Enhancing Grammatical Knowledge through Multimedia Instruction: The Case of Iranian EFL Learners

Abstract

The purpose of the present study was to explore the impact of computer-assisted language learning (CALL) on Iranian EFL learners' grammatical knowledge. To do so, 60 Iranian EFL learners were selected based on their performance on proficiency test. They were randomly assigned to two equal groups of experimental and control. Their homogeneity regarding grammatical knowledge was ensured by administering a pretest at the beginning of the study. The experimental group received grammar instruction through the multimedia instruction that was blended to face-to-face routine and traditional techniques. The computers were networked to the teachers own to enable the teacher call students' work at any time and assess their progress. The control group received grammar instruction through the use of conventional instruction. The groups' performance was assessed by posttest. The results of statistical analyses indicated that CALL had significant impact on enhancing grammatical knowledge of Iranian EFL learners. The findings of this study direct our attention to the development of instructional multimedia materials.