Grammar Learning Strategies and Proficiency: Investigating Student Difficulties and Influencing Factors in Intermediate English Grammar

This study aims to identify the key challenges faced by university students in learning Intermediate English Grammar, examine the effects of employing Grammar Learning Strategies (GLS), and evaluate the role of internal and external factors in the success of grammar instruction. The research involved 21 second-semester students enrolled in the Intermediate English Grammar course at the English Language Education Program, University of Serambi Mekkah. Data were collected through pre-tests, post-tests, questionnaires, and classroom observations. Findings reveal that students struggled primarily with accurate tense usage, complex sentence construction, and the application of passive voice. The integration of GLS had a positive impact on students’ grammar proficiency, although the statistical difference between the experimental and control groups was not significant (p 0.05). Internal factors such as learning styles and motivation, along with external elements like instructional duration and teaching methodology, were found to significantly influence the effectiveness of the strategies. These findings underscore the importance of adopting interactive, strategy-based grammar instruction that incorporates peer feedback and self-correction to enhance learners' understanding of complex grammatical concepts. The study is expected to contribute to improving grammar teaching practices in higher education.