Comparing Grammar Gains of Absolute Beginners vs. Learners with Non-Grammar Prior Exposure in a Short-Term Intensive EFL Program

Abstract

Grammar acquisition remains a central concern in EFL contexts, particularly within short-term intensive programs where learners arrive with highly varied linguistic backgrounds. In Kampung Inggris Pare, a well-known intensive English learning hub in Indonesia, classrooms frequently consist of a mix of absolute beginners and learners who have had informal prior exposure to English through media consumption such as songs, films, and online gaming, yet without any formal grammar instruction. Despite the prevalence of this phenomenon, no quantitative comparative study has examined whether such non-grammar prior exposure yields measurable advantages in grammar gains over the course of an intensive program. This study aimed to compare grammar improvement between absolute beginners and learners with non-grammar prior exposure following a short-term intensive EFL program at Kresna Course, Kampung Inggris Pare. A quantitative comparative design was employed using a pre-test and post-test grammar instrument administered to two purposively selected groups of participants enrolled in the two-month package program. Grammar improvement scores were calculated as the difference between pre-test and post-test results and analyzed using an independent samples t-test. The findings revealed a statistically significant difference in grammar gains between the two groups, with learners who had non-grammar prior exposure demonstrating higher improvement scores compared to absolute beginners. These results suggest that even informal, non-systematic English exposure may facilitate the formation of implicit linguistic schemas that support explicit grammar learning. The study contributes empirical evidence to the role of prior exposure in EFL grammar acquisition and offers practical implications for learner placement and instructional strategies in intensive course settings.