EXPLORING COMMUNICATIVE GRAMMAR FOR ENHANCING ACCURATE WRITING: ALGERIAN SECONDARY SCHOOL STUDENTS’ AND TEACHERS’ PERSPECTIVES

Abstract

The research at hand is based on three main enquiries. First, it questions and examines the extent of communicative grammar (CG) implementation in EFL classroom. Second, it investigates the possible obstacles that teachers may face in the process of implementing CG. Third, it inquires about whether the latter can enhance EFL learners’ accurate writing. To this end, by adopting probability sampling techniques, third-year Algerian secondary school English teachers (n=70) and students (n=60) were randomly selected to take part in this study. The entire research process was conducted through a single research tool (Online Questionnaires) combining both quantitative and qualitative approaches. The findings unveiled that teachers, to some extent, implement CG in EFL classrooms, because of a set of obstacles such as the insufficient availability of communicative materials, the meager use of students interactions due to large classes, and the differences in learners’ learning styles. The premise that communicative grammar can better enhance learners’ accurate writing performance is not validated at the end of this research. Nevertheless, the study, eventually, manages to draw some recommendations, implications, and suggestions for further research.