Impact of Form-Focused Grammar Instruction on Students’ Writing Success

Abstract

The relationship between students' writing success and specific grammatical assistance was examined in this research. A quasi-experimental study design with a pre-posttest and no similar groups was used to examine how the intervention affected the learning results of the students. Using a simple random selection technique, two pre-existing learning portions were selected and allocated as a control and an experimental group (N = 45). To compare the two groups' means, an independent sample t-test was used. The measured variable exhibited a statistically significant variation across the groups. Further Pearson correlation (r) and Cohen's d effect size measure was used to investigate the association between the variables. These extra statistical analyses gave rise to a more thorough comprehension of the data and for a more sophisticated interpretation of the outcomes. The results showed statistical significance (p < 0.05), suggesting that the conclusions are trustworthy and applicable to a wider range of people. Grammar principles, such as vocabulary, mechanics, cohesion and coherence were the grammatical components that specifically interfered. Students in the experimental group did better in writing than students in the control group utilizing these accepted evaluation rubrics. Lastly, it was suggested that improving students' writing successrequires clear grammatical training.