The Effect of Using Implicit Grammar Instruction on Developing Secondary Stage Students’ Writing Skills

Abstract

This study investigated the effect of teaching grammar implicitly for developing expository, descriptive, and argumentative writing skills of the secondary stage students. Participants of the study consisted of 80 female students who were randomly assigned to one experimental group and one control group. The control group members were taught grammar explicitly with explanation of grammatical rules following their schoolbook; however, the experimental group members received implicit grammar instruction program through which the grammatical features were taught implicitly. A pre posttest control group design was chosen for this study. The data from the study were analyzed using independent samples t-test. Results showed that the experimental group members outperformed the control ones. The study showed that implicit grammar instruction is effective for adult learners. The study is significant as the first one to supply evidence for the benefits of teaching grammar implicitly to support development in expository, descriptive, and argumentative writing skills.