A Comparative Study of Grammatical Competence and Perceptions of Grammar Learning between First-Year and Fourth-Year English Major Students at a Thai Public University

บทคัดย่อ

This research aimed to compare the grammatical competence of 41 first-year and 43 fourth-year English major students from a public university in the northern part of Thailand, and to explore students' perceptions of grammar and its role in learning English. Participants completed a two-part grammar test measuring (1) grammatical production and (2) grammatical recognition. Quantitative analysis revealed that fourth-year students scored significantly higher than first-year students on grammar production (t = -8.41, p < .000), grammar recognition (t = -8.74, p < .000), and total test scores (t = -10.14, p < .000), indicating that learning experience and consistent language practice facilitate grammatical development. Qualitative findings from interviews with eight participants (four from each year, selected from the original sample) showed that fourth-year students viewed grammar as an essential tool for effective communication and accurate writing, whereas first-year students still perceived grammar as a set of rules to memorize, often relying on guessing—particularly in error identification tasks. Both groups agreed that grammar instruction should emphasize practical use in communicative contexts rather than rote memorization. These findings support curricular shifts toward communicative grammar instruction from the first year of study.