Abstract
This study aims to explore effective grammar instruction in English Communication classes that incorporate practice and communication activities based on authorized textbooks. One major challenge is the lack of systematic approaches for grammar instruction in a way that enables students to develop grammatical accuracy while engaging in practice and communicative activities. To address this issue, we conducted in-depth interviews with five English teachers from three high schools where a variant of Presentation-Practice-Production (PPP) called TANABU Model is adopted for English Communication classes. Three key insights emerged: (1) providing sufficient opportunities to use English in class is crucial for promoting grammatical development; (2) to ensure such opportunities, teachers found that dedicating approximately 15-18 hours of instruction time per textbook lesson was necessary; and (3) through their teaching practice and reflection, teachers underwent a significant transformation in their beliefs about grammar instruction, moving from explicit, explanation-focused approaches to more systematic grammar instructional approaches integrating practice and communicative activities.
https://ror.org/00khh5r84 
