Investigating the Effect of Participatory Approach on the Development of Grit and Grammar Knowledge among Iranian EFL Learners

This study investigated the effect of a participatory approach on the development of grit and grammar knowledge among Iranian EFL learners. Using a quasi-experimental pre-test-post-test control group design, ۵۰ intermediate-level female EFL learners were randomly assigned to experimental and control groups. The experimental group received grammar instruction through a participatory approach emphasizing active student engagement, collaboration, and shared responsibility, while the control group received conventional teacher-centred instruction. Results revealed that the participatory approach significantly enhanced learners' grit (p <.۰۰۱, partial n² =.۹۷۷) and grammar knowledge (p <.۰۰۱, partial n².۹۷۱). The experimental group demonstrated substantial gains in both affective perseverance and grammatical competence compared to the control group. These findings demonstrate that participatory approaches can simultaneously cultivate non-cognitive traits like grit and improve linguistic outcomes, suggesting that language education should integrate both cognitive and affective dimensions through learner-centred, collaborative methodologies. The results have significant implications for EFL pedagogy in Iranian contexts and beyond, highlighting the potential of participatory approaches to transform language learning experiences.

کلیدواژه ها:

participatory approach ، grit ، grammar knowledge ، EFL learners ، Iranian context