Students' Engagement in English Grammar Learning

This study investigates students’ perceptions and engagement with English grammar at the Higher Technological Institute Juan Bautista Aguirre. A total of 24 first-year high school students completed a structured survey with Likert-scale questions. The survey explored the importance of grammar, attitudes toward learning it, challenges faced, preferred methods, and the impact of technology. Results show that students highly value grammar yet struggle with memorizing rules and applying them in conversation. Many report that negative past experiences lower motivation, while positive experiences boost engagement. Traditional teaching methods in a blended learning environment appear insufficient to meet their needs. In contrast, interactive and technology-based approaches seem to enhance learning and confidence. The study acknowledges limitations, including a small sample size and the absence of long-term outcome data. These findings highlight the need for flexible, student-centered instructional strategies to bridge the gap between theory and practice. Overall, this research contributes valuable insights for improving curriculum design and teaching practices in English grammar education Keywords: English grammar; blended learning; student perceptions; engagement; technology-based instruction.