Exploring Effective Strategies for Teaching English Grammar to Arabic-Speaking Student-Teachers: A Comparative Study

Abstract

This study examines effective strategies for teaching English grammar to Arabic-speaking student-teachers, acknowledging the linguistic challenges posed by the structural divergence between Arabic and English. Employing a comparative research design, the study evaluates three instructional approaches—traditional instruction, communicative language teaching (CLT), and technology-enhanced instruction—over a six-week intervention period at the University of Tripoli. Thirty participants were assessed through pre-tests, post-tests, and surveys to measure grammatical improvement and instructional satisfaction.
 Findings indicate that technology-enhanced instruction produced the highest gains in grammar proficiency and student engagement, followed by CLT and traditional methods. The integration of explicit instruction with contextualized practice, supported by visual aids and authentic materials, proved particularly effective in addressing learner difficulties. Despite limitations in sample size and study duration, the research offers evidence-based recommendations for English grammar pedagogy tailored to Arabic-speaking learners.
 This study contributes to the enhancement of teacher training programs by proposing a multifaceted instructional framework that accommodates diverse learning styles and promotes both accuracy and fluency in English grammar acquisition.