Does Grammar Really Help? Predicting Oral and Writing Ability from Grammar Achievement The Case of Second Year EFL Learners at the University Centre of Mila

Abstract

The current study attempts to investigate the predictive power of grammar. Specifically, it aims to determine whether the students’ grammar achievements can predict their oral and writing abilities. For this to obtain, five research questions were raised: (1) Based on students’ grades, does grammar help in predicting EFL learners’ oral ability? (2) Based on students’ grades, does grammar help in predicting EFL learners’ writing ability? (3) Based on teachers’ beliefs, is the proportion of teachers who think that the level of students in grammar reflects their level in speaking the same as the proportion of those who think otherwise? (4) Based on teachers’ beliefs, are the proportions of teachers who think that the level of students in grammar reflects their level in writing and those who do not the same? (5) Based on teachers’ beliefs, is grammar needed more in writing or in speaking? A quantitative mixed-methods design is opted for in the present study. Data were collected through two main research tools: second year EFL students’ (N=216) grades (at Abdelhafid Boussouf University Centre of Mila) and a questionnaire for teachers (N=70). The data obtained from the students’ grades were submitted to a Simple Linear Regression Test while the data obtained from the questionnaire were submitted to a Chi-Square Goodness of Fit Test using SPSS. The results were statistically significant revealing mainly that grammar achievements can be used to predict the students’ oral and writing abilities. Limitations of the study and recommendations for pedagogy and future research are proffered.