Using KWL strategy for teaching English grammar to Iraqi EFL learners

A good learning strategy is the one that enables learners link between their previous knowledge and new information to create their meanings. It is believed that the KWL is an appropriate strategy that learners could employ to construct meaning through connecting their prior information with new material. The letters K-W-L (Know-Want-Learned) stand for the knowledge construction process that takes place. This research aims at investigating empirically the effect of using KWL strategy on the achievement of Fine Arts Institute students in English grammar. To achieve this aim, an experiment was designed where two groups were chosen randomly from the third year students in the Institute of Fine Arts/Nineveh. One of these two groups was assigned as an experimental group which was taught grammar by KWL strategy, and the other as a control group which was taught grammar by the three Ps (Presentation, Practice, Production) method. To meet the homogeneity assumption, both groups were matched in terms of their age and the level of English for the previous academic year. A grammar test was constructed based on students syllabus. Reliability and validity of the grammar test were estimated and ensured. A post-test was administered to both groups. The statistical analysis of the results reveals that there is a statistically significant difference between the achievement scores of the experimental group and those of the control group in the grammar posttest in favor of the experimental group. In light of the findings, a number of recommendations to English language teachers have been put forward. Some suggestions for further studies and work are presented as well.