The present study is a quantitative research that attempts to scrutinize the place of students' views on integrating contextual micro-grammar revision with contextual vocabulary teaching consistent with Constructivism. Therefore, the study investigates the first and the second-year students' attitudes towards a new technique that attempts to consolidate these two techniques into one while taking their individual differences and age factor into account. In compliance with the purpose of the study, a case-specific scale was developed to provide a better projection. It was applied to the first and second year university students at the English Language and Literature Department of a state University in Grammar II and Oral Communication II courses simultaneously. As the results of the data were analyzed through both descriptive and inferential statistics, also in light of the previous studies in the literature, the technique turned out to be sound and promising for the interests of the field of foreign language teaching.