The Impact of Teaching Instructional and Environmental Strategies on Iranian EFL Young Learner’s Grammar Achievement

Negar Sadeghi Hariri, Natasha Pourdana


The present study attempted to investigate the possible effects of Instructional (INS) and Environmental (ENS) strategies on Iranian EFL young learners' grammar achievement. For this purpose, 82 female language young learners ranged between 8 to 12 years of age were selected and randomly assigned into INS, ENS and Control groups in this study. After taking EPT, INS and ENS groups received EFL grammar structures accompanied by INS and ENS strategies, respectively, while Control group received only conventional instructions to English grammar. After conducting the treatment, all participants took a grammar post-test. The Null hypotheses 1 and 2 in this study assumed that the INS and the ENS strategies had no impact on Iranian EFL young learners’ grammar achievement. They were successfully rejected due to different performance of INS and ENS groups from Control group on the post-test. Statistical results did support the superiority of INS over ENS strategies. Therefore, the researcher was able to rectify that INS strategies caused higher impact on the young learners’ grammar achievement than ENS strategies. She concluded her work with some pedagogical implications and recommended topics for further research.



Bulletin boards, Cooperate Learning, Environmental Strategy, Grammar Achievement, Instructional Strategy, Young Learners

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