This study bridges cognitive theory and learners’ perspectives to investigate the effectiveness of Processing Instruction in teaching causative constructions within EFL grammar contexts. A mixed-methods design was employed to capture both quantitative results and qualitative insights. The participants consisted of 123 undergraduate EFL students, assigned to two groups: one receiving PI and the other taught with a conventional method. The statistical results from the quantitative phase revealed that the PI group showed significant improvements in comprehension and retention of causative constructions compared to the conventional group. Over 80% of learners indicated on the Likert scale that PI was “much” or “very much” effective. In the qualitative phase, semi-structured interviews were conducted with 12 students from the PI group to examine the instruction through the learner’s lens. They reported that PI improved cognitive engagement and sustained interest, which contributed to their grammatical awareness and productive language use. The findings demonstrate that PI can effectively support grammar teaching, with practical implications for EFL learners, teachers, and syllabus designers.
Hosseinzadeh et al. (2025) studied this question.