Cho, Young Ah. (2018). The effects of differential grammar learning tasks on L2 learners' grammatical knowledge and their beliefs about grammar instruction. The Linguistic Association of Korea Journal, 26(3), 1-23. The current study explores the effects of three different types of grammar learning on learners' grammar development and their beliefs about grammar instruction. The three types of grammar learning were the deductive, inductive, and PACE approaches. The participants consisted of 95 Korean College students, and they were assigned to one of those three groups. The study employed a background questionnaire, pre-, post-, and delayed grammar tests, and pre- and post-questionnaires about the learners' beliefs regarding grammar instruction. The findings revealed that the PACE group's performance was greater than any other group in terms of both short- and long-term retention, and the differences between the deductive and inductive groups were seen in the immediate learning process. This study also employed a Learners' Beliefs about Grammar Instrument (LBGI), which showed that the PACE approach had a significantly positive effect on learners' grammar acquisition. Pedagogical implications and suggestions for L2 grammar instruction have been made in the study.