Utilizing the 4Es Instructional Model to Optimizing EFL Learners’ Achievement in English Grammar at University Level

Grammar has been an essential aspect of language teaching for years. To enable learners to achieve communicative competence, they require to master its constituent parts, with grammar competence being a key element. Therefore, this study aims at investigating the effectiveness of utilizing the 4Es instructional model on enhancing first-year EFL university students’ learning and achievement in English grammar. The population of the present study was all first-year EFL university students enrolled at Northern Technical University/Technical Engineering College of Mosul (TECM) with a total population of (758) students distributed across seven major departments for the first course of the academic year 2024-2025. To proceed, one department, viz. The Department of Chemical and Petroleum Industries Techniques Engineering, was chosen randomly to be the sample of the study, which composed of (52) participants: Group A (25), and Group B (27). Thereafter, Group A was randomly assigned as the experimental group, and Group B as the control group. The experimental group was instructed according to the 4Es instructional model, whereas the control group was instructed according to the prescribed method, i.e. the deductive approach to teaching English grammar. After conducting the experiment for precisely (10) weeks and five days; it was concluded that the 4Es instructional model, which involves activities that promote grammar noticing and selecting, consciousness-raising, practicing, and evaluation were proved to be effective in optimizing first-year EFL university students learning and achievement in English grammar.