Susan Jones|Debra Myhill|Trevor Bailey
Grammar for writing? An investigation of the effects of contextualised grammar teaching on students’ writing
University of Exeter|University of Exeter|University of Exeter
role grammar instruction teaching writing contested anglophone countries several robust metaanalyses finding evidence beneficial effect however existing research limited considers isolated grammar instruction offers theorisation instructional relationship grammar writing study drawing theorised understanding grammar meaningmaking resource writing development set investigate impact contextualised grammar instruction students writing performance study adopted mixedmethods approach randomised controlled trial complementary qualitative study statistical analyses indicate positive effect writing performance intervention group e 021 p 0001 study also indicates intervention impact differentially different subgroups benefiting able writers weaker writers study significant first supply rigorous theorised evidence potential benefits teaching grammar support development writing