The Effect of Cognitive Strategy-Based Grammar Instruction on Iranian Intermediate EFL Learners' Development of Both Structural Knowledge and Strategy Use

This research focuses on cognitive strategy-based grammar instruction to reveal how effective strategy training is in learners' development of both structural knowledge and strategy use. Through the cluster sampling, 44 participants, who met the expected score in both TOEFL (2003) and the grammar sub-test of the same TOEFL, took part in this study. They were divided into the experimental group receiving cognitive strategy-based instruction and the control group receiving non strategy-based instruction i.e. being taught in the traditional way. Before and after receiving ten 90 minute sessions of instruction, the cognitive group received Purpura's (1999) cognitive questionnaire. The results of data analysis indicated that cognitive instruction does not significantly affect the learners' development of structural knowledge, while it makes a positive significant difference in the learners' strategy use.