The present paper reports on a study that was carried out to compare the effectiveness of three instructional techniques, namely dialogues, focused tasks, and games on teaching grammar. The participants were 48 pre-intermediate EFL students that formed three experimental groups. A posttest consisting of 20 productive items was administered at the end of the treatment period which lasted for four sessions. The results revealed no statistically significant difference between the three groups. This suggests that the three instructional techniques had relatively the same effect on the accurate grammatical production of the learners.
Sasan Baleghizadeh, Elnaz Oladrostam