The Effect of Strategy-based Grammar Instruction on Iranian EFL Learner’s Grammar Achievement

Fatemeh Ghaemi, Esmaeil Jadidi


This study investigates the effect of the strategy-based instruction on grammatical achievement of Iranian EFL learners. To this end, the study carried out among 66 female EFL learners studying at Simin and Namavaran Institutes in Shiraz. The participants were selected out of a population of around 90 based on a placement test intermediate level learners. Then participants were divided into experimental and control groups. The performance of the learners on the “structure and written expression” section of this test was also scored separately as the pretest. Then, after treatment sessions, the post-test was given to groups. Finally t –tests were used to compare the means of the groups for the pre-test and post-test. The results indicated that the experimental group performed significantly better than the control groups.


grammatical achievement, metacognitive strategy, strategy-based instruction

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