INTERACTIVE GRAMMAR TEACHING AS A MEANS OF PROMOTING LEARNER ENGAGEMENT AND AUTONOMY

Abstract

This article examines interactive grammar teaching as a means of promoting learner engagement and autonomy in EFL classrooms. Drawing on Communicative Language Teaching, Constructivist Learning and Sociocultural theories, it argues that grammar is acquired more effectively through meaningful interaction than through mechanical practice. The study discusses five activity types—information-gap tasks, guided discovery, role-plays, collaborative production, and game-based activities—which enable learners to apply grammar in context while developing communicative competence and independent learning skills.