Comic Strips and Grammar Development Among Iranian Young Efl Learners

This study was an attempt to examine the effect of implementing comic strips on improving grammar recognition and performance among iranian young efl learners. to this end, a couple of experimental and control were formed, each having 45 preintermediate participants chosen via convenience sampling. prior to their assignment to each group, the participants were homogenized via the employment of ket. all the participants were females in order to control for the variable of gender, which was not among the variables of this study. researcher-made pretests of grammar and speaking assured us that the participants did not know grammatical points as targeted in this study. in continuation, the experimental group received grammar instruction with the aid of comic strips and the control group was taught the same grammar points through conventional methods of grammar teaching. after 16 sessions, both groups sat for a researcher-made grammar posttest and speaking test. the former measured the participants' recognition of grammar, whereas the latter measured their ability to perform those grammatical points in their speaking. data collected from the groups were, then, submitted for data analysis including anova and t test. results indicated that the implementation of comic strips could have a positive effect on the participants’ grammatical competence and performance. a number of pedagogical implications for l2 teachers are presented in this study.