The Effectiveness of I-Stable Technique for Teaching English Grammar in Primary Classrooms

Grammar serves as the foundation of language learning, enabling learners to communicate effectively by understanding and applying linguistic structures. However, many young learners find grammatical concepts, particularly verb tenses, challenging to grasp. This study investigates the effectiveness of the i-Stable technique in enhancing comprehension among Year 4 pupils learning the simple present tense. Utilising a mixed-methods research design, this study incorporates the action research through pre- and post-test to measure learning outcomes. Additionally, semi-structured interviews were also conducted to gather pupils’ perception on the i-Stable instructional method. Findings reveal that the i-Stable technique significantly improves students’ motivation by fostering an engaging and participatory classroom environment. Pupils exhibited increased accuracy in their use of the simple present tense, as evidenced by improved test scores. Furthermore, student feedback indicates that the i-Stable technique offers them interactive learning, visual learning, self-regulated learning, and scaffolding, contributing to making grammar learning more enjoyable and accessible. This study highlights the importance of innovative teaching strategies in grammar instruction, particularly for young learners who may struggle with traditional, rule-based approaches. By demonstrating the potential of the i-Stable technique to enhance grammatical competence and learner engagement, the findings contribute valuable insights for educators seeking to implement more effective and motivating grammar instruction methods.