Innovative Linguistic Strategies of EFL University Students’ Performance in Grammar Teaching

Teaching grammatical strategies is crucial for English as a Foreign Language (EFL) learners to apply correct language structures effectively. This study investigates the influence of innovative grammar teaching strategies—specifically type error and token error approaches—on students’ grammatical accuracy compared with traditional methods. Conducted at Imam Jafar Al-Sadiq University with a sample of 100 EFL students from Iraqi private colleges, the research employed a non-randomized control group posttest experimental design. The main aim is to examine how new grammatical strategies affect students’ performance across diverse grammatical contexts. The significance of the study lies in providing evidence-based approaches that enhance grammar teaching practices, encourage effective feedback use, and improve student outcomes. The central research question is: How do type error and token error strategies influence the grammatical performance of EFL learners compared with traditional grammar instruction? Participants were divided into three groups: one taught through type error strategies, one through token error strategies, and a control group taught traditionally. A grammar test was used to measure performance across the groups. Findings indicate that innovative strategies, particularly type error approaches, significantly improve students’ grammar production and awareness, highlighting their value as practical solutions for overcoming common difficulties in grammar learning. This study contributes to educational innovation in EFL contexts and establishes a foundation for future research on effective grammar teaching methodologies.