The Influence of Face-to-Face Social Interaction on Grammar Skills among English Students

This study explored the impact of face-to-face social interaction on the grammar skills of second-year Bachelor of Secondary Education major in English students, focusing on sentence structure and verb tense usage. Anchored in Vygotsky’s Interactionist Theory of Language, a quantitative descriptive-correlational design was employed with 70 participants selected through total sampling. Data were collected using survey questionnaires assessing both social interaction and grammar proficiency. Results revealed that students exhibited high levels of face-to-face social interaction and generally proficient grammar skills. Statistical analyses indicated a significant positive correlation between social interaction and grammar proficiency, suggesting that meaningful peer interactions enhance grammar learning. The findings highlight the pedagogical value of incorporating structured face-to-face interactions in language instruction to improve students’ grammar skills and overall communication competence. The study recommends integrating interactive activities, such as group discussions and collaborative tasks, into English language instruction to foster a supportive learning environment that promotes grammar development.