This paper reports findings from an experimental study of the effect of implicit instruction of grammar via specially-designed pictures on the writing and speaking abilities of elementary EFL learners. It was conducted on 66 participants in two second grade classes —one as the control group and one as the experimental group— in a junior high school in Mashhad, Iran. During the school year, the control group 2 received the traditional instruction whereas the experimental group was taught through the employment of the special pictures. The results of the pretests and posttests, analyzed through the employment of both matched and independent t-tests, revealed that the experimental subjects got significantly higher mean scores in both their speaking and writing achievement tests. The findings of this study may help the school teachers to enhance their students’ ability in speaking and writing, the two areas which are often neglected in the Iranian school ELT curriculum.

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