The Effect of Grammar Teaching Methods on Students’ Writing Skill


  • Fadiel Mohammed Musa



Control Group; Experimental Group; Grammar In Isolation; Grammar In Context; Writing


This study investigates the effect of grammar teaching methods on students’ writing skill in secondary level. The study was based on action research, carried out in the academic year 2017 in one of Sudanese secondary schools. The participants were in second year. They studied English for the same number of years (6 years).The study followed two different methods of grammar teaching: 1) grammar in 'context' and 2) in 'isolation' to assess which method is more beneficial for English learners to write grammatical error-free composition. Students were divided into two groups: control and experimental groups.For the purpose of high measurement, participants in the two groups sat for apre English test on writing. The results showed that P-value of T-test (0.567) was greater than significant level (0.05) which means there was no statistical difference between experimental and control groups in the pre-test. Then the experiment was run; teaching the two groups using different methods.The control group was taught grammarin isolation method; where experimental group was taught grammar in context.Instructions lasted for two months and the two groups had the same writing test. The results indicated that P-value of T-test (0.000) was less than significant level (0.05) which means there was statistical difference between experimental and control in post-test. Finding showed that: teaching grammar ‘in context’ helps students to produce better writing than teaching grammar ‘in isolation’.


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Author Biography

Fadiel Mohammed Musa

Ph.D., Assistant Professor

Department of English Language

Nahda College

Omdurman, Khartoum, Sudan


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How to Cite

Musa, F. M. . (2021). The Effect of Grammar Teaching Methods on Students’ Writing Skill. International Journal Online of Humanities, 7(4), 27–39.