How Basic Grammar Learning Supports Kindergarten Teachers’ Confidence in Classroom English Use

Abstract

English is increasingly important in early childhood education, yet many kindergarten teachers in Indonesia lack confidence in using it due to limited grammar knowledge. This study explores how learning basic grammar supports teachers’ confidence in classroom English use. Five kindergarten teachers participated in a short grammar-focused professional development course, after which they provided written reflections on their confidence, helpful grammar areas, and remaining challenges. Thematic analysis revealed three key findings: teachers reported greater confidence in using English for greetings and instructions, mastery of simple tenses and pronouns was most supportive, and challenges such as limited vocabulary and fear of mistakes persisted. The study concludes that grammar learning enhances teacher confidence, though continued support is needed for sustainable classroom practice.