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

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

doi:10.55284/ajce.v8i2.1509

Authors

Malek Ahmad Kord Department of English Language , Farhangian University , Zahedan Branch, Iran. https://orcid.org/0009-0005-0591-9977
Narges Samavati Farhangian University, Zahedan Branch, Iran. https://orcid.org/0009-0001-5999-7605
Kimiya Okati Farhangian University, Zahedan Branch, Iran. https://orcid.org/0009-0009-6777-1647
Kosar Samavati University of Khash, Branch, Iran.

DOI:

https://doi.org/10.55284/ajce.v8i2.1509

Keywords:

Contextual learning, EFL learners, Enhancement of grammar skills, Grammarskills communicative language teaching, Grammatical accuracy, Language proficiency.

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.