Perceptions of Chilean University Students on Explicit Grammar Instruction and Metalanguage in EFL
DOI:
https://doi.org/10.21703/rexe.v25i.3504Keywords:
explicit instruction; metalanguage; student perception; English as a Foreign Language (EFL); language teachingAbstract
Explicit instruction of the components that make up a foreign language remains a topic of debate in both academic and pedagogical spheres, generating divided positions among researchers and teachers regarding its effectiveness and applicability in the classroom. This study explores the perceptions of 126 Chilean university students concerning explicit explanation of grammar and the use of metalanguage in the teaching of English as a Foreign Language (EFL). Using a semantic differential scale complemented by open-ended questions, we found a widespread and sustained positive appraisal of these approaches: participants reported that explicit explanations facilitate understanding of the “why” and the “how” of linguistic elements (grammar, vocabulary, pronunciation) and provide a foundation for more accurate language use. Respondents attributed positive effects of explicit instruction to the four language skills, with a notable impact on oral production and pronunciation. Regarding pedagogical expectations, 57.1% requested an increase in explicit explanations, while 25.4% preferred to maintain the current level. The findings align with previous studies and suggest that, from the student perspective, explicit explanation and metalanguage are perceived as essential methodologies for effective EFL learning.
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