Innovation in Language Learning

The current research attempts to investigate the impact of the use of Information and Communication Technology (ICT) in the classroom as a tool, and cooperative learning as a pedagogical approach to foster the learners’ accurate grammar use. A methodologically adequate field work was carried out with a sample of twenty (20) EFL adolescent learners. The selected sample was divided into an experimental group and a control group. Both groups used ICT resources in the learning activities of grammar course. The main difference was in the pedagogical approach employed in order to maximize technology integration in the learning process, where the control group members relied on individual-based learning activities while the experimental group members used the cooperative learning method (CLM). The participants had been subjected to a grammar test after the experience to determine their accurate use of the target grammar pattern. The obtained results of both groups were analyzed, compared and interpreted in order to depict the effect the ICT when sustained with cooperative work technique. The findings of the study showed a significant improvement in the experimental group members’ achievement that is the combination of ICT and cooperative learning proved to be more successful in terms of learners’ grammar accuracy. The interactive cooperative context led to the emergence of a small learning community that raised learners’ motivation and helped them to develop their generic skills. Moreover, it should be noted that ICT integration in the classroom alone cannot significantly enhance learners’ grammar outcomes but it should be adequately employed within the framework of an effective pedagogical approach.

Key words: Cooperative learning; ICT (Information and Communication Technology); grammar accuracy; learner-centered approach.