This study examined opinions of Thai learners of English in a TOEFL tutorial class about their experiences in learning the TOEFL grammar through explicit grammar instruction. Participants consisted of 50 learners of mixed age ranges who had enrolled in a TOEFL class at a local university. The analysis of data collected by means of a survey questionnaire, email interviews and teacher’s diaries revealed that the majority of the participants found explicit grammar instruction very useful and relevant. In addition, the test-taking strategies they
received helped them to cope with a speed test such as TOEFL successfully. Additional key finding was that the tutorial nature of the course helped them to learn effectively, although pair work and small group work were not provided, thereby suggesting that teaching efficacy does not need to be restricted by any particular teaching method. Rather, the findings were reflective of the relevance of “situated pedagogies.” In addition, pedagogical and research implications were provided.
(2559). การเรียนไวยากรณ์ภาษาอังกฤษวันอาทิตย์: ประสบการณ์ของผู้เรียนชาวไทยวัยผู้ใหญ่ในชั้นเรียนติวโทเฟิล. วารสารศึกษาศาตร์ มสธ, 9(2), 44-61.