Abstract
Grammar is a fundamental component in the content area of English Language Arts. Having a strong foundation in grammar is a critical stepping stone to writing clearly and communicating with success. Despite its importance, grammar is historically not the most engaging topic for high school students. My study, consisting of a seven week action plan involving the ninth graders in an English Language Arts classroom, sought to recognize this disengagement and work to combat it in order to improve students’ writing capabilities. More specifically, the purpose of my action research was to evaluate different grammar instructional strategies recommended in existing research literature: embedded grammar instruction, problem based instruction, and game-based grammatical learning. The results suggested that the use of these grammar instructional strategies had a positive effect on students’ mastery of certain grammar conventions. Specifically, the results suggested that the implementation of the grammar instructional strategies was associated with an increase in students’ usage of appropriate grammar conventions. This study is important to all English Language Arts teachers who want to teach students grammar in a meaningful and realistic way. With minor changes, the results of this study can be applicable to all grade levels in which grammar is a focal point.
Recommended Citation
Erlbacher, Emily A.
(2025)
"Teaching Engaging Grammar Instruction in the High School English Classroom,"
Journal of Curriculum, Teaching, Learning and Leadership in Education: Vol. 10:
Iss.
1, Article 2.
Available at:
https://digitalcommons.unomaha.edu/ctlle/vol10/iss1/2
Included in
Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, English Language and Literature Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Language and Literacy Education Commons, Secondary Education Commons, Secondary Education and Teaching Commons