Impact of Teachers’ Grammatical Content Knowledge on Students’ Writing Performance in Junior High Schools
DOI:
https://doi.org/10.53819/81018102t4385Abstract
Teachers’ grammatical content knowledge is a foundational component of effective writing instruction among learners especially at the junior high school level where learners transition from basic sentence construction to extended, coherent written expression. Writing at this stage requires the integration of grammar, vocabulary, organization, and meaning-making within increasingly complex academic tasks. Despite this expectation, weaknesses in grammatical accuracy, sentence structure, and textual cohesion continue to characterize students’ writing across many educational contexts. This study was grounded in Pedagogical Content Knowledge (PCK) Theory and Sociocultural Theory of Learning. The study adopted a desktop review research design guided by a positivist orientation to systematically synthesize empirical evidence on the relationship between teachers’ grammatical content knowledge and students’ writing performance in junior high schools. Relevant peer-reviewed journal articles, empirical studies, meta-analyses, and scholarly publications were identified through structured database searches using key terms related to grammar knowledge, writing instruction, and lower secondary education. The reviewed literature was analyzed comparatively to identify prevailing patterns, explanatory mechanisms, and research gaps. Findings indicated that teachers’ grammatical content knowledge significantly predicts students’ writing accuracy, sentence complexity, coherence, and overall text quality. Teachers with strong grammatical understanding were more likely to integrate grammar functionally within writing tasks, provide explanatory feedback, scaffold revision processes, and design instruction that supports meaningful language use. Conversely, limited grammatical knowledge among teachers was associated with fragmented instruction, overreliance on drills, superficial correction practices, and persistent grammatical errors in student writing. The review further demonstrates that teaching experience alone does not compensate for weak grammatical competence and that disparities in writing performance often reflect differences in teacher preparation and specialization. The study thus recommends improving grammar-focused components in teacher education, sustained professional development in grammar–writing integration, curriculum alignment, and further empirical research to inform targeted instructional interventions.
Keywords: Grammatical content knowledge, Writing performance, Junior high school, Pedagogical Content Knowledge, Sociocultural Theory, Grammar instruction
References
Aksoy, H., & Çetinkaya, Y. B. (2025). Investigating the Association between Technological Pedagogical Content Knowledge (TPACK) and Self-Efficacy among Turkish EFL Prep School Teachers. Contemporary English Language Studies, 1(1), 1-21.
Al-Khresheh, M. H., & Orak, S. D. (2021). The place of grammar instruction in the 21st century: Exploring global perspectives of English teachers towards the role of teaching grammar in EFL/ESL classrooms. World Journal of English Language, 11(1).
Al-Zyoud, A. A., Al Jamal, D., & Baniabdelrahman, A. (2017). Mind mapping and students' writing performance. Arab World English Journal (AWEJ) Volume, 8.
Andargie, A., Amogne, D., & Tefera, E. (2025). Effects of project-based learning on EFL learners’ writing performance. PloS one, 20(1), e0317518.
Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59(5), 389–407.
Beslagic, D. (2025). Lacking bridges and apprehensive tensions: The impact of emotions and contextual factors on German L3 teachers’ perceptions and grammar teaching practices. Language Teaching Research, 13621688251313984.
Deng, Y., & Sitthitikul, P. (2025). The Effects of the Guided Dialogic Peer Feedback-Based Writing Instruction on Chinese EFL Students' Writing Performance in an Integrated Blended Learning Environment. REFLections, 32(1), 1-27.
Donato, R. (1994). Collective scaffolding in second language learning. In J. P. Lantolf & G. Appel (Eds.), Vygotskian approaches to second language research (pp. 33–56). Ablex.
Duong, T. N. A., & Chen, H. L. (2025). An AI chatbot for EFL writing: Students’ usage tendencies, writing performance, and perceptions. Journal of Educational Computing Research, 63(2), 406-430.
Effendi, M. S., Rokhyati, U., Rachman, U. A. M., Rakhmawati, A. D., & Pertiwi, D. (2017). A study on grammar teaching at an English education department in an EFL context. International Journal on Studies in English Language and Literature, 5(1), 42-46.
Ellis, R. (1998). Teaching and research: Options in grammar teaching. TESOL Quarterly, 32(1), 39–60.
Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press.
Grossman, P. L. (1990). The making of a teacher: Teacher knowledge and teacher education. Teachers College Press.
Ilmi, M. R., Drajati, N. A., & Putra, K. A. (2023). Linking the theory and practice: Self-reflections on technology-integrated English grammar teaching. Reflective Practice, 24(2), 125-136.
Jansen, T., Höft, L., Bahr, J. L., Kuklick, L., & Meyer, J. (2025). Constructive feedback can function as a reward: Students’ emotional profiles in reaction to feedback perception mediate associations with task interest. Learning and Instruction, 95, 102030.
Khatib, M., & Meihami, H. (2015). Languaging and writing skill: The effect of collaborative writing on EFL students' writing performance. Advances in Language and Literary Studies, 6(1), 203–211.
Kind, V. (2009). Pedagogical content knowledge in science education: Perspectives and potential for progress. Studies in Science Education, 45(2), 169–204.
Lantolf, J. P. (2000). Sociocultural theory and second language learning. Oxford University Press.
Lantolf, J. P., & Thorne, S. L. (2006). Sociocultural theory and the genesis of second language development. Oxford University Press.
Li, X., & Lin, D. T. A. (2025). Impact of learner-centred feedback on developing student feedback literacy and EFL writing performance. Cogent Education, 12(1), 2593031.
Ling, Z. (2015). Explicit grammar and implicit grammar teaching for English major students in university. Sino-US English Teaching, 12(8), 556-560.
Msamba, E. M., Msuya, E. A., & Anangisye, W. A. (2023). The Impact of In‐Service Education and Training on Teachers’ Learning: Perspectives from English Foreign Language Teachers in Tanzania. Education Research International, 2023(1), 6135444.
Myhill, D., Cremin, T., & Oliver, L. (2023). Writing as a craft: Re-considering teacher subject content knowledge for teaching writing. Research Papers in Education, 38(3), 403–425.
Navaz, A. M. M., & Sama, F. R. F. (2017). Teaching grammar in the English language classroom: perceptions and practices of students and teachers in the Ampara district.
Nguyen, D. T., Hitendra, P., & Andy, Y. (2023). Understanding teachers' knowledge and skills via technological pedagogical and content knowledge framework. English Language Teaching, 16(6), 91-101.
Ong, Q. K. L., & Annamalai, N. (2024). Technological pedagogical content knowledge for twenty-first century learning skills: The game changer for teachers of industrial revolution 5.0. Education and information technologies, 29(2), 1939-1980.
Pitura, J., Kaplan-Rakowski, R., & Asotska-Wierzba, Y. (2025). The VR-AI–assisted simulation for content knowledge application in Pre-service EFL teacher training. TechTrends, 69(1), 100-110.
Rao, P. S. (2019). The role of grammar in English language teaching (ELT) techniques. Research Journal of English, 4(2), 239–249.
Reza Adel, S. M., & Azari Noughabi, M. (2023). Developing Pedagogical Content Knowledge (PCK) through an enriched teacher education program: cases of four Iranian pre-service EFL teachers. Pedagogies: An International Journal, 18(3), 352-373.
Sh, G. (2026). Innovative Methods In Teaching English Grammar To Non-Native Speakers. Tadqiqotlar, 77(3), 132-137.
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14.
Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–22.
Swain, M. (2006). Languaging, agency and collaboration in advanced second language proficiency. Applied Linguistics, 27(3), 451–465.
Troia, G. A., Brehmer, J. S., Reichmuth, H. L., & Glause, K. (2026). The Nature of Elementary Writing Teachers’ Instructional Practices and the Effects of Experience, Professional Preparation, Teaching Efficacy Beliefs, Knowledge, and Ability on Their Practices. Scientific Studies of Reading, 1-30.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Widagsa, R., Senom, F., & Hutagalung, F. D. (2025). Teaching out-of-field: exploring the non-specialist English language teachers’ knowledge base and practices. Cogent Education, 12(1), 2514914.
Yang, G., Li, J. W., Zhou, W., Zheng, Y. Q., & Zeng, Q. F. (2025). An empirical study of a data-driven personalized diagnostic feedback strategy to enhance Chinese primary school pupils’ writing performance. Interactive Learning Environments, 33(1), 631-657.
Zhan, Y., & Teng, M. F. (2025). Assessing English writing self-efficacy beliefs, self-regulation, and performance through asynchronous computer-mediated feedback and face-to-face peer feedback. Educational Assessment, 30(1), 4-20.
Zhang, L. J., & Sun, Q. (2022). Developing and validating the English teachers’ cognitions about grammar teaching questionnaire (TCAGTQ) to uncover teacher thinking. Frontiers in Psychology, 13, 880408.
Zheldibayeva, R. (2025). GenAI as a learning buddy for non-English majors: Effects on listening and writing performance. Educational Process: International Journal (EDUPIJ), 14(1), 1-16.
Zheng, H., Miao, X., Dong, Y., & Yuan, D. C. (2023). The relationship between grammatical knowledge and reading comprehension: A meta-analysis. Frontiers in psychology, 14, 1098568.
