An Investigation on Grammar Learning Strategies: A Systematic Review

Abstract

Various studies indicate that the use of language learning strategies in learning English as a foreign/second language supports English language learning and increases success. The literature mostly focuses on the four basic skills and vocabulary learning while Grammar Learning Strategies (GLS) has been studied more limitedly. This study is a systematic review conducted in accordance with the PRISMA flowchart. The systematic review examined 21 articles that met the criteria from 610 studies between 1978 and 2004. The study shows that English articles on GLS for university students began to be studied in 2008 and have increased significantly in recent years. In these studies, various GLS scales were used, some scales were culturally adapted and new measurement tools were developed, and different statistical analysis techniques were utilised in these processes. In addition to all this, it was determined that qualitative research methods were also frequently applied. A significant number of the studies were conducted in Iran and Poland, and the use of quantitative, qualitative, and mixed methods demonstrated the methodological maturity of the field. This study provides critical information on developing effective methods for grammar learning strategies and solving the problems students encounter in this process, and serves as a comprehensive guide for researchers, teachers, and program developers for applications and future studies in the field.