This study aims to examine the effectiveness of grammar instruction among Malay language teachers in primary schools using the Fuzzy Delphi Method (FDM). The study focuses on identifying crucial components that support effective grammar teaching, such as teacher’s content knowledge, pedagogical strategies, the use of teaching aids (ABM), and classroom interaction. A panel of experts in Malay language education took part in several rounds of evaluation within the FDM framework until a consensus or shared agreement was reached. The results suggest that that a teacher’s strong command of grammar content is the most significant and impactful factor in ensuring effective instruction, alongside with the use of interactive teaching methods, appropriate utilization of teaching aids, and student engagement in learning. Additionally, approaches like the 5E Instructional Model and the Flipped Classroom strategies were found to strengthen students’ comprehension of grammar concepts. The integration of technology into the teaching and learning process further enrich grammar lessons by multiplying the engagement and interactivity. This study emphasizes the need for continuous professional development for teachers to refine their grammar proficiency and embrace innovative teaching methods. Furthermore, it recommends that policymakers revisit the existing grammar curriculum to emphasize contextual and communicative approaches. Furthe research might focus on experimental and longitudinal studies to explore the long-term impact of these strategies on grammar education.
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