Grammar Instructions and Error Correction: A Matter of Pakistani Students’ Beliefs

Abstract

Learner beliefs play a very significant role in the process of foreign language learning and teaching. Moreover, grammar instruction and error correction are considered to be important factors in communicative language teaching. Today, in the foreign language classroom, the role of grammar is under heated debate. This study investigates foreign language learners’ beliefs relating to the role of error correction and grammar instructions. In this study, a total of 200 foreign language students at three different reputable universities in Karachi, Pakistan, filled out a questionnaire containing 24 Likert-scale items. Afterwards, the data underwent a factor analysis, which identified four different fundamental factors (grammar efficacy, priority of communication, importance of grammar and negative attitude toward grammar instruction). After statistical analysis, it was determined that for the interest and motivation of students, foreign language teachers must keep on varying the types of activities in teaching grammatical items. It was suggested that, keeping in view the importance and efficacy of student-centered learning, avoiding students' beliefs and attitudes would not yield the expected productive results