Abstract:
The primary purpose of this study was to examine the implementation of learning strategies that enhance active learning of secondary school English grammar. Simple random sampling and purposive sampling were used to select the study site and participants respectively. The study targeted twenty-one secondary school teachers of English from seven selected secondary schools in Lilongwe Rural East Education District under the Central West Education Division (CWED). The study was guided by Constructivism Theory of learning. The study used interpretivism research paradigm, qualitative research approach, and case study research design. Data were collected through observation of lessons, interviewing teachers of English and examining official documents. Thematic analysis was used when analysing data.
The study reveals that most teachers do not use lesson plans when teaching English grammar. The development makes teachers not to select appropriate active learning strategies. As a result, students fail to participate effectively during lesson delivery as teachers tend to use teacher-centred techniques. The teachers who participated in this study used techniques like questioning, role playing, storytelling, lecturing and explanation. Some of the techniques like questioning, role playing and storytelling were effective because students had a chance to practise language in the classroom, and classroom activities informed real life situations. However, lack of interest, students’ poor background knowledge, lack of understanding and shyness of the students were some of the challenges that were encountered when using active learning strategies. These problems can be mitigated by supervising group activities, encouraging students to speak English all the time, cultivating the culture of reading in students and encouraging students to participate in English grammar lessons as a way of practising language in a classroom setting.
