The objective of this study is to evaluate the relative effectiveness of two distinct approaches when teaching English grammar within a classroom context. The aim is to determine: firstly whether there is a difference in learner outcomes ; to furthermore identify the nature of this difference and finally, to infer the potential reason behind this disparity. A comparison was made between implenting the Presentation Practice Production (PPP) and Task-Based Language Teaching (TBLT) methods. Using two student groups, parallels were drawn between the former PPP method which advocates a form-based approach - comprising explicit grammar teaching and the latter TBLT method which supports a meaning-focused view - minimising the importance of form. Stemming from prior Second Language Acquisition research, the CAF (Complexity Accuracy Fluency) process was chosen to interpret the students final writing data in terms of its accuracy and complexity whilst Language-Related Episodes (LREs) were also included in order to observe the learning process.