(PDF) THE EFFECT OF COMPUTER-ASSISTED GAMIFIED LEARNING ON STUDENTS' ATTITUDES AND PROGRESS IN ADVANCED GRAMMAR CLASS

(PDF) THE EFFECT OF COMPUTER-ASSISTED GAMIFIED LEARNING ON STUDENTS' ATTITUDES AND PROGRESS IN ADVANCED GRAMMAR CLASS
Academia.edu uses cookies to personalize content, tailor ads and improve the user experience.
By using our site, you agree to our collection of information through the use of cookies.
To learn more, view our
Privacy Policy.
About
Press
Papers
We're Hiring!
Outline
Title
Abstract
Key Takeaways
Introduction
Literature Review
The Study
Aims, Design and Procedure
Results and Findings
Discussion
Conclusions
References
FAQs
All Topics
Languages and Linguistics
Applied Linguistics
THE EFFECT OF COMPUTER-ASSISTED GAMIFIED LEARNING ON STUDENTS' ATTITUDES AND PROGRESS IN ADVANCED GRAMMAR CLASS
Anna Turula
visibility
description
15 pages
Sign up for access to the world's latest research
check
Get notified about relevant papers
check
Save papers to use in your research
check
Join the discussion with peers
check
Track your impact
Abstract
The paper looks at how an eclectic, gamified course design affects student attitudes to learning grammar as well as how effective such a design is in terms of final-exam results. Described and discussed here is a 2-year study investigating such digital enhancement in a Practical Grammar class. Carried out as experimental, the study involved 2 groups of first-year students of the English Studies programme at the Pedagogical University in Cracow, Poland. In the first research group (N1e=14), which underwent the treatment in the academic year 2016/2017, the traditional grammar class was replaced with a quasi-experimental instruction including elements of gamification, digital input flooding (including pull and push presentation techniques) and enhancement as well as collaborative (structure flashcards and grammar memes) and exploratory (structure samples from multimedia) learning of grammar. At the end of the course, the students' result of the final grammar test were gathered and compared with the results of the population of first-year students (N1c=113) in whose case the traditional treatment (lecture on rules plus practice in class; practice at home). Additionally the students' attitudes towards various aspects of the experiment were checked with a survey. The same treatment was repeated (N2e=13; N2c=78) in the academic year 2017/2018. Data analysis shows that while the experimental treatment proved equally effective examwise, various factors, such as learner individual differences and material specificity need to be taken into account.
Key takeaways
AI
The study examines a 2-year experimental gamified grammar course involving 27 students across two academic years.
Final exam results show no significant difference between gamified and traditional teaching methods.
Students displayed mixed attitudes towards innovative techniques, preferring traditional lecture-drill methods.
Individual learner differences significantly impacted the effectiveness of the experimental treatment.
Pedagogical implications emphasize diverse activities and metacognitive awareness in language learning.
Related papers
Gamifying Grammar with Genially: Interactive Learning for Modern Classroom
Zahratun Nufus
Rizquna, 2025
Gamification works well in English langauge teaching because it incorporates features, mechanics, and elements into the learning process, such as leader boards, badges, and instant feedbacks with rewards. As a result, gamification has proven to be more effective than conventional methods in supporting English as a foreign language (EFL) teaching and learning and it stimulates the enhancement of learning engagement to the point of increased academic performance.
Download free PDF
View PDF
chevron_right
Engaging the Adult Learner: An In-Depth Analysis of Gamification's Impact on
Motivation and Learning Efficacy in Beginner ESL Grammar Classrooms
Laila Noor
7th UICELL UHAMKA International Conference on ELT and CALL , 2024
This study investigates the impact of gamification on motivation, engagement, and assessment anxiety among adult learners in an ESL grammar classroom. With the increasing adoption of digital learning tools, understanding their effects on adult learners, especially in language acquisition, is crucial. Participants in this study were adult learners at a beginner English proficiency level, who engaged in a grammar assessment through the Kahoot platform. The assessment included various grammar tasks designed to evaluate comprehension and retention. Employing thematic analysis of the data revealed significant findings: gamification led to improved motivation and engagement, enhanced visual learning, decreased test anxiety, and heightened enjoyment. These outcomes suggest that integrating gamification into ESL grammar teaching can create a more dynamic and inclusive learning environment, catering to diverse learning styles. The research underscores the potential of gamification not just in teaching, but also in evaluating student comprehension effectively. The study calls for further studies to explore the long-term impacts of gamification and its applicability across different stages of ESL learning.
Download free PDF
View PDF
chevron_right
Assessing the Impact of Gamification on Academic Achievement and Student Perceptions of Learning Arabic Grammar: A Quasi-Experimental Study
Ibrahim Y O U S S E F Abdelhamid
International Journal of Academic Research in Business and Social Sciences, 2023
This quasi-experimental study aims to determine the impact of integrating gamification into teaching Arabic grammar on academic achievement for second-year students at As-Sofa International Islamic College and evaluate students' impressions of incorporating gamification into learning Arabic grammar. Through a descriptive-analytical approach and quasiexperimental methodology, this study was conducted on a sample consisting of 64 students who were divided into two groups: an experimental group and a control group. The duration of the study was eight weeks. A t-test was conducted to analyse the results of the achievement pre and post-test, and the mean and standard deviation were used to analyse the questionnaire results. The study found an indirect positive effect of gamification in improving students' academic achievement in Arabic grammar, and positive impressions of students about incorporating gamification into learning Arabic grammar. The study showed that gamification could inspire poor learners struggling to become high achievers. Additionally, the present study could contribute to the usefulness of language learners by enhancing their problem-solving skills and restoring their knowledge of grammar practice during the learning process.
Download free PDF
View PDF
chevron_right
The Effect of Computer-Assisted Educational Games on Teaching Grammar
ibrahim seçkin aydın
World Journal of Education, 2020
Discussions on how grammar should be taught have continued for decades. Previous studies have reported that today’s students called as Generation Z have shown negative attitudes toward grammar teaching with traditional methods and techniques, and that their academic achievements have failed to meet expectations. Not using methods and techniques that are consistent with the adopted philosophy of education hinders the success of this process. The study investigated the impact of computer-assisted instruction and correspondingly computer-assisted educational games on grammar academic achievement and attitudes toward grammar and Turkish course of students. In this study, a quasi-experimental design based on a quantitative study with a pretest-posttest nonequivalent group was applied. Participants of the study consisted of two classes of 6th grade students studying at a middle school. Computer-assisted educational games were designed and practiced in the experimental group within a 12-we...
Download free PDF
View PDF
chevron_right
Quizizz-online gamification on learning engagement and outcomes in English lecturing process
International Journal of Evaluation and Research in Education (IJERE)
International Journal of Evaluation and Research in Education (IJERE), 2025
Gamification entails incorporating elements of games into non-game settings with the goal of motivating learners to actively participate in learning. Much literature highlighted the potential of gamification in enhancing learning interest; however, very few researches delved gamification of Quizizz online for learning grammar. This research explored the effects of Quizizz on learning engagement and outcome while studying grammar. This study involved English lecturer and 68 learners in the second semester of a private university in Ponorogo, Indonesia. The data in this research was analyzed using a qualitative approach through classroom-based ethnography, including lecturer interviews, observations, and scrutiny of Quizizz test performances. The interpretation involved examining trends in learners' engagement and mean scores of Quizizz tests. The results of the research indicated that the competitive features in Quizizz such as rankings and limited time enhanced their engagement, marked by increased discipline and active involvement. Nevertheless, the fluctuation in learning outcomes was observed due to variations in topic difficulty, particularly evident with topic 1 (conjunction) being less challenging compared to the more difficult topics 2 (subject-verb agreement) and 3 (passive voice). Topic 2, characterized by its complexity, posed the greatest difficulty, emphasizing the importance of customizing quiz difficulty levels to optimize the effectiveness of Quizizz in the learning process.
Download free PDF
View PDF
chevron_right
Guided Discovery Based Gamified Tasks for Improving Primary Pupils' Grammar Learning
Mohammad Abu El-Magd
This research aimed at improving primary pupils' grammar learning in order to increase their grammar achievement by discovering the grammatical language features as well as motivating them to gasp the grammar content accurately and practice its tedious tasks with fun. Grammar rules and practice drills of units six and seven in the Ministry of Education second term English Language Textbook for 6 th primary grade (Time for English 6) were introduced to the experimental group in the form of guided discovery based gamified tasks in order to determine how far guided discovery based gamification was effective in improving their grammar learning. The participants were 64 6 th year primary grade pupils from one of Ismailia public governmental primary schools. The research design was the experimental one in which the participants were divided into two groups: Experimental group of 32 pupils and Control group of 32 pupils. The measurement tool was a grammar test developed by the researcher. The findings revealed that discovery based gamified tasks improved primary pupils' grammar learning significantly. So, they are recommended to be used.
Download free PDF
View PDF
chevron_right
A Mixed-Method Research on the Effectiveness of Using Gamification Elements in an Online English Course
Mine Çeliköz
International Journal of Educational Research Review, 2022
In this study, the embedded design mixed method in which qualitative and quantitative data were applied together and was aimed to determine the effectiveness of gamification applications and LMS use in online English lessons. The study was implemented in a secondary school in Istanbul. The purposeful sampling method, a non-random sampling method, was performed. The students were divided into control and experiment groups randomly. The control group consisted of 44 students, and the experiment group was 47. A pretest via an online testing tool adapted from a norm-referenced/academic achievement test designed by the Ministry of National Education (MoNE) to examine the students' background knowledge level related to the topic chosen. In this study. The control group was taught the 7th unit of the 5th grade English book 'Party time via traditional presentation methods. In contrast, the experimental group was the same subject via versatile gamification apps such as Kahoot, Classdojo, Quizziz, and web-based games. As a result, there was a significant change between the pre-posttest change in the experimental group. Accordingly, the Posttest means of those in the experimental group are statistically significant. Following the post-test, semi-structured interviews were conducted with ten students in the experimental group, who were selected by criterion sampling method. According to the data obtained from the interviews, the students were satisfied with the course activities. Moreover, students stated that other lessons should be conducted with interactive applications in addition to English lessons.
Download free PDF
View PDF
chevron_right
A Latent Profile Analysis of Gamification Effects on EFL Grammar Learning: Identifying Student Engagement and Performance Patterns in Digital Game-Based Learning Environments
Khaoula el idrissi
Dr. Abdelouahd Bouzar
Canadian Journal of Educational and Social Studies, 2025
This study employed latent profile analysis (LPA) to identify distinct patterns of student engagement and performance in gamified English as a Foreign Language (EFL) grammar instruction. Using data from 140 students across Common Core (n=48), 1st Baccalaureate (n=87), and 2nd Baccalaureate (n=39) levels from three private schools in Taza and Fez, Morocco, we examined five gamification characteristics: intrinsic motivation levels, behavioral engagement patterns, platform participation frequency, peer collaboration quality, and grammar performance outcomes during passive voice instruction. The analysis revealed four distinct learner profiles: Low Engagement (16.4%), High Motivation/Moderate Participation (47.1%), Strategic Performance (25.7%), and Comprehensive High Engagement (10.8%). Profile membership significantly predicted grammar test scores (d = 0.82), sustained attention during tasks (d = 0.67), and peer interaction quality ratings (d = 0.74). Students in the Comprehensive High Engagement profile demonstrated superior outcomes across all measures, while the Low Engagement profile showed consistent underperformance. These findings suggest that gamification tools (Baamboozle, Nearpod, Blooket, Padlet) create heterogeneous learning experiences, with optimal outcomes requiring high levels across multiple engagement dimensions rather than isolated high performance in single areas.
Download free PDF
View PDF
chevron_right
Teaching of Technical English through Gamification
Dr. Vidya V.
PARIPEX – Indian Journal of Research, 2017
Gamification is becoming an increasingly popular concept in teaching. Today's 'digital natives' have grown up with video and computer games, and they look for excitement. The fast pace of many games ts their short attention spans. The concept of "gamification" - using game elements in non-game contexts to motivate and persuade - is moving from marketing to teaching at great pace. While games have long been part of a language teacher's bag of tricks, teachers can benet from learning about the elements of games that will help to appeal to today's learners. Teaching and Language Learning through Gamification (TLLG) aims to give educators the opportunity to investigate the potential of gamification of language learning and teacher development. This paper aims at looking at specic examples and contexts where gamification has been or can be used; using games inside and outside of the language classroom; and engaging in professional development through play. It also concentrates on the salient features of gamification other than providing fun and entertainment. The perfect harmonization of the spirit that is induced in the process of gamification with the theories propounded by D. Stephen Krashen in Principles and Practice in Second Language Acquisition:English Language Teaching series is also scrutinized and studied in this paper. KEYWORDS: Gamification; comprehensible input; 'trigger'; 'a low anxiety situation'; 'off the defensive'.
Download free PDF
View PDF
chevron_right
Analyzing the advantages and disadvantages of using computer-assisted educational games for english grammar teaching
MICHELLE MARIBEL CHOCHO VERA
2021
Esta síntesis de investigación exploró el rol que tiene el uso de juegos de aprendizaje de idiomas asistido por computadora (CALL, por sus siglas en inglés) en la adquisición de la gramática inglesa. El objetivo de esta síntesis fue analizar las ventajas y desventajas del uso de estos juegos CALL para la enseñanza de la gramática del inglés como lengua extranjera. El estudio incluye, según los criterios de inclusión y exclusión, 20 estudios cuantitativos, cualitativos y de método mixto, publicados desde 2014 en los que se analizó los efectos de usar los juegos antes mencionados y las percepciones de los estudiantes hacia ellos. Los resultados revelan que los juegos de aprendizaje asistidos por computadora mejoran la adquisición de la gramática inglesa en estudiantes con un nivel intermedio, aumentan la interacción y potencian las percepciones positivas por parte de los alumnos hacia la gramática inglesa. Por lo tanto, en base a los resultados, el uso de juegos de aprendizaje asistid...
Download free PDF
View PDF
chevron_right
Teaching English with Technology, 21(2), 3-17, http://www.tewtjournal.org 3

THE EFFECT OF COMPUTER-ASSISTED GAMIFIED LEARNING
ON STUDENTS' ATTITUDES AND PROGRESS
IN ADVANCED GRAMMAR CLASS
by Anna Turula
Pedagogical University, Krakow, Poland
anna.turula @ up.krakow.pl

Abstract
The paper looks at how an eclectic, gamified course design affects student attitudes to learning
grammar as well as how effective such a design is in terms of final-exam results. Described
and discussed here is a 2-year study investigating such digital enhancement in a Practical
Grammar class. Carried out as experimental, the study involved 2 groups of first-year students
of the English Studies programme at the Pedagogical University in Cracow, Poland. In the first
research group (N1e=14), which underwent the treatment in the academic year 2016/2017, the
traditional grammar class was replaced with a quasi- experimental instruction including
elements of gamification, digital input flooding (including pull and push presentation
techniques) and enhancement as well as collaborative (structure flashcards and grammar
memes) and exploratory (structure samples from multimedia) learning of grammar. At the end
of the course, the students’ result of the final grammar test were gathered and compared with
the results of the population of first-year students (N1c=113) in whose case the traditional
treatment (lecture on rules plus practice in class; practice at home). Additionally the students’
attitudes towards various aspects of the experiment were checked with a survey. The same
treatment was repeated (N2e=13; N2c=78) in the academic year 2017/2018. Data analysis
shows that while the experimental treatment proved equally effective examwise, various
factors, such as learner individual differences and material specificity need to be taken into
account.
Keywords: focus on form pedagogy; technology-enhanced grammar learning; gamification

1. Introduction
Different approaches to grammar pedagogy can be placed on a continuum. It starts with non-
interventionist, implicit modes inspired by Krashen’s (1983 and later works) comprehensible
input sufficiency claim. Then it goes through various forms of input enhancement and
awareness raising. At the other end of the continuum there are explicit focus on form, either

Teaching English with Technology, 21(2), 3-17, http://www.tewtjournal.org 4

inductive or deductive. Researchers agree1 that best pedagogical results come if this continuum
is treated as a repository based on which an eclectic approach to grammar teaching is
developed; an approach comprising implicit and explicit learning; input flooding and input
enhancement; inductive and deductive teaching. The rationale behind this is multifaceted, the
most important arguments for said diversification of focus on form being individual learner
differences as well as different grammars to be taught. In the former case the type of language
aptitude will be a deciding factor (Skehan 2003); or whether the learner is oriented towards
memory or analytic-ability. In the latter case, the different grammars – grammar of rules,
grammar of patterns and grammar of basic semantic distinctions (as Lewis, 1986; Willis, 2005)
– will require different pedagogical measures. All in all, effective focus on form boils down to
intelligent navigation between the options available.
In the day and age of computer-assisted education, form-focused instruction can be
enhanced with the use of ICT. There is ample research reporting the various effects of CALL in
grammar pedagogy and the different ways in which they can be obtained. These ways include
different exploratory and context-based modes of learning informed by language corpora;
techniques relying on the power of multimedia presentation of context; input enhancement;
collaborative learning of grammar; as well as mobile push and pull techniques. While the
effectiveness of the individual ways of digital enhancement of grammar pedagogy has been
studied, there is no research looking at combining these different techniques. The present paper
sets out to fill in the gap by investigating how new technologies can be used in an eclectic way
to enhance the focus on form.
The treatment was implemented twice between the years 2016-2018 in two groups of
students learning the practical grammar of English in the course of their language studies
programme. In both editions of the grammar course, the implementation was subject to
research the results of which are reported in this paper. Based on the outcome, the present paper
reflects on the complexity of computer-assisted grammar learning. In doing so, it attempts to
analyse the connections between the techniques applied and the individual differences, both
learner- and content-related. It also looks at the relationship between the treatment applied and
the exam result. The analysis leads to a number of conclusions and pedagogical implications.

2. Literature review
The various effects of technology-enhanced grammar education reported in research to-date

For a comprehensive overview of relevant research in this area, cf. Turula (2011).

Teaching English with Technology, 21(2), 3-17, http://www.tewtjournal.org 5

can be ascribed to a number of categories. The main areas of study include: the application of
the mobile learning and its techniques; the use of the digital for the purpose of exploratory
learning of grammar, including corpora-based / Data-Driven Learning (DDL) and the
multimodal expansion of the context; input enhancement in online learning; collaborative (2.0)
learning of grammar; as well as the role of individual differences in preferences of the learners
involved. The foci and findings of the various studies are presented in this section.

2.1. Mobile technology and its techniques in focus on form
Several studies in this area examine various mobile focus-on-form applications. For example,
Li and Hegelheimer (2013) show the effectiveness of Grammar Clinic, designed for out-of-
class grammar exercises in which the user need to identify and correct error on the sentence
level.
In addition to applications dedicated to grammar learning, focus-on-form MALL
pedagogy takes advantage of popular mobile learning techniques, such as the push technique.
Based on a study carried out alongside a learning project in which reading and grammar
materials were sent regularly to the students’ mobile phone, Wang and Smith (2013) show that
the push was seen by the participants as a rather positive experience. At the same time, though,
the authors point out that for this technique to be successful, several conditions need to be met,
such as relative attractiveness, simplicity and brevity of the materials expedited as well as
teacher monitoring of the process reinforced by students’ motivation and their sense of privacy
being respected. Even though these conditions place a lot of responsibility on the teacher, they
seem worth implementing for the sake of the treatment whose effectiveness was confirmed by a
newer study. Its authors, Hedjazi, Moghari, and Marandi (2017), show a significant difference
in the grammar learning in favour of the participants whose learning was based on text-pushed
grammar learning activities. It seems that grammar rules can be pushed as effectively,
especially in the light of AbuSeileek’s research (AbuSeileek 2009) demonstrating that
computer-based learning methods are functional for more complex and elaborate structures, as
long as the more complicated grammar structures are taught deductively.

2.2. Learning grammar through digital exploration
As for the exploratory approach to learning grammar, research proof of its effectiveness starts
with Manning (1996), who presents study results showing that this teaching philosophy,
especially if computer-assisted, has a number of advantages over more traditional, explicit or
implicit approaches. Not only does it increase learner motivation and autonomy but it also is

Teaching English with Technology, 21(2), 3-17, http://www.tewtjournal.org 6

more effective pedagogically. In a more recent study, Karström et al. (2007) show how a CALL
exploratory learning environment named Grim was used creatively and collaboratively to
support focus on form. Pérez-Llantada (2009), based on her research into various ways of
digitally-enhanced grammar exploration, emphasizes the value of Bhatia’s multi-perspective
approach to corpus-informed instruction. She argues that such pedagogy can, among others,
increase the students’ accuracy and appropriacy of grammar use by helping them to “identify
and understand the textual, genre and social aspects of grammar in real contexts of use” (p. 40).
The effectiveness of the “real contexts of use” can be reinforced by their multimodality.
A study by Baturay et al. (2010) demonstrated that the use of audio-visual aids to enrich
the contextual presentation of grammar has the potential to increase learner satisfaction in the
area of learning enjoyment and positive attitudes. Similarly favourable attitudes of participants
together with statistically significant gains as regards the interpretation of the semantics of
grammar were shown in our previous research (Turula 2011) in a series of experiments in
which English grammatical tenses were learned through the exploration of film and TV show
material.
Numerous researchers, such as Bloch (2009), Moon and Oh (2018) as well as
Crosthwaite et al. (2019) narrow down exploratory focus on form to corpus-based and data-
driven (DDL) learning. Bloch (2009) discusses the integration of web-based concordancing
into the teaching of vocabulary and grammar, exploring its pedagogical utility in an academic
writing class. He claims that while the students had problems understanding the semantic
nature of the choices – which, according to the author, indicated the need for some
modifications to the programme as well as some preparatory pen-and-paper in-class activities –
they generally used the tool quite effectively. The data gathered by Moon and Oh (2018) show
improvement in grammar learning and retention in DDL, ascribing it to the method itself, as it
facilitates learner efforts to discover and apply rules. Adequate use of corpora is frequently
accompanied by student motivation for such learning activities. Based on their analysis of three
corpus users’ activity logs, Crosthwaite et al. (2019) note distinctive individual corpus
engagement by query frequency and function. As the authors point out, the students frequently
go beyond course materials to generate unique queries under their own initiative. Such positive
learner attitude to DDL is also emphasised in earlier-cited Bloch (2009).

2.3. Textual enhancement (TE) in online learning
In their review of research into input enhancement through CALL, Shabani et al. (2017) cite
only one study dealing with such an approach: Gascoinage’s (2013) investigation of the effects

Teaching English with Technology, 21(2), 3-17, http://www.tewtjournal.org 7

of incidental input enhancement in computerized L2 environments. However, the utility of the
CALL/TE combination is highlighted in a number of later publications. Shabani et al. (2016)
prove that new grammatical forms can be effectively learned through technologically-enhanced
input (highlighted, bolded, or underlined). Ziegler et al. (2017) point out the effects of
automatic visual enhancement of input on L2 learners’ development. In turn, Joozdani and
Rezvani (2018) investigate online learning of English articles through metalinguistic awareness
or textual enhancement to prove that the latter technique is more effective for teaching
grammar. Most recently, Kilickaya (2019) looks into the retention of adverb clause reduction as
a result of different types of visual signalling (bold type; graphic organisers) and shows the
effectiveness of such treatment.

2.4. Collaborative (2.0) learning of grammar
Web 2.0, through its potential for the social nature of different actions, including learning
actions, paves way for online collaborative focus on form. Literature to-date reports studies into
said potential. Kessler (2009) looks at how collaborative, content-focused activities influence
the accuracy of the participants’ contributions as well as their attitudes to the importance of
grammar in the context of collaborative technologies. He reports that sufficient accuracy was
achieved in the course of the activity and the students’ ability to correct themselves and learn
from their own errors and their classmates’ increased. Yet, he also highlights the importance of
task design and variety, admitting that the participants of the study did not show enough
willingness to focus on form. Similar findings are presented in Sauro (2009): corrective
feedback offered during task-based interaction via text-chat had limited effectiveness. This may
be because, as Kessler notes, students could be less responsive to focus on form “when working
in an online context, engaged in a task that they recognized as primarily focused on the creation
of meaning” (Kessler 2009, p. 92).

2.5. The importance of personal preferences in CAL of grammar
Hwu (2007) argues that taking personal preferences into account is important in computer-
assisted grammar instruction. What such differences may amount to is shown in the already-
cited study by Crosthwaite et al. (2019). Their data show, among others, inter-/intra-user trends
and variation in the use of particular corpus functions and in the syntax of the queries run by
various corpus users. Besides, as the authors point out, the subjects they studied varied in the
type of knowledge (e.g. domain-specific, language-specific) they accessed.
All in all, digitally-enhanced focus on form has a number of possible implementations

Teaching English with Technology, 21(2), 3-17, http://www.tewtjournal.org 8

whose effectiveness and power to influence learner attitudes have been shown in studies to-
date. However, there seems to be a gap in research into a combination of the various
approaches and techniques studied so far. Such an eclectic approach could be particularly
effective vis à vis the importance of individual differences, both as regards the learners
themselves (Skehan 2003) and the material to be learned (Lewis 1986, Willis 2005). The
present paper is an attempt to fill in a research gap into the effectiveness of eclecticism in the
design of a computer-assisted grammar course. Such design, used in the study as summarised
below, aimed to investigate how new technologies can be used in an eclectic way to enhance
the focus on form.

3. The study

3.1. The context of the computer-enhanced focus-on-form eclective course
The Practical Grammar course is a class typically taught at Polish universities to first-year
students of the English Studies programme. A standard class of this type, at least at the
university where the present study was conducted, is a 90-minute session combining the
teacher’s lecture with an extensive grammar drill, both in class and at home.
The design of the Practical Grammar class which provided the context for the present
study assumed a different form, taking into account various methods and techniques which
belong to the focus-on-form spectrum presented in the literature review section of the paper.
The course was taught in the blended format, with the use of the flipped-class model. The
students were familiarised with the rules and usage at home (handouts; pull/push activities,
teacher-made grammar flashcards) while the in-class time was devoted to a series of diverse
activities dealing with the problems studied (passive voice, reported speech, unreal past,
modals, conditionals). The in-class activities typically included a Kahoot homework test as well
as game-based and fun tasks, such as running dictation, dictogloss, QR-code searches and
grammar poetry writing.
Additionally, the course was gamified and the individual badges to be earned in the
students’ own time required: (i) exploratory and data-driven grammar learning through
watching films and TV shows combined with the compilation of a usage corpus dedicated to
various structures studied in the course (the Film SWATch badge); (ii) input enhancement –
visual and through repetition – based on grammar meme creation, which required integrating
popular images with grammar sentences borrowed from the study material (the Meman /
Memaid badge); (iii) collaborative learning of grammar in Quizlet, involving team work on the

Teaching English with Technology, 21(2), 3-17, http://www.tewtjournal.org 9

sets of grammar flashcards (The FishKey Master badge). Moreover, the course provided ample
opportunities for quiz-based automatization of the structures learned, rewarded with two more
badges (the Quiz Ninja badge and the Top Kahooter badge).
To finish with, the pull/push techniques (mentioned earlier in this section), used for the
explicit teaching of the course material, were based on the following scheme. The course
material for each grammar problem was divided into grammar pills (=manageable, short
packages of rules and examples of usage). A glossary was created in the online course
containing entries equal to said grammar pills. A function was switched on making a random
glossary entry display to the user on each sign-in (the pull). Alongside the glossary, a
discussion forum was started on which a grammar pill was published every day. With the
notification function on, each student received his/her daily grammar pill by email (the push).
Occasionally, as an exception rather than a rule, the lecture+drill mode was used in class.
The subjects of the study were first-year students of the English Studies programme in
the academic years 2016/2017 and 2017/2018. During the first part of the study, the
experimental group consisted of 14 students (N1e=14) within the population of 113 (N1c=113).
A year later, the treatment was offered to a group of 13 students (N2e=13) drawn from the
population of 78 (N2c=78).

3.2. Aims, design and procedure
The main aim of the study was to determine whether the teaching model described above –
with its gamified design in place of a lecture+drill pedagogy, matched with the different focus
on form activities gamified – was effective in the sense that it led to the improvement of the
students’ performance on the final grammar exam. In other words, the desirable outcome was
determining that there is no significant difference between the population educated based on
the standard model and the sample taught in the innovative way. For the sake of the study the
following hypothesis was proposed:
In spite of variance in the pedagogical treatment, there will be no statistically
significant differences between the sample and the population as regards final
exam results.
Additionally, what was of interest of the study, were the various effects of the design
implemented. In view of this aim, the following research questions were asked:
RQ1: What was the students’ attitude to the innovation, as such and its
individual elements?
RQ2: How effective was the design vis à vis the various grammar structures

Teaching English with Technology, 21(2), 3-17, http://www.tewtjournal.org 10

learned?
In order to verify the hypothesis and answer the two questions, the treatment was
implemented twice, in the spring term of the academic years 2016/2017 and 2017/2018. Each
time one group – out of 8 (2016/2017) or 6 (2017/2018); purposefully sampled – was subject to
the treatment described. For each group the Practical Grammar class was a continuation of a
similar class taught in the winter term of the same academic year. The spring-term course
consisted of 30 teaching hours, 28 f-2-f and 2 online. The groups which underwent the
treatment were additionally offered access to an online course containing the technology-
enhanced activities described above.
Since an innovative approach was implemented in the groups under investigation, the
experimental study design was chosen. In this design, the winter term exam (in the English
tenses) served as a pre-test and the final exam – as a post-test. Since the pre-test covered
different grammar problems than the post-test (the English tenses as opposed to conditionals,
modals, passive voice and reported speech), it is treated here only as a check of the
susceptibility of both samples to the lecture+drill method of teaching in terms of its relative
effectiveness for the two experimental groups in the term preceding the treatment.
In order to verify the hypothesis – the lack of statistically significant difference between
both samples and their populations as regards final exam results – z-scores were calculated with
the significance level 0.05. The calculation was based on the data obtained for the whole
populations in January 2017 and 2018 (first-term grammar final, pre-test) and June 2017 and
2018 (end-of-year grammar finals, post-test). As regards the two research questions, scores in
individual grammar tasks were examined. Additionally, a survey was implemented in the
experimental groups at the end of the course (in June 2017 and June 2018), to ask about the
students satisfaction with the treatment and their attitudes to it.

3.3. Results and findings
The pre-tests for both experimental groups (Table 1) show that there is no meaningful
difference between these groups and their populations. Both N1e and N2e are slightly better
than their population but in a statistically insignificant way (cf. the p values) as regards their
knowledge of the English tenses acquired in the lecture+drill winter class.
Table 1. The experimental groups and their populations on the pre-test

z score p value
N1e 1.16 0.25
N2e 0.42 0.67

Teaching English with Technology, 21(2), 3-17, http://www.tewtjournal.org 11

When it comes to the post-test, the overall score of the first experimental group is minimally
higher (Table 2) and of the second one minimally lower (Table 3) than that of the population,.
However, the overall differences (total exam score) are not statistically significant.

Table 2. Group N1e, results on the post-test

Conditionals Modals Reported Passive Total
speech voice score
z 2.31 0.53 -0.7 0.9 1.01
score
p 0.02 0.6 0.46 0.36 0.31
value

Table 3. Group N2e, results on the post-test
Conditionals Modals Reported Passive Total
speech voice score
z -2 1.17 -2 -2.5 -1.15
score
p 0.05 0.23 0.048 0.01 0.25
value

What differs in a statistically meaningful way are some of the individual scores
pertaining to the grammar problems covered in the course (values bolded in Tables 2 and 3).
The first experimental group scored better than its population on the section of the test devoted
to the conditionals. The second experimental group was significantly weaker than the
population in reported speech and passive voice.
The results of the survey carried out in both experimental groups contain two different
kinds of data: the students’ satisfaction with individual activities implemented in the course
(Table 4), rated on a scale of 1 (“not satisfied at all”) – 6 (“extremely satisfied”) plus 0 for
“didn’t do”; and students’ answers as regards their highest and lowest ratings with reasons
(Table 5).
When it comes to the feeling of satisfaction, both groups agree in their evaluation of a
number of activities, the most popular (scores above average, in bold) being the Kahoot
homework check, paper grammar flashcards used in class, game-based activities and the
traditional lecture+drill approach. Neither of the groups as a whole (scores below average)
showed satisfaction with activities such as the pull technique, meme making, grammar
exploration or collaborative grammar learning in Quizlet. The push technique was appreciated

Teaching English with Technology, 21(2), 3-17, http://www.tewtjournal.org 12

by the second and not the first experimental group. The teacher-made Quizlet flashcards were
seen as satisfactory by N1e but not by N2e.

Table 4. Groups N1e and N2e, survey results
N1e N1e N2e N2e
Class activities
(mean) (SD) (mean) (SD)
Kahoot homework check 4.53 1.4 5 1.1
Random glossary entry (pull) 2.67 2.2 2.77 2.04
Rule emailing (push) 2.8 2.1 3.61 1.94
Meme making 1.27 2.1 0.61 1.6
Grammar exploration 1.6 2.2 1.23 2.0
Online quizzes 2.6 2.4 3.15 2.4
Quizlet flashcards – teacher-made
4.4 1.2 2.6 3
Quizlet flashcards – student-made
2.13 2.6 1.23 2.1
Grammar flashcards used in class
4.27 1.5 5.23 0.7
Games in class 3.53 1.3 4.6 1.4
Lecture+drill 4.53 1.7 5.30 0.9

At the same time it seems important to note the relatively high SD scores (Table 4,
italicised) for some of the activities. They show that there were noteworthy individual
differences between how individuals in both experimental groups evaluated such activities as
push/pull techniques, meme making, grammar exploration, online quizzing and collaborative
learning. Apparently, each sample contains users who are both very satisfied with as well as
disappointed with / sceptical of said activities.
When asked what they evaluated the highest and the lowest, the students listed 0-3
activities, giving reasons for their choice (Table 5). The first experimental group favoured the
traditional mode (lecture+drill; 6 votes), Kahoot homework check and teacher-made Quizlet
flashcards (4 votes). The second experimental group chose paper grammar flashcards (8),
Kahoot homework check (5) and the in-class game activities (4). The main reason the
respondents from both groups offered was that the techniques coincided with their preferred
learning strategies (10 and 11, respectively). Three respondents from N2e appreciated the fun
factor.
Table 5. Students’ evaluation of activities; highest and lowest scores with reasons
Highest scores Reasons Lowest scores Reasons
lecture+drill (6) my way of learning (10) games (3) not my way of learning (8)
N1e Kahoot (4) reliability (1) Kahoot (3) unreliable (4)
T Quizlet (4) fun (1) exploration (2) bad time/effect ratio (1)
flashcards (2) learning new useful tool quizzes (2) no fun (1)
pull (1) (1) flashcards (2)

N2e flashcards (8) my way of learning (11) push (5) not my way of learning (7)

Teaching English with Technology, 21(2), 3-17, http://www.tewtjournal.org 13

Kahoot (5) fun (3) pull (3) unreliable (4)
games (4) games (3) not clear (1)
push (3) lecture+drill (1)
lecture+drill (2)
quizzes (2)

There is far less agreement as to what the least favourite activities were, in either of the
groups. The choices are scattered, with the dislike of the push technique being the most
consistent in the second experimental group. Both groups are more in accord as for the reason
of their low satisfaction: as in the case of favourite activities, the learning style factor is the
most important (8 and 7, respectively), followed by apprehension in the face of novelty
(unreliable, 4 votes in each group).

4. Discussion
In the light of the data, the hypothesis stating that in spite of the various course designs there
will be no significant difference between the sample and the population as regards the final
exam results can be sustained for the overall exam score but not for some of the scores related
to various grammar problems covered in the course. This leads to a number of observations.
First of all, it seems legitimate to conclude that the eclectic course design is a worthwhile
alternative to the standard teaching. The flipped-class, gamified model, with game- based, fun-
focused in-class activities supplemented with various forms of form-focused homework proved
to be equally effective examwise.
At the same time, however, it is interesting to note a number of factors which cannot be
ignored in the pursue of the answers to the two research questions.

RQ1: What was the students’ attitude to the innovation, as such and its individual elements?
Looking at the results we can see that the students themselves actually are in two minds about
the innovation. While they appreciate a number of the in-class activities (Table 4) claiming
they go well with their own way of learning (Table 5), they also value highly the traditional
approach for a similar reason (Tables 4 and 5). Considering the fact that the standard treatment
is commonly regarded as very demotivating, not to mention that its effectiveness is
questionable in the light of research into the form-focused instruction (cf. Turula 2011 for an
overview), there may be several reasons for the students’ preference towards it. To begin with,
the satisfaction survey was administered before the exam, and the students could still feel
apprehensive (the quite popular unreliable vote; Table 5) towards the solutions which differed
from the mainstream course of pedagogical action and had yet to be exam-verified. Secondly,

Teaching English with Technology, 21(2), 3-17, http://www.tewtjournal.org 14

the popularity of the standard may show that we are dealing with transfer of training here (a
considerable number of my way of learning answers; Table 5): the students choose the ways of
learning which they have long been familiar with.
It is important to admit that the above-mentioned reasons for the students’ choice and
high ranking of the lecture+drill mode – their pre-exam anxiety and the transfer of training –
are purely speculative. What is a fact, though, is the popularity of the standard itself. This, in
combination with the fact that a large proportion of both experimental groups rejected many
aspects of the treatment: grammar exploration, input enhancement, the push technique (top
least favourite for N2e; Table 5) may be surprising in the digital native generation, whatever
the reason for the lack of satisfaction. It is also pedagogically disquieting, considering the
effectiveness of such techniques proved by the numerous studies cited above.
The explanation of the lack of appreciation for the array of technology-enhanced
techniques may be the one proposed by Reinders and Hubbard, who write (2013: 360):
Although technology undoubtedly does support learners in a myriad of ways, it is also true that
without adequate preparation, practice, feedback and support many learners are unable to make
effective use of technology’s affordances and indeed may suffer from using technology
inadequately.
The fact that in the experiment described the exploratory learning of grammar as well as
input enhancement and flooding were to be carried out independently of the teacher might have
resulted in the activities lacking “adequate … feedback and support”, also in the form of an
explicit rationale for the innovations adopted. This shows that in the implementation of various
pedagogical modes, the cognitive and affective what in any educational agenda should be
supported with the why: the metacognitive training of the participants clarifying the potential
benefits of the treatment.
Finally, a word needs to be said about individual differences vis à vis different teaching
modes. While the first experimental group seem to have benefited from the treatment – scoring
better than the population on all grammar problems but the passive voice (Table 2) – the other
group, even though generally successful examwise, was bested by those exposed to the
lecture+drill standard in almost every area, the disadvantage being statistically significant in the
case of passive voice and reported speech. This may be indicative of two different factors.
Firstly, the first experimental group could have been more susceptible to the treatment. The
interpretation – not sought in the course of the study and thus again purely speculative – may
be that the N1e sample was more flexible, open to innovation and less prone to pre-exam
anxiety. Secondly, as demonstrated by the SD scores, individual intra-group differences are an

Teaching English with Technology, 21(2), 3-17, http://www.tewtjournal.org 15

important variable. Some activities were highly evaluated by some students and disfavoured by
others. This, seen in the context of the overall success of the innovative design, shows that the
eclectic composition of the course was potentially beneficial by allowing its different
participants to find various way which coincided with their learning preferences and styles – an
important factor, as shown by Hwu (2007) and Crosthwaite et al. (2019).

RQ2: How effective was the design vis à vis the various grammar structures learned?
In addition to learner individual differences, the data show that it is possibly the type of
grammar structure that matters as regards the various effects of the treatment studied. The fact
that passive voice and, especially, reported speech proved to be the weakest points in the
experimental course may indicate that the innovation implemented could be better suited for
the grammars of pattern (conditionals) and basic semantic distinctions (modals) than it is for
the grammar of rules (reported speech and passive voice.

5. Conclusions
The results of the study show that while the experimental treatment can be seen as effective
examwise, various factors, such as learner individual differences and the specificity of the
material taught need to be taken into account. Pedagogical implications – other than the
acknowledgement that the experimental treatment may be a viable alternative to the
lecture+drill class format – boil down to the recognition of two important facts: that effective
focus on form requires a spectrum of activities; and that in language learning raising
metacognitive awareness of the treatment employed is a necessary addition to the treatment
itself.

Acknowledgements
The author would like to thank the student participants of the study for their time and effort.

Ethical statement
The study was carried out with academic ethics in force in Poland.

References
AbuSeileek, A. (2009). The effect of using an online-based course on the learning of grammar inductively and
deductively. ReCALL, 21(3), 319-336. DOI: 10.1017/S095834400999005X
Baturay, M., Daloglu, A., & Yildirim, S. (2010). Language practice with multimedia supported web-based
grammar revision material. ReCALL, 22(3), 313-331. DOI: 10.1017/S0958344010000182

Teaching English with Technology, 21(2), 3-17, http://www.tewtjournal.org 16

Bloch, J. (2009). The design of an online concordancing program for teaching about reporting verbs. Language
Learning & Technology, 13(1), 59-78. http://dx.doi.org/10.17239/jowr-2010.02.02.7
Crosthwaite, P., Wong, L., & Cheung, J. (2019). Characterising postgraduate students’ corpus query and usage
patterns for disciplinary data-driven learning. ReCALL, 31(3), 255-275. DOI:
10.1017/S0958344019000077
Gascoinge, C. (2013). Toward an understanding of incidental input enhancement in computerized L2
environments. CALICO Journal, 24(1), 147-162. https://doi.org/10.1558/cj.v24i1.147-162
Hedjazi Moghari, M., & Marandi, S. (2017). Triumph through texting: Restoring learners’ interest in grammar.
ReCALL, 29(3), 357-372. DOI: 10.1017/S0958344017000167
Hwu, F. (2007). Learners’ strategies with a grammar application: The influence of language ability and personality
preferences. ReCALL, 19(1), 21-38. DOI: 10.1017/S0958344007000316.
Joozdani, A., & Rezvani, E. (2018). The effect of online learning of English articles through metalinguistic
explanation and textual enhancement. Journal of Applied Linguistics and Language Research, 5(1), 33-
39.
Karlström, P., Cerratto-Pargman, T., Lindström, H., & Knutsson, O. (2007). Tool mediation in Focus on Form
activities: Case studies in a grammar-exploring environment. ReCALL, 19(1), 39-56. DOI:
10.1017/S0958344007000419.
Kessler, G. (2009). Student-initiated attention to form in wiki-based collaborative writing. Language Learning &
Technology, 13(1), 79-95.
Kilickaya, F. (2019) Using different types of computer-supported signaling in explicit online grammar instruction.
In: J.-B. Son (ed.), Context-Specific Computer-Assisted Language Learning (pp. 102-121). Toowoomba,
Australia: APACALL.
Krashen, S. (1985). The Input Hypothesis: Issues and Implications. London: Longman.
Lewis, M. (1986). The English Verb. Hove: Language Teaching Publications.
Li, Z., & Hegelheimer, V. (2013). Mobile-assisted grammar exercises: Effects on self-editing in L2 writing.
Language Learning & Technology, 17(3), 135-156. http://hdl.handle.net/10125/44343
Manning, P. (1996). Exploratory teaching of grammar rules and CALL. ReCALL, 8(1), 24-30. DOI:
10.1017/S0958344000003372
Moon, S., & Oh, S. (2018). Unlearning overgenerated be through data-driven learning in the secondary EFL
classroom. ReCALL, 30(1), 48-67. DOI: 10.1017/S0958344017000246
Pérez-Llantada, C. (2009). Textual, genre and social features of spoken grammar: A corpus-based approach.
Language Learning & Technology, 13(1), 40-58. http://dx.doi.org/10125/44167
Sauro, S. (2009). Computer-mediated corrective feedback and the development of L2 grammar. Language
Learning & Technology, 13(1), 96-120. http://hdl.handle.net/10125/44170
Shabani, K., Bakhshi, E. M., & Samarghandi, S. (2016). The effect of textual enhancement through technology on
the intake of active and passive voice and belief about grammar instruction. International Journal of
Humanities and Cultural Studies (IJHCS), 3(2), 1563-1578.
Shabani, K., Bakhshi, E. M., Mashayekh , E. & Samarghandi, S. (2017). A review of CALL and TE research on
grammar learning: Suggestions for further research and pedagogical implications. International Research
in Education, [S.l.], 5(1), 28-41. DOI: 10.5296/ire.v5i1.9893.

Teaching English with Technology, 21(2), 3-17, http://www.tewtjournal.org 17

Skehan, P. (2003). A Cognitive Approach to Language Learning. 5th impression. Oxford: Oxford University
Press.
Turula, A.. (2011). Form-Focused Instruction and the Advanced Language Learner. On the Importance of the
Semantics of Grammar. Frankfurt: Peter Lang.
Wang, S., & Smith, S. (2013). Reading and grammar learning through mobile phones. Language Learning &
Technology, 17(3), 117-134.
Willis, D. (2005). Rules, Patterns and Words. Grammar and Lexis in English Language Teaching. Cambridge:
Cambridge University Press.
Ziegler, N., Meurers, D., Rebuschat, P., Ruiz, S., Moreno‐Vega, J. L., Chinkina, M., Li, W., & Grey, S. (2017).
Interdisciplinary research at the intersection of CALL, NLP, and SLA: Methodological implications from
an input enhancement project. Language Learning, 67, 209-231. DOI:10.1111/lang.12227
References (25)
AbuSeileek, A. (2009). The effect of using an online-based course on the learning of grammar inductively and deductively. ReCALL, 21(3), 319-336. DOI: 10.1017/S095834400999005X
Baturay, M., Daloglu, A., & Yildirim, S. (2010). Language practice with multimedia supported web-based grammar revision material. ReCALL, 22(3), 313-331. DOI: 10.1017/S0958344010000182
Bloch, J. (2009). The design of an online concordancing program for teaching about reporting verbs. Language Learning & Technology, 13(1), 59-78. http://dx.doi.org/10.17239/jowr-2010.02.02.7
Crosthwaite, P., Wong, L., & Cheung, J. (2019). Characterising postgraduate students' corpus query and usage patterns for disciplinary data-driven learning. ReCALL, 31(3), 255-275. DOI: 10.1017/S0958344019000077
Gascoinge, C. (2013). Toward an understanding of incidental input enhancement in computerized L2 environments. CALICO Journal, 24(1), 147-162. https://doi.org/10.1558/cj.v24i1.147-162
Hedjazi Moghari, M., & Marandi, S. (2017). Triumph through texting: Restoring learners' interest in grammar. ReCALL, 29(3), 357-372. DOI: 10.1017/S0958344017000167
Hwu, F. (2007). Learners' strategies with a grammar application: The influence of language ability and personality preferences. ReCALL, 19(1), 21-38. DOI: 10.1017/S0958344007000316.
Joozdani, A., & Rezvani, E. (2018). The effect of online learning of English articles through metalinguistic explanation and textual enhancement. Journal of Applied Linguistics and Language Research, 5(1), 33- 39.
Karlström, P., Cerratto-Pargman, T., Lindström, H., & Knutsson, O. (2007). Tool mediation in Focus on Form activities: Case studies in a grammar-exploring environment. ReCALL, 19(1), 39-56. DOI: 10.1017/S0958344007000419.
Kessler, G. (2009). Student-initiated attention to form in wiki-based collaborative writing. Language Learning & Technology, 13(1), 79-95.
Kilickaya, F. (2019) Using different types of computer-supported signaling in explicit online grammar instruction. In: J.-B. Son (ed.), Context-Specific Computer-Assisted Language Learning (pp. 102-121). Toowoomba, Australia: APACALL.
Krashen, S. (1985). The Input Hypothesis: Issues and Implications. London: Longman.
Lewis, M. (1986). The English Verb. Hove: Language Teaching Publications.
Li, Z., & Hegelheimer, V. (2013). Mobile-assisted grammar exercises: Effects on self-editing in L2 writing. Language Learning & Technology, 17(3), 135-156. http://hdl.handle.net/10125/44343
Manning, P. (1996). Exploratory teaching of grammar rules and CALL. ReCALL, 8(1), 24-30. DOI: 10.1017/S0958344000003372
Moon, S., & Oh, S. (2018). Unlearning overgenerated be through data-driven learning in the secondary EFL classroom. ReCALL, 30(1), 48-67. DOI: 10.1017/S0958344017000246
Pérez-Llantada, C. (2009). Textual, genre and social features of spoken grammar: A corpus-based approach. Language Learning & Technology, 13(1), 40-58. http://dx.doi.org/10125/44167
Sauro, S. (2009). Computer-mediated corrective feedback and the development of L2 grammar. Language Learning & Technology, 13(1), 96-120. http://hdl.handle.net/10125/44170
Shabani, K., Bakhshi, E. M., & Samarghandi, S. (2016). The effect of textual enhancement through technology on the intake of active and passive voice and belief about grammar instruction. International Journal of Humanities and Cultural Studies (IJHCS), 3(2), 1563-1578.
Shabani, K., Bakhshi, E. M., Mashayekh , E. & Samarghandi, S. (2017). A review of CALL and TE research on grammar learning: Suggestions for further research and pedagogical implications. International Research in Education, [S.l.], 5(1), 28-41. DOI: 10.5296/ire.v5i1.9893.
Skehan, P. (2003). A Cognitive Approach to Language Learning. 5th impression. Oxford: Oxford University Press.
Turula, A.. (2011). Form-Focused Instruction and the Advanced Language Learner. On the Importance of the Semantics of Grammar. Frankfurt: Peter Lang.
Wang, S., & Smith, S. (2013). Reading and grammar learning through mobile phones. Language Learning & Technology, 17(3), 117-134.
Willis, D. (2005). Rules, Patterns and Words. Grammar and Lexis in English Language Teaching. Cambridge: Cambridge University Press.
Ziegler, N., Meurers, D., Rebuschat, P., Ruiz, S., Moreno-Vega, J. L., Chinkina, M., Li, W., & Grey, S. (2017). Interdisciplinary research at the intersection of CALL, NLP, and SLA: Methodological implications from an input enhancement project. Language Learning, 67, 209-231. DOI:10.1111/lang.12227
FAQs
AI
What are the effects of computer-assisted gamified learning on grammar exam performance?
add
The study shows no statistically significant differences in overall exam scores between students taught with gamification and those in traditional classes. However, individual grammar tasks revealed discrepancies, such as better performance on conditionals versus challenges with passive voice.
How did students respond to the innovative teaching methods during the study?
add
Students exhibited mixed feelings towards the innovative methods, appreciating active elements like Kahoot homework checks while valuing traditional lecture+drill approaches. Both groups showed notable individual differences in satisfaction, which suggests variability in learning preferences.
What methodologies were used to measure the effectiveness of the new grammar course design?
add
The study employed an experimental design comparing pre-test and post-test scores in two cohorts across different academic years (2016-2017 and 2017-2018). Z-scores were calculated to determine statistical significance at a 0.05 level.
In what ways did individual learner differences impact the new teaching approach?
add
Learner differences significantly influenced satisfaction and effectiveness, as some students thrived under innovative methods while others favored traditional approaches. Notably, anxiety and familiarity with conventional methods affected students' engagement with the new techniques.
What specific grammar structures benefited most from the eclectic course design?
add
The eclectic approach was more effective for teaching conditionals and modals, achieving higher student scores. Conversely, it struggled with reported speech and passive voice, suggesting that certain grammar types require tailored instructional strategies.
March 18, 2023
Anna Turula
Pedagogical University of Cracow, Faculty Member
Papers
102
Followers
877
View all papers from
Anna Turula
arrow_forward
Related papers
The implementation of gamification to teach grammar in higher education
HIDAYAH NOR
ELT Forum: Journal of English Language Teaching
Teachers today must create strategies or techniques that meet both the demands of students and the times since we are today grow and develop alongside technology. A gaming technique called gamification can be used in non-game environments, like education. In addition, many students continue to believe that grammar is uninteresting and contains a lot of content. The purpose of this study is to better understand how the lecturers utilize gamification in the classroom and how students react to it when it is used to teach grammar in higher education settings. A qualitative case study methodology is used in this research approach. Data were gathered through observation, interviews, and documentation; they were then condensed, displayed, and used to make inferences and conduct verification. Twenty-three students and a lecturer took part in this investigation. The findings are broken down into two points based on the research objectives. The implementation of gamification in grammar instru...
Download free PDF
View PDF
chevron_right
Gamified grammar learning in online English courses in Thai higher education
Wararat Whanchit
Online journal of communication and media technologies, 2023
Gamification in the 21 st century academic English grammar instruction is popular, but the lack of comparative studies on its effectiveness in online courses limits its scalability. This study aimed to address this problem by examining students' experiences and outcomes in gamified grammar learning versus non-gamified learning in a fully synchronous online English course. The 12-week course involved 80 A1-A2 English learners, split into experimental (gamified) and control (non-gamified) groups. Data were collected through surveys, learning outcomes, and written reflections using a two-group design and the sequential explanatory research method. Quantitative data were analyzed using descriptive statistics, independent t-tests, and bivariate correlations, while qualitative data underwent thematic analysis. The results indicate that gamified grammar instruction improved students' experiences, motivation, enjoyment, and engagement while reducing anxiety. Gamification also led to better learning outcomes compared to traditional methods. However, there was a gap between perceived experiences and actual outcomes, emphasizing the need for caution in interpreting emotions as achievement indicators. Some obstacles, including technical issues, comprehension difficulties, and time constraints, were observed. The study recommends policies to facilitate the integration of gamification into the curriculum.
Download free PDF
View PDF
chevron_right
Gamified-Learning y Enseñanza de Gramática ESL: Perspectiva de los estudiantes
Fetylyana N O R Pazilah
2019
Many educationists resort to technology in assisting their teaching. Despite the integration of technology in class, the English as a second language (ESL) learners face difficulties in learning the ESL grammar. Thus, this paper aimed to find out the perceptions of students towards gamified-learning. Thirty suburban secondary school students in Malaysia answered a questionnaire in this study. The main findings showed that most students favour the usage of gamified-learning in learning grammar because it is amusing, motivating, improves learning experience and provides a better understanding of the ESL grammar concepts. This paper implied that gamified-learning can be used by teachers to teach ESL grammar. In the future, research can look into the different types of games suitable for each skill in the English language. As the revolution of technology provides a diversity of technological tools to be used in classrooms, it is hoped that all teachers will fully maximise them.Muchos ed...
Download free PDF
View PDF
chevron_right
The Effectiveness of Gamified Learning with Quizizz in Enhancing Indonesian Grammar Mastery for Foreign Language Learners
Nurul Habibah
Nurul Habibah, 2025
This article examines ongoing research on the use of Quizizz digital platform as an innovative and effective tool for teaching grammar in the context of a foreign language. As the educational landscape shifts toward the digitized and digitized environment, platforms like Quizizz have emerged as powerful resources to involve students. The main challenge in grammatical teaching often lies in perceptions of difficulty and the potential monotonous, which can have a negative impact on the motivation and involvement of students, especially for non-native speakers (cahyaninghell, 2021; Mercy the et. , 2025). It synthesize the findings from recent studies to test the pedagogical challenge for the Demeter, with a special focus on its application in the Indonesian language program for foreign speakers. Based on research from 2020-2025 (for example, hidayatullah & syaiful, 2024; Pham, 2023; Nurhalyza, 2024), this review indicates that Quizizz significantly increased student motivation, actively encouraged involvement through competitive gamfication, and led to increased grammatical mastery. These findings show that interactive features and instant feedback Quizizz are very useful for BIPA learners, making the Indonesian grammatical mastery process more dynamic and fun. The conclusion highlights Quizizz's potential to change grammatical teaching methods.
Download free PDF
View PDF
chevron_right
Improving ESL Learners' Grammar with Gamified-Learning
Arab World English Journal (AWEJ)
Aligning with the Industrial Revolution 4.0, an abundance of high-tech inventions has embarked their pavements in the educational field. Despite being under the 21st-century umbrella, the English language proficiency of Asian learners is still a few steps behind. Undeniably, most of the English as a Second Language (ESL) learners in Asian countries face challenges in learning ESL grammar. Grammar has been an intricate component to master due to its nature of complexity. This study aimed at exploring the effectiveness of using online language games in improving ESL learners' grammar. A total of 30 students in a secondary school were involved in this research. The research design of the quasi-experimental method was used, employing the pre and post-test. Data were analyzed using percentages to compare the results after three interventions of gamified-learning known as Socrative, PowerPoint Challenge Game, and Kahoot! The main findings indicated that learners' scores on the grammar post-test showed a significant increase from the pre-test. The improvements can be seen in the grading system, whereby, no participant obtained a grade D and E in the post-test as compared to the pre-test. Hence, the results depicted that gamified-learning is effective in teaching grammar to ESL learners.
Download free PDF
View PDF
chevron_right
Are our students ready for a shift in how grammar is taught and the format in which is presented for practice?
Dr Isabel Molina-Vidal
The Language Scholar (University of Leeds), 2019
A shift in how Spanish grammar has been traditionally taught has been advocated for some time now, thus moving from a behaviourist approach, with a focus on the form and the linguistic structure, to a communicative approach in which the communicative intention and the context are taken into account. On the other hand the use of digital tools has been increasingly applied to the field of second-­-language teaching. More specifically, the benefits of using online games and digital tools in the form of gamification for teaching have been highlighted in some studies. However, after years of explaining and presenting the grammar based on a behaviourist approach and by using a specific format, are our students ready for a change in the concept of how grammar should be taught as well as for a change in the way it is presented for practice? The main aim of this paper is to analyse, on the one hand,
Download free PDF
View PDF
chevron_right
Students’ Perceptions Towards the Application of Gamification in English Class
Shinta Dwi Ariati
ELLITE: Journal of English Language, Literature, and Teaching
The integration of technology in education is rapidly increasing. Thus, academic practitioners are expected to utilize it optimally in teaching and learning process. One of the ways is to apply gamification in the classroom. This study aims to investigate the students' perception of the application of gamification in English classes. This research was conducted using a qualitative design and the data presented were descriptive through data interpretation. To answer the research questions, the researcher used semi-structured interviews in a face-to-face setting with 31 seventh-graders in one of the public junior high schools in Malang. The results of the study were to investigate students' perceptions of the application of gamification in learning English and students' insights about digital facilities in the school. The questions from interviews conducted covered several aspects, including (i) student interest in accessing digital games; (ii) student learning motivation;...
Download free PDF
View PDF
chevron_right
Learning Language Grammar with Interactive Exercises in the Classroom and Beyond
Marina Purgina
Proceedings of the 9th International Conference on Computer Supported Education, 2017
We describe how the principles of gamification, rich learning material, and personalized experience were used to design WordBricks, a software tool intended to assist learning natural language grammar, which is a challenging task for learners. We briefly discuss the distinctive features of successful educational software instruments with a large user base, and argue that the possibility of independent, personalized out-of-class interaction with an educational tool is nearly essential for success. In addition to these elements, our application implements a visual grammar formalism that turns solving grammar exercises into a puzzle game-like experience, attractive for the learners. The results of our ongoing classroom experiments show that the users of WordBricks score better on grammar tests thus proving the feasibility of our approach. Subsequent experiments with the Irish language also demonstrated that the students enjoyed playing with the application, which is important for learners with low levels of motivation and lack of modern multimedia teaching materials.
Download free PDF
View PDF
chevron_right
The Impact of Using Infographics to Teach Grammar on Efl Students’ Learning Motivation
Phuong Hoang Yen 001464
European Journal of Foreign Language Teaching, 2021
Infographics have increasingly been used in English language teaching. However, few studies have been conducted to explore the use of infographics in improving students’ motivation in learning grammar. The objective of this study was to evaluate the impact of Infographics-based learning on students’ motivation on an English language grammar course. The study employed an experimental research design and the participation of sixty grade-11 students studying in a high school in Mekong Delta, Vietnam. There are two groups including one experimental group (n = 30) that used the Infographics-based learning; and the other a controlled group (n = 30) which was instructed using non- Infographics-based learning technique. A questionnaire was designed to measure students’ motivation after the treatment. Article visualizations:
Download free PDF
View PDF
chevron_right
HOW TO MAKE LEARNERS ENGAGE IN AN ONLINE GRAMMAR CLASS
Nguyen V . My
Vu Van Khoa Tieng Nga
proceedingsviettesol, 2022
The COVID-19 pandemic has led our lives to the so-called "new normal" status with a lot of unprecedented challenges since early spring 2020. It has a severe impact on education and makes it change dramatically. Online learning is probably the best and the sole solution to meet the twofold target-maintaining the learning-teaching process and staying safe for the community. Schools of all levels have shifted their instruction from the traditionally class-based to e-learning and on digital platforms. While e-learning is becoming more centric in education, it is also a challenge for both teachers and learners due to some reasons. Examples of these include poor online teaching & learning experience, lack of students' motivation & autonomy, and even the lack of, or the unstable support of technology. It is not easy to create an interactive online lesson between teachers and learners, and it seems to be the most common challenge for online teaching & learning, especially for an online grammar lesson. In most EFL contexts, including Vietnam, grammar lessons are often taught in the form of traditional practice isolated from contextual meaning, therefore, learners are not likely to have chance to use what they have learned into communication, and the effectiveness of online grammar lessons is still less than what is expected. How to make learners engage in an online grammar lesson is the focus of this paper. Based on the theory of second language teaching and learning, the authors have conducted online grammar lessons with a group of 30 pre-intermediate learners in a language centre from January to March, 2021. The focus of the study was the task designing and the strategies employed in order to facilitate students' engagement in their e-learning.
Download free PDF
View PDF
chevron_right
Related topics
Computer Assisted Language Learn...
Explore
Papers
Topics
Features
Mentions
Analytics
PDF Packages
Advanced Search
Search Alerts
Journals
Academia.edu Journals
My submissions
Reviewer Hub
Why publish with us
Testimonials
Company
About
Careers
Press
Content Policy
580 California St., Suite 400
San Francisco, CA, 94104