Grammar Through Novels or Rules? A Qualitative Comparison of Novel-Based Inductive Instruction and PPP in an EFL Master's Classroom
DOI:
https://doi.org/10.53103/cjlls.v6i3.277Keywords:
Grammar Instruction, Novel-Based Teaching, Inductive Learning, PPP Method, EFLAbstract
This qualitative comparative research examined the experiences of English as a Foreign Language (EFL) master’s students in learning grammar using two different methods of instruction: novel-based inductive instruction and the traditional Presentation-Practice-Production (PPP) method. Conducted at the University of Sidi Mohamed Ben Abdellah in Fez, Morocco, the study involved 40 master's students from science faculties—20 Mathematics students in the novel-based group and 20 Biology students in the PPP group. Data were collected through classroom observations, student writing artifacts, semi-structured interviews, and focus groups during the eight weeks. Thematic analysis revealed five major themes: engagement and motivation, grammatical noticing and awareness, perceived benefits, perceived challenges, and transfer to writing. The results showed that students in the novel-based group had higher engagement, stronger grammatical awareness, and more successful transfer of grammatical structures to their writing than did students in the PPP group. Nonetheless, the explicit teaching and systematic practice were appreciated by PPP students. The research indicates that the incorporation of literary texts in the teaching of grammar at the tertiary level may help to increase learner engagement and enable them to gain a deeper grasp of grammar, although explicit instruction remains relevant to some learners.
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