An exploration of grammar instruction in a simulation-based course in a private university in North Lebanon

Abstract

This study examines the grammar instruction and simulations in the English language classroom at a university level course. Different instruments such as classroom observations, teachers interviews, students focus group interviews and document review were used to collect data and were reported into two main areas: the ways in which grammar issues are dealt with in this simulation-based course and the perceptions of both the students and teachers concerning the effectiveness of the courses approach in dealing with grammar. This study provides some evidence concerning the development of the students language skills. The grammar instruction instances were embedded in the course especially during exam preparation. This contextualized approach to grammar teaching may not be apparent to students but both students and teachers find the effectiveness of the approach in their oral and written assignments results.