Abstract Grammar remains a focal yet challenging area of EFL learning, particularly in Asian contexts where instruction is frequently test-driven rather than communicative. Despite the Chinese government’s efforts and resources to promote innovative pedagogy and strengthen English instruction, grammar continues to pose difficulties for many university students, limiting their capacity to write prolifically, comprehend critically, and communicate effectively in English. Although much research is being conducted on English learning, grammar has not been utilized as a diagnostic concept. To address this gap, this study utilizes data from placement exams administered at three Chinese universities to assess grammar proficiency. Using a quantitative-descriptive, cross-sectional design, the study analyzed the results of 314 students who completed the grammar component of the National Geographic Learning English Placement Test. Descriptive and inferential statistics were applied to compare proficiency across demographic indicators. The findings showed that most students were at an intermediate level, with recurring errors in sentence construction, verb tense, and subject–verb agreement. No significant differences were observed in years of education or length of English study, although a weak correlation emerged with years of education. Genuine progress in grammar learning depends less on simple exposure to the target language and more on evidence-based instruction that empowers learners to take an active role in their development. This perspective is framed within Communicative Language Teaching, Diagnostic Language Assessment, and Sociocultural Theory. The findings support Sustainable Development Goal 4 by highlighting the usefulness of diagnostic grammar testing in developing interventions that address fossilized errors.
Rizal Dapat (Mon,) studied this question.