The Effectiveness Of Teaching Grammar Through Integrated Listening, Speaking, Reading, And Writing Activities For Young Learners

Abstract

This study investigates the effectiveness of teaching English grammar to young learners through integrated language skills activities that combine listening, speaking, reading, and writing, as compared with traditional isolated grammar instruction. Grounded in communicative language teaching Received: 15-05-2026 theory and research on young learner second language acquisition, the study Accepted: 28-05-2026 employed a quasi-experimental pretest-posttest control group design with 120 Published:09-06-2026 primary school learners (aged 8–10) divided into an experimental group (n=60) receiving integrated-skills grammar instruction and a control group (n=60) receiving traditional isolated grammar instruction over a 14-week intervention period. Grammar competence was assessed through both a discrete-point Copyright: © 2026 by the authors. grammar test measuring explicit knowledge and a communicative production Submitted for open access publication task measuring the ability to use grammar accurately in meaningful contexts. under the terms and conditions of the Results demonstrated that the experimental group significantly outperformed Creative Commons Attribution (CC the control group on both measures, with the largest difference observed on the BY) license communicative production task (t(118) = 7.42, p < 0.001, d = 1.35). Qualitative (http://creativecommons.org/licenses/ by/4.0/) data from classroom observations and teacher interviews revealed that integrated-skills instruction produced higher learner engagement, motivation, and communicative confidence. The findings provide empirical support for the integration of grammar instruction within meaningful, multi-skill communicative activities in young learner English language education.