Is Computer-Based Grammar Instruction as Effective as Teacher- Directed Grammar Instruction for Teaching L2 Structures?

Joyce Nutta

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EFL/ESL Teaching and Learning English Language Learning and Teaching Foreign Language Teaching Methods

Abstract

The study described here compared postsecondary English as a Second Language (ESL) students’ acquisition of selected English structures based on the method of instruction — computer-based instruction versus teacherdirected instruction.1 The results showed that for all levels of English proficiency, the computer-based students scored significantly higher on openended tests covering the structures in question than the teacher-directed students. No significant differences were found between the computerbased and teacher-directed students’ scores on multiple choice or fill-inthe- blank tests. The results indicate that computer-based instruction can be an effective method of teaching L2 grammar.

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References

1985Understanding second language acquisition 2020Testing for Language Teachers 1991Second Language Instruction Does Make a Difference 1981Consciousness-Raising and the Second Language Learner1 1993The Structural Syllabus and Second Language Acquisition 1994Integrating Grammar Instruction and Communicative Language Use through Grammar Consciousness-Raising Tasks 1993Consciousness Raising and Noticing through Focus on Form: Grammar Task Performance versus Formal Instruction 1992Implicit and Explicit Grammar:An Empirical Study

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2003English Language Learning and Technology 2016The Impact of Feedback Provision by Grammarly Software and Teachers on Learning Passive Structures by Iranian EFL Learners 2013The effect of computer-assisted translation on L2 learners’ mastery of writing 2002Exploring New Frontiers: What Do Computers Contribute to Teaching Foreign Languages in Elementary School?2009TechWriter 2007

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