strongly Agree

28. Do you think the learning of grammar should go hand in hand with the four skills

when planning the lesson?

Yes No

29. If yes or no, please clarify.

………………………………………………………………………………………………

………………………………………………………………………………………………

……………………………………………………………………………………………….

30. If you have further suggestions or recommendations, feel free to share.

………………………………………………………………………………………………

………………………………………………………………………………………………

……………………………………………………………………………………………….

Thank you
Résume

La présente étude explore les points de vue et les pratiques des enseignants ALE qui

appliquent l'approche Bite-Sized (BSA) dans l'enseignement de la grammaire anglaise. La

grammaire est une composante du langage indispensable à la maîtrise de la langue et ses

quatre compétences. L'enseignant ALE qui tente d'atteindre les objectifs d'apprentissage

du cours de grammaire doit choisir des méthodes / approches / techniques efficaces pour

répondre aux besoins des apprenants. Utiliser les règles de la grammaire correctement est

souvent un problème récurant dans les classes ALE qui peut affecter les étudiants dans

leur compréhension et expression orale/écrite. Parmi les nombreux obstacles que les

étudiants rencontrent pour comprendre les données grammaticales sont liés à : la longueur

du contenu, la durée du cours, la mémorisation, la motivation et le temps alloué consacré à

la pratique par rapport à la théorie. Dans ce sens, la recherche vise à collecter des

informations sur le point de vue des enseignants sur l'utilisation de l'approche Bite-Sized

(BSA). Pour les raisons qui ont été mentionnées ci-dessus, cette étude adopte un modèle

descriptif quantitatif avec l'utilisation d'un questionnaire pour les enseignants, administré à

vingt-deux (n=22) enseignants du modules de grammaire et d'expression écrite dans le

département d'anglais, de l’université de 8 Mai 45 – Guelma. En conséquence, les données

compilées confirment l'hypothèse de recherche, qui implique que les enseignants d'ALE

sont conscients de l'application bénéfique du BSA, qui peut aider les étudiants à améliorer

leurs compétences grammaticales. Les résultats montrent que les enseignants utilisent les

principes de la BSA pour transmettre le contenu grammatical. Ils considèrent que cette

méthode est efficace pour faciliter le processus d'apprentissage et qu'elle permet aux

étudiants de comprendre et de mettre en pratique les connaissances grammaticales

acquises.
Mots clé : Approche Bite-Sized, compétence grammaticale, enseignement de la

grammaire.