Grammatical Error Awareness and Grammar Learning Approaches among Malaysian Undergraduate Students

Abstract

English is the second language in Malaysia and plays an important role in higher education. However, many Malaysian undergraduate students remain weak in English grammar despite years of formal instruction. This study investigates grammatical error awareness and approaches to grammar learning among 40 final-year Malaysian undergraduate students, using an explanatory sequential mixed-methods design. An online questionnaire with 15 grammar items and four open-ended questions was used to collect the data. The findings showed a low mean score of 5.83 out of 15 (38.9%), indicating weak grammatical awareness, particularly in auxiliary verbs, tense forms, singular and plural noun forms, and adverb usage. Thematic analysis of the open-ended responses identified four themes: grammatical instrumentalisation for professional credibility; L1 interference and code-switching; the declarative-procedural knowledge gap; and grammar memory attrition. Most participants (45%) had experienced the deductive learning approach, which is less effective than the inductive approach for long-term grammar learning. MUET band scores also did not consistently reflect grammar performance, raising concerns about their reliability as a proficiency indicator. The findings are hoped to assist educators and policymakers in improving grammar instruction in Malaysian higher education.