From Theory to Practice: Teaching Grammar through Interaction for EFL Students

Abstract

This study examines the use of interactive approaches in teaching grammar in English as a Foreign Language classrooms. It focuses on how grammar instruction can move from traditional rule explanation and repetitive drills toward meaningful classroom interaction. The study explores the implementation of two classroom activities designed to demonstrate how grammatical structures can be introduced through authentic communication and teacher student interaction. The first activity teaches the present perfect tense through teacher storytelling, where the teacher shares personal experiences and students observe sentence patterns before practicing them through guided conversation. The second activity teaches comparative adjectives through direct demonstration using real objects in the classroom so students can observe differences and immediately produce comparison sentences in spoken interaction. The learning process moves from contextual exposure to guided practice and spontaneous language use. Data were obtained from classroom teaching practices and reflective analysis of the activities. The results indicate that interactive grammar teaching increases student participation, encourages active classroom communication, and helps students connect grammatical knowledge with real language use. However, the implementation also requires careful preparation, effective classroom management, and teacher confidence in maintaining authentic interaction during instruction.