Grammar Game Exposure and Sentence Error Identification Proficiency Among Grade 6 Pupils

This study examined Grade 6 pupils’ exposure to grammar games and their proficiency in identifying sentence errors. Specifically, it determined exposure to board games, card games, digital games, and physical action games; assessed proficiency in identifying subject–verb agreement, tense consistency, punctuation and capitalization, pronoun–antecedent agreement, and spelling and word usage errors; determined the relationship between grammar-game exposure and sentence-error identification proficiency; and explored Grade 6 English teachers’ perceptions of grammar-game integration. The study was conducted at May Soc Montessori in Ho Chi Minh City, Vietnam, during AY 2025–2026. It involved 35 Grade 6 pupils and 5 Grade 6 English teachers using total enumeration. A mixed-method explanatory design was employed, combining descriptive-correlational and qualitative approaches. Quantitative data were gathered through a grammar-game exposure questionnaire and a sentence-error identification test, while qualitative data were obtained through teacher interviews. Descriptive statistics and Spearman product-moment correlation were used for quantitative analysis, and thematic analysis was applied to qualitative responses. Findings revealed that pupils had a moderate exposure to grammar games, with physical action games obtaining the highest mean. Overall proficiency in identifying sentence errors was also moderate, with spelling and word usage as the strongest area and tense consistency as the lowest. No statistically significant relationship was found between grammar-game exposure and sentence-error identification proficiency. Teachers perceived grammar games as useful for promoting participation, grammar awareness, practice, confidence, and error recognition, but reported challenges involving classroom management, time, technology, learner pacing, competition, and materials. Based on the findings, grammar game-based instructional strategies were formulated.