Role and Reference Grammar-based grammar pedagogy for complex clauses and voice: A quasi-experiment in Indonesian English as a Foreign Language

Abstract

This quasi-experimental study examined whether an explicit Role and Reference Grammar (RRG)-based linking sequence contributed to improved accuracy in voice choice and complex-clause packaging among Indonesian EFL learners, as well as more efficient timed performance, and transfer to production academic discourse. Measures included a timed grammaticality judgement task and a sentence-picture matching task analysed for accuracy and reaction time, elicited imitation and elicited production tasks, an academic writing task, and oral retell. ANCOVA models were calculated with pre-test and placement covariates, using type-2 cluster-robust standard errors (CR2). Compared with the control group, the RRG group showed greater gains in voice accuracy, complex-clause accuracy, timed grammaticality judgement task (GJT) accuracy, and reaction times. Sentence-picture matching also demonstrated more accurate actor–undergoer mapping and more rapid responses. These gains were also reflected in writing quality, whereas speech intelligibility improved but did not reach conventional significance (p = 0.08). Moderate retention was observed at a delay of 3–4 weeks. Pedagogically, the findings suggest that a linking-first sequence may help learners more explicitly connect semantics, syntax and discourse when making grammatical choices in academic English.
Contribution: This study offers evidence from classroom-based research on the associations among replicable RRG-informed pedagogy and gains in voice, clause packaging, timed processing, writing transfer and short-delay retention in Indonesian EFL.