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Effective second language (L2) writing is a multifaceted skill that requires learners to juggle various linguistic and cognitive demands, including grammar, vocabulary, organization, and fluency. One of the key challenges in developing L2 writing proficiency is the role of grammar instruction—specifically, how different approaches to teaching grammar impact writing performance. Traditionally, grammar has been taught explicitly, where learners are provided with rules and instructed on how to apply them. However, there is a growing interest in implicit grammar instruction, which involves learning grammatical structures naturally through exposure and use, without direct teaching of rules. Recent research suggests that a combined approach, utilizing both explicit and implicit instruction, may offer unique benefits in enhancing L2 writing performance while also managing the cognitive load associated with these tasks (Ellis, 2009; Hulstijn, 2015). Cognitive Load Theory (CLT) provides a useful framework for understanding how learners process and use grammatical structures during writing. According to CLT, learners' working memory has a limited capacity, and if instructional tasks overload this capacity, learning and performance can suffer (Sweller, 1988). Writing in an L2 involves high cognitive load due to the need to simultaneously attend to multiple components, such as generating ideas, organizing content, and applying grammatical rules (Chandler, 2003). Explicit instruction, which focuses on the conscious learning of rules, can increase cognitive load, especially for novice learners, as they must apply these rules while managing other writing demands. In contrast, implicit instruction tends to reduce immediate cognitive demands, as learners focus on meaning and fluency rather than conscious rule application (DeKeyser, 2003). Research into the impact of cognitive load on writing suggests that while explicit instruction may improve grammatical accuracy, it often leads to