The Comparative Effect of Teaching Grammar through Interpretation Tasks and Pictorial Clues on EFL Learners’ Writing Accuracy

Abstract

The focus of this study is to investigate the comparative effect of teaching grammar through interpretation tasks and pictorial clues on EFL learners' writing accuracy. The participants were 60 female intermediate EFL learners with age range of 21-35 who were divided into two experimental groups after being homogenized by a piloted PET test. In the piloted researcher-made pre-test, the researcher required the participants to write a narration and also complete another narration with some blanks with provided words using grammatical points they were going to be taught. After the treatment phase, another researcher-made parallel form of the pre-test was administered as the post-tests. To investigate the research question of the study, an ANCOVA was conducted. The results revealed that there was not any significant difference between the performances of either group. In other words, the mentioned ways of teaching grammar had equal effect on the learners' writing accuracy.