The Impact of Grammar rules Infusion on Writing Effectively by Upper-Intermediate Iranian EFL Learners

This study attempted to scrutinize the impact of the review of grammar rules as an input on writing effectively in Upper-intermediated Iranian EFL Learners. The second objective of this study was tomeasure the extent to which the students were interested in receiving grammar points as review and thoseinvolving writing without review. To this end, two classes of upper -intermediate level English language learners at two English Institutes in Babol (Kish-Air and Bayane-Kish) were selected as the experimental(n=31) and control groups (n=30). The homogeneity of the participants in terms of their Englishproficiency was tested through administering the Oxford Placement Test (OPT). The major material in thisstudy was the students’ textbook (Interchange Series, Fourth Edition). As the next step, a grammar and writing achievement pre-test was run on two groups and then theexperimental group underwent the treatment called grammar rules infusion. After the treatment both groups were tested using the grammar and writing achievement post-test. Data for the students’ beliefstowards grammar review prior to writing assignment were collected through a Likert scale questionnairedeveloped by Ahmadi and Shafiee (2015). The findings of the study were indicative of the fact that, first ofall, utilizing grammar rules infusion could positively affect the writing achievement of the EFL learners. The second findings revealed that not only the students in EG had better interesting time in these classesbut they also achieved bet ter learning rate during the use of grammar as an independent input towards theother students with common writing tasks. Some implications and suggestions justifying the benefits of grammar rules infusion are presented for the teachers as well as educatio nal policy makers.

کلیدواژه ها:

writing ، grammar rules ، grammar rules infusion ، upper -intermediate EFL learners