Keywords
Explicit Teaching
Implicit Teaching
Second Language Acquisition
ESL Learners
How to Cite
Abstract
Grammar instruction is an essential element in second language acquisition, directly influencing learners’ ability to communicate accurately and fluently. As English continues to serve as a global medium for education, business, and international communication, effective grammar teaching strategies become increasingly significant, especially in ESL (English as a Second Language) contexts. This study explores the comparative effectiveness of explicit and implicit grammar instruction in high school ESL classrooms, with a focus on both teaching practices and student perceptions. It aims to contribute to ongoing discussions on how grammar can be taught in ways that maximize student engagement and language development. The study utilized a sequential explanatory mixed-methods research design to ensure a comprehensive understanding of the topic. Data were collected from ten public high schools in Baggao, Cagayan, through a combination of surveys and interviews. Respondents included ESL teachers and Grade 10 students. Quantitative data from surveys provided broad insights into common instructional practices and student attitudes, while qualitative data from interviews offered deeper context and interpretation. This approach allowed for validation of the findings, ensuring the study’s reliability and depth. Findings revealed that explicit grammar instruction, such as the direct teaching of grammar rules and structure, remains the most commonly employed method by teachers. However, students responded more positively to implicit instruction strategies, which integrate grammar learning into communicative activities, stories, and real-life contexts. Students exposed to these methods showed increased engagement, participation, and fluency. Challenges affecting the effectiveness of grammar instruction were also identified, including limited instructional materials, inadequate teacher training, and large class sizes that prevent personalized support. The study concludes that a balanced integration of both explicit and implicit grammar instruction is necessary to optimize language acquisition. Based on the results, the researcher recommends an enhanced grammar instruction plan that includes communicative and digital tools, structured yet flexible lesson frameworks, and regular professional development for teachers. Furthermore, educational stakeholders should consider policy and curriculum reforms to support more effective, student-centered grammar instruction in ESL classrooms.References
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