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The effect of teaching grammar in context on EFL learners’ grammar performance

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  • Malek Ahmad Kord
  • Narges Samavati
  • Kimiya Okati
  • Kosar Samavati

Abstract

This study aims to examine the effectiveness of contextualized and communicative approaches in teaching grammar to secondary school EFL learners. A quasi-experimental design was implemented with 60 female students of similar language proficiency. The instructional approach emphasized the integration of grammar into meaningful, real-life tasks, including peer interaction, guided composition, student writing analysis, and oral communication activities. Findings revealed that students exposed to contextual grammar instruction demonstrated significant improvement in grammatical accuracy and overall language competence. The inclusion of reflective and collaborative activities contributed to enhanced comprehension and confident application of grammar in communication. These results highlight the importance of embedding grammar teaching within communicative contexts to foster student engagement, long-term retention, and more effective language development. The study offers valuable insights for educators and curriculum designers seeking to align grammar pedagogy with authentic, learner-centered instruction.

Suggested Citation

  • Malek Ahmad Kord & Narges Samavati & Kimiya Okati & Kosar Samavati, 2025. "The effect of teaching grammar in context on EFL learners’ grammar performance," American Journal of Creative Education, Online Science Publishing, vol. 8(2), pages 15-25.
    • Handle: RePEc:onl:amjoce:v:8:y:2025:i:2:p:15-25:id:1509
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