Abstract
This descriptive study was conducted for the purpose of determining the effectiveness of using imageries in the field of grammar teaching, particularly in spotting modifier errors. In doing so, researchers made a total of 116 college students taking up a skills-based English subject in the School Year 2019-2020 participate. Their participation came in the form of engaging in a paired work classroom activity and answering a 15-item multiple choice test/ quiz before and after being taught how to use imageries in spotting the previously-mentioned grammar error. Comparison and contrast of performances expressed in frequencies and percentages during the classroom activity and during the quiz were then done to determine possible effects and implications. As a result, it was found that the chosen pedagogical intervention (i.e., usage of imageries) had noteworthy impact in improving students’ ability in spotting modifier errors.
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