Teaching Grammar to Iranian EFL Learners through Blended Learning Using Multimedia Softwares

Mehrdad Aslani, Hossein Heidari Tabrizi


This study was aimed at investigating the effects of blended learning and multimedia softwares on Iranian EFL students' grammar learning. To do so, 87 Iranian EFL learners at elementary level of language proficiency were assigned to three groups: the experimental, control, and constant groups. A grammar test was given to the students in order to have homogeneous experimental and control groups before the experiment. The experimental group received instructions through multimedia softwares, the control group received traditional instructions, and the constant group used worksheets prepared by their language school. The data was collected through a grammar post-test, a questionnaire, and classroom observations. The results showed a great level of disparity between the two groups of learners regarding their acquisition of new grammar. In other words, multimedia softwares had positive effect on the students' grammar learning.


multimedia softwares, blended learning, teaching grammar, Iranian EFL learners

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