Developing Strategic Guidelines for Online English Grammar Teaching: A Case Study of Kunming Medical University Haiyuan College

Abstract

The objectives of this study were: 1) to investigate problems and needs including strengths and weaknesses of online English grammar teaching, and 2) to develop strategic guidelines for online English grammar teaching. The respondents in this research were 392 students and 67 teachers obtained through stratified random sampling at Kunming Medical University Haiyuan College. The research instruments were questionnaires and a set of questions for focus group discussion. The content analysis method, percentage, mean, and standard deviation were used to analyze the collected data. The findings indicated that: 1) the problems and needs of online English grammar teaching of English teachers and students at Kunming Medical University Haiyuan College were at the “Highest” level. The problems and needs of online English grammar learning for students rated with =4.55, S.D. = 0.35, and =4.54, S.D. = 0.35, respectively. The problems and needs of online English grammar teaching for teachers rated with =4.50, S.D. = 0.37, and =4.50, S.D. = 0.37, respectively. The results of weakness analysis comprised of quality control, lack of human interaction, technical issues, self-motivation, limited speaking practice, lack of non-verbal cues, and teacher-student interaction. 2) The strategic guidelines for developing online English grammar teaching with the PDCA cycle could be a structured and iterative approach. Besides, the guidelines comprised of nine units, included Guidelines for a College; Teaching Strategies; Learning Resource, Grammar Rules and Tenses. The three specialists evaluated each of the nine units for correctness and suitability with the IOC values ranged from 0.67 to 1.00, indicating that the guidelines for online English grammar instruction were acceptable and could be used by teachers as well as students to enhance their proficiency in the English language.