In this study, it was aimed to compare two distinct methodologies of grammar instruction: task-based and form-focused teaching. Within the application procedure, which lasted for one academic term, two groups of tertiary level learners (N = 53) were exposed to the same sequence of target structures, extensive writing activities and evaluation criteria. Nevertheless, these two groups differed only in the in-class teaching procedures, which were task-based in one group and formal and explicit in the other one. According to the results, the experimental group who had task-based instruction on contextual grammar outperformed the group of learners who received formal grammar instruction.