Over the past few years the annexation of co-curricular activities (CCAs) in experiencing learning and assessing grammar competence have increasingly been filtered into educational discourse in EFL context. The empirical evidence based on questionnaires shows that traditional methods in grammar learning do not foster learners’ potential development and confidence in assessment tests. Learners are taught and assessed in different components of grammar following only academic resources via close tests. This paper proposed to include co-curricular activities with academic contents in weekly lesson plan in experiencing grammar learning and assessment tests to 25 cohort of 1st semester of the department of English at a private university in Bangladesh. This paper collected data through triangulation methods in the means of observation, interviews, and focus group discussion via the lens of socio-cultural theory (SCT). In this study, CCAs comprised drama, song, and debate to reinforce their ways of grammar learning, foster critical thinking and assess grammar competence amidst writing scripts, lyrics and speeches. It intended to launch a transformative approach with the inclusion of CCAs to remove inhibition and fear of the learners in grammar learning and assessment tests by creating collaborative intervention with peers, teacher and learning contents. This paper investigated CCAs facilitated academic grammar learning and worked as an effective means to engage learners comprehensively, reduce their affective filters implicitly, and thus, had a great impact on achievement of continuous classroom assessment. This paper may give a new vision of learning and assessing grammar to learners and teachers in EFL context.
Meherun Nesa, Southeast University, Bangladesh
Stream: Foreign Languages Education & Applied Linguistics (including ESL/TESL/TEFL)
This paper is part of the IICEHawaii2020 Conference Proceedings (View)
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