A microgenetic development study of learning English grammar through CALL in Iranian EFL beginner learners

Document Type : research article

Authors

1 English department, Khatam-ol-Anbia University, Tehran, Iran

2 Department of English, Payame Noor University, Qom, Iran

3 Department of English, Payam Nour University, Shahre Ray, Tehran, Iran

Abstract

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.

Keywords

References

Abu Naba’h, A. (2012). The impact of computer assisted grammar teaching on EFL pupils’ performance in Jordan. International Journal of Education and Development using Information and Communication Technology (IJEDICT), 8(1). 71-90.
Bowles, M. A. (2004). L2 glossing: To CALL or not to CALL. Hispania, 87(3), 541-552.
Clarke, P. (2009). Supporting Children Learning English as a Second Language in the Early Years (birth to six years). Victoria: Victorian Curriculum and Assessment Authority.
Crystal, D. (2004). Words and Deed. Available online at http://www.davidcrystal.com/ DC_articles/Education2.pdf.
De Groot, A. M. B. (2000). What is hard to learn is easy to forget: The roles of word concreteness, cognate status, and word frequency in foreign-language vocabulary learning and forgetting. Language Learning, 50, 1-56.
deHaan, J. (2011). Teaching and learning English through digital game projects. Digital Culture & Education, 3(1), 46-55. Available at: http://www.digitalcultureand education.com/cms/wp-content/uploads/2011/04/dce1046_dehaan_2011.pdf
De la Fuente, M. J. (2003). Is SLA interactionist theory relevant to CALL? A study on the effects of computer-mediated interaction in L2 vocabulary acquisition. Computer Assisted Language Learning, 16 (1), 47-81.
Dislen, G. (2013). The Reasons of Lack of Motivation from the Students’ and Teachers’ Voices. ASOS Journal. 1(1), 35-45.
Eskandari, Z., Khonmohammad, H., & Komeijanifarahani, A. A. (2014). The effects of using games on English grammar with focus on Iranian young learners of English. International Journal of Language Learning and Applied Linguistics World, 5(1), 458-471.
Fotovatnia, Z., & Namjoo, M. (2013). The effects of cooperative versus competitive word games on EFL learners` vocabulary gain, motivation, and class atmosphere. MJSS, 4(1). doi:10.5901/mjss.2013.v4n1p189
Ghafoori, B., Dastgoshadeh, A., Aminpanah, A., & Ziaei, Sh. (2016). The effect of CALL on Iranian EFL learners' grammar of writing. International Journal of Language Learning and Applied Linguistics World, Volume 12(3). 14-23.
Ghorbani, S., & Marzban, A. (2013). The effect of CALL on Iranian beginner EFL learners’ grammar learning. Journal of Academic and Applied Studies (Special Issue on Applied Linguistics), 3(7). 15-25.
Jafari, D., Madani, D., & Maghsoudi, M. (2013). The effect of using the instructional games on Iranian EFL learners' vocabulary achievement and their retention. Retrieved from: http://www.languageinindia.com/oct2013/jafarigames.pdf
Lee, S. K. (1995). Creative games for the language class. Language Teaching, 33(1), 35-41.
Levy, M. (1997). Computer-Assisted Language Learning. Oxford University Press, New York.
Lindsay, C., & Knight, P. (2010). Learning and teaching English: A course for teachers. Oxford: Oxford University Press.
McCreesh, B. (1986). Do students learn more from a computer than from a book? Bulletin de l'ACLA/Bulletin of the CAAL, 8(2), 103-109.
Mohamad, F., & Amin, N. M. (2009). The effectiveness of customized courseware in teaching grammar. Proceedings of the 2nd International Conference of Teaching and Learning (ICTL 2009), INTI University College, Malaysia.
Naraghizadeh, M., & Barimani, Sh. (2013). The effect of CALL on vocabulary learning of Iranian EFL learners. Journal of academic and applied studies (special issue on applied linguistics), 3(8), 1-12.
Nguyen, D., & Luu, T. (2012). Teaching English grammar through games. Studies in Literature and Language, 1(7), 61-75.
Nutta, J. (1998). Is computer-based grammar instruction as effective as teacher-directed grammar instruction for teaching L2 structures? CALICO Journal, 16(1). 49-62.
Paris, T. N. S. T., & Yussof, R. L. (2012). Enhancing grammar using board game. Procedia - Social and Behavioral Sciences, 68(2012) 213 – 221
Tozcu, A., & Coady, J. (2004). Successful learning of frequent vocabulary through CALL also benefits reading comprehension and speed. Computer Assisted Language Learning. 17(5).  473-495.
Tuan, L. T., & Doan, N. T. M. (2010). Teaching English grammar through games. Studies in Literature and Language. 1(7). 61-75
Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University.
Ur, P. (1988). Grammar practice activities: A practical guide for teachers. Cambridge: Cambridge University Press.
Woolfolk, A. E., Winne, P. H., & Perry, N. E. (2011). Educational Psychology. Pearson Canada; 5th edition.
Young, S. S. C., & Wang, Y. H. (2014). The Game Embedded CALL System to Facilitate English Vocabulary Acquisition and Pronunciation. Educational Technology & Society, 17(3), 239–251.
Journal of Foreign Language Research
Volume 9, Issue 3
January 2020
Pages 763-788

Files

Share

How to cite

Statistics