writing as a productive skill requires practice in the basic sub-skills of vocabulary and grammar. in fact, grammar has been viewed as the core of programs in writing classes to help the students put the elements of sentence together and combine sentences of specific lengths to come up with an error-free work of art. conceptualizing l2 writing in this way introduces writing as a product and encourages a focus on formal text units or grammatical features of texts resulting in its accuracy. the required grammatical features are mostly presented contextually as in the form of dialogues that have been customarily used in course books designed to teach english to the students of secondary schools in iran. while teaching this first section of each lesson based on the objectives of the course, english teachers either move from dialogue to grammar teaching and pattern practice or teach grammar before dialogue that is followed by patterns. to see whether the order of teaching grammar and dialogue has a significant impact on efl learners’ grammatical accuracy in writing, the present research was conducted with 60 third graders of a school who were randomly taken out of 127 pretested candidates and homogeneously distributed in two classes. in one class the teacher taught dialogue before grammar and in the other the reverse. five lessons were instructed and each session ended in a written test driven out of the "write it down" section of the lessons. the mean of performance in five post-tests in both classes when put into t-test formula showed no significant difference at the confidence interval of 95% with the significance value of 0.942. because this value was more than 0.05 it was safely concluded that the average difference of 0.04667 on behalf of group one had been totally due to chance and not the variation of instructional approaches.