Grammar for successful written discourse: are the ESL/EFL students in Tanzania universities truly learning?
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Date
2016-03
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Abstract
Grammar of a language is one of the key factors to successful writing at college or workplace. This
study thought to investigate whether English grammar taught to undergraduate students in
Tanzania helps them write well. 120 students were drone from one university and subjected to a
writing test before and after grammar training. Thereafter, their texts were evaluated using rubrics,
and scores analysed using Paired T-Test. The overall analysis reflected that there is a significant
difference (t (119) = - 4.398, p<0.05). However, this does not mean each grammatical item is
statistically significant. A slight / no difference was realised on some grammatical items. The study
recommends instructors to put much effort on all the grammatical components, but with a special
focus on sentences construction and punctuation skills, tenses, linking signals and paragraph
crafting, since these are the areas which the study showed that students have serious weaknesses
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Keywords
Discourse, Intensive Grammar, Learning, ESL1/EFL Students