Effects of Transformational Generative Grammar (TGG) on Writing Skills of KKU EFL Students.
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| Title: | Effects of Transformational Generative Grammar (TGG) on Writing Skills of KKU EFL Students. |
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| 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] |
| Copyright of Journal of Language Teaching & Research is the property of Academy Publication Co., LTD and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 189225173 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Effects of Transformational Generative Grammar (TGG) on Writing Skills of KKU EFL Students. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Mishu%2C+Anjum%22">Mishu, Anjum</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Saleh+Jaashan%2C+Hasan+Mohammed%22">Saleh Jaashan, Hasan Mohammed</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Language+Teaching+%26+Research%22">Journal of Language Teaching & Research</searchLink>. Nov2025, Vol. 16 Issue 6, p1878-1888. 11p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Generative+grammar%22">Generative grammar</searchLink><br />*<searchLink fieldCode="DE" term="%22English+grammar+education%22">English grammar education</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+discourse%22">Academic discourse</searchLink><br />*<searchLink fieldCode="DE" term="%22Limited+English-proficient+students%22">Limited English-proficient students</searchLink><br />*<searchLink fieldCode="DE" term="%22Mixed+methods+research%22">Mixed methods research</searchLink><br />*<searchLink fieldCode="DE" term="%22Evaluation+methodology%22">Evaluation methodology</searchLink><br />*<searchLink fieldCode="DE" term="%22Syntax+%28Grammar%29%22">Syntax (Grammar)</searchLink><br /><searchLink fieldCode="DE" term="%22Linguistic+complexity%22">Linguistic complexity</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Language Teaching & Research is the property of Academy Publication Co., LTD and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=189225173 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.17507/jltr.1606.09 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 11 StartPage: 1878 Subjects: – SubjectFull: Generative grammar Type: general – SubjectFull: English grammar education Type: general – SubjectFull: Academic discourse Type: general – SubjectFull: Limited English-proficient students Type: general – SubjectFull: Mixed methods research Type: general – SubjectFull: Evaluation methodology Type: general – SubjectFull: Syntax (Grammar) Type: general – SubjectFull: Linguistic complexity Type: general Titles: – TitleFull: Effects of Transformational Generative Grammar (TGG) on Writing Skills of KKU EFL Students. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Mishu, Anjum – PersonEntity: Name: NameFull: Saleh Jaashan, Hasan Mohammed IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 11 Text: Nov2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 17984769 Numbering: – Type: volume Value: 16 – Type: issue Value: 6 Titles: – TitleFull: Journal of Language Teaching & Research Type: main |
| ResultId | 1 |
