Effects of Transformational Generative Grammar (TGG) on Writing Skills of KKU EFL Students.

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Bibliographic Details
Title:	Effects of Transformational Generative Grammar (TGG) on Writing Skills of KKU EFL Students.
Authors:	Mishu, Anjum¹, Saleh Jaashan, Hasan Mohammed¹
Source:	Journal of Language Teaching & Research. Nov2025, Vol. 16 Issue 6, p1878-1888. 11p.
Subject Terms:	Generative grammar, English grammar education, Academic discourse, Limited English-proficient students, Mixed methods research, Evaluation methodology, *Syntax (Grammar), Linguistic complexity
Abstract:	This study employs a transformational-generative perspective to investigate the effects of grammar instruction on the writing skills of EFL students at King Khalid University (KKU). Recognising the critical role of grammar in academic writing, this research explores whether explicit grammar teaching improves syntactic accuracy, sentence complexity, and writing fluency. A mixed-methods approach was adopted, collecting data through a Likert-scale questionnaire administered to 60 Level 4 Writing students and semi-structured interviews with five EFL instructors. Quantitative data were analysed using SPSS, while qualitative responses were examined through NVivo to identify common themes and patterns. The quantitative findings revealed that students demonstrated moderate to high confidence in their grammar skills, with perceived improvements in writing proficiency following grammar instruction. Qualitative analysis indicated that instructors identified some common grammatical challenges. Teachers reported that sentence-combining exercises, peer review, and contextualised grammar instruction effectively enhanced student writing. The study confirms that selfcorrection techniques and structured feedback mechanisms play a significant role in internalising grammatical structures and improving writing. However, despite the positive impact of grammar instruction, some students reverted to previous errors, highlighting the need for continuous reinforcement. These findings agree that explicit grammar instruction fosters syntactic development and improves writing proficiency. The study recommends integrating grammar into writing activities, employing feedback-driven instruction, and promoting learner autonomy to optimise writing skill acquisition. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	This study employs a transformational-generative perspective to investigate the effects of grammar instruction on the writing skills of EFL students at King Khalid University (KKU). Recognising the critical role of grammar in academic writing, this research explores whether explicit grammar teaching improves syntactic accuracy, sentence complexity, and writing fluency. A mixed-methods approach was adopted, collecting data through a Likert-scale questionnaire administered to 60 Level 4 Writing students and semi-structured interviews with five EFL instructors. Quantitative data were analysed using SPSS, while qualitative responses were examined through NVivo to identify common themes and patterns. The quantitative findings revealed that students demonstrated moderate to high confidence in their grammar skills, with perceived improvements in writing proficiency following grammar instruction. Qualitative analysis indicated that instructors identified some common grammatical challenges. Teachers reported that sentence-combining exercises, peer review, and contextualised grammar instruction effectively enhanced student writing. The study confirms that selfcorrection techniques and structured feedback mechanisms play a significant role in internalising grammatical structures and improving writing. However, despite the positive impact of grammar instruction, some students reverted to previous errors, highlighting the need for continuous reinforcement. These findings agree that explicit grammar instruction fosters syntactic development and improves writing proficiency. The study recommends integrating grammar into writing activities, employing feedback-driven instruction, and promoting learner autonomy to optimise writing skill acquisition. [ABSTRACT FROM AUTHOR]
ISSN:	17984769
DOI:	10.17507/jltr.1606.09