Text Copying as a Culture-Based Learning Strategy: A Case of EFL Grammar Learners in an Arabic Context Mohammad R. Alnufaie English Language Institute, Royal Commission for Jubail and Yanbu, Saudi Arabia Abstract—As a well-established strategy in the educational traditions of Islam, copying texts (imitating a model) has played a crucial role in learning the Holy Quran and the Arabic language. This study delves into the necessity of understanding how this traditional strategy influences the learning of foreign languages. Using 18 hours of strategy-based instruction, this paper examines the efficacy of text copying in learning grammar (independent variable), as evidenced by a series of grammar tests and surveys assessing learners’ perceptions (dependent variables). The study draws upon data from two groups of college-level English as Foreign Language (EFL) learners, comprising a control group (n=10) and an experimental group (n=11), all categorized at the A2 proficiency level according to the Common European Framework of Reference for Languages (CEFR). The findings suggest that text copying enhances learners’ grammatical understanding and contributes to overall satisfaction in learning a foreign language, as indicated by improved test scores and positive learner feedback. Index Terms—text copying, grammar learning strategies, strategy instruction, repetition I. INTRODUCTION Developing conscious and unconscious mechanisms is a critical component of strategic learning so humans can process, remember, and acquire information and skills in various fields (Pressley & Harris, 2006). Since individuals encounter various tasks and approaches, assuming they will discover and apply all the necessary strategies is difficult. Researchers, therefore, emphasize the importance of strategy instruction for strategies to be adopted effectively (Pressley & Harris, 2006; Plonsky, 2011, 2019). Taking Vygotsky’s sociocultural perspective on learning, this study presents text copying as a strategy that enhances grammar learning and stimulates learners toward better learning through crucial, meaningful, and transformational experiences. In Vygotsky’s sociocultural theory and its Zone of Proximal Development (ZPD), imitation is a way of social learning that is far from the old thinking of imitation as a mere act of habit formation. “The view of imitation as mere automatic, mindless copying of others’ intellectual actions is rejected in favour of a stance of imitative activity as intentional, goal-directed, transformative behaviour leading learners to new development levels” (de Guerrero & Commander, 2013, p. 2). Imitation is a profoundly social process that learners use to connect with others and learn from their actions and methods in meaningful contexts (Over, 2020). Learners will activate their mental processes through meaningful imitation to construct their understanding of language. Language imitation, including language acquisition and social interaction, is crucial in human development and learning (Damasceno, 2020). Learners’ ZPD describes the gap between their ability to perform a task independently and their potential ability to do it under guidance or collaboration. According to this concept, learning occurs in this zone (Lantolf & Poehner, 2008). The texts to be copied by the participants in this study and the class interactions during the intervention process represented the guidance and the meaningful contexts for learning. It is claimed here that copying texts after meaningful interactions will help learners grasp grammatical points in unity and totality. II. LITERATURE REVIEW A. Grammar Learning Strategies The present study perceives text copying as a deliberate action that learners consciously employ to control the structures of a language better. This definition is adopted from the general definition of GLS as “deliberate thoughts and actions that students consciously employed for learning and getting better control over the use of grammar structures” (Cohen & Pinilla-Herrera, 2010, p. 64). Throughout the process of learning languages, grammar learning strategies hold considerable importance. The study of language learning strategies, in general, has been extensive, but the study of grammar learning strategies, in particular, has received relatively little attention (Pawlak, 2019). There are, however, some recent studies attempting to address this issue. For example, Li (2022) conducted a noteworthy review study highlighting how individuals’ differences, such as motivation and willingness to communicate, influence how English as a foreign language (EFL) learners utilize grammar learning strategies. In a separate study, ISSN 1799-2591 Theory and Practice in Language Studies, Vol. 14, No. 5, pp. 1421-1430, May 2024 DOI: https://doi.org/10.17507/tpls.1405.14 © 2024 ACADEMY PUBLICATION