The University of Tehran Journal of Foreign Language Research 2588-4123 9 3 2019 11 22 A microgenetic development study of learning English grammar through CALL in Iranian EFL beginner learners A microgenetic development study of learning English grammar through CALL in Iranian EFL beginner learners 763 788 74582 10.22059/jflr.2019.264666.547 FA Rouholla Torki English department, Khatam-ol-Anbia University, Tehran, Iran Mahmoud Nabilou Department of English, Payame Noor University, Qom, Iran Poune Moradi Department of English, Payam Nour University, Shahre Ray, Tehran, Iran Journal Article 2018 09 04 The present study explored the effect of computer language learning games on learning grammar by Iranian English learners in a microgenetic development setting. Forty male elementary English learners aged between 8 and 12, participated in the study. Based on the placement test scores, the homogenized participants were placed in one experimental and one control group. The experimental group received the treatment using computer language learning games to teach English grammar- simple present, present continuous, simple past, and past continuous- while the control group received traditional methods. The research data were obtained from a 40-item multiple choice tests in six times- as a pre-test, four post-tests, and a delayed post-test. The results of t-test revealed better performance of experimental group learners in post-tests than the pre-test. However, a statistically significant difference was found. The findings are valuable for teachers and learners, methodologists and syllabus designers, linguists and CALL experts. The present study explored the effect of computer language learning games on learning grammar by Iranian English learners in a microgenetic development setting. Forty male elementary English learners aged between 8 and 12, participated in the study. Based on the placement test scores, the homogenized participants were placed in one experimental and one control group. The experimental group received the treatment using computer language learning games to teach English grammar- simple present, present continuous, simple past, and past continuous- while the control group received traditional methods. The research data were obtained from a 40-item multiple choice tests in six times- as a pre-test, four post-tests, and a delayed post-test. The results of t-test revealed better performance of experimental group learners in post-tests than the pre-test. However, a statistically significant difference was found. The findings are valuable for teachers and learners, methodologists and syllabus designers, linguists and CALL experts. https://jflr.ut.ac.ir/article_74582_65ac2640732fda157c2a2a9bad4e13b1.pdf