This study explores the effectiveness of integrating poetic texts into grammar instruction in higher education. The research aims to enhance students’ grammatical competence through a methodology that combines linguistic, aesthetic, and communicative dimensions of language learning. A pedagogical experiment was conducted involving 179 students, divided into experimental and control groups. While the experimental group was taught using poetic texts as a central instructional tool, the control group followed traditional grammar teaching methods. The study employed a mixed-method approach, including diagnostic and control testing, observation, and mathematical-statistical analysis. The results demonstrated that students in the experimental group showed significantly higher improvement in grammatical competence compared to those in the control group. The findings indicate that poetic texts facilitate deeper understanding of grammatical structures by presenting them in meaningful, contextualized, and emotionally engaging forms. The research confirms that the integration of literary materials into grammar instruction not only strengthens students’ theoretical knowledge but also improves their ability to apply grammatical rules in real communicative situations. The study suggests that incorporating poetic texts into language curricula can serve as an effective pedagogical strategy in higher education.
Shakhnoza Sattorova (Thu,) studied this question.