USING FEYNMAN TECHNIQUE IN ENGLISH GRAMMAR TEACHING AND LEARNING AT HIGH SCHOOLS

Abstract

The purpose of this study is to explore whether the Feynman technique is suitable for high school students in Vietnam and whether implementing it is effective in improving their grammar performance. 40 students at grade 11 in a local high school were invited to join in the project, in which the experimental group of 20 students participated in an 8-week treatment, in which they were required to apply the Feynman technique, including 4 steps: Identifying the topic, Teaching it to yourself or someone else, Identifying knowledge gaps, and Simplifying, to learn grammar with a frequency of one unit per week. In addition, a pre-questionnaire was given before the experiment to gather information related to students' perceptions, practices, and difficulties when learning grammar. The results of the pre-test and post-test showed that the students' grammar ability was significantly enhanced after using the Feynman technique. Moreover, the post-questionnaire showed participants' positive attitudes toward the Feynman technique. Therefore, it is suggested that the Feynman technique should be used more frequently in teaching and learning grammar to improve grammar performance of high school students.