Pixel International Conferences

Writing is perceived as one of the most demanding skills which requires extensive and specialized instruction. Furthermore, grammar is regarded as one of the most vital components of written discourse that makes writing even more daunting, particularly for L2 learners. Consequently, students are often uninspired and frustrated when struggling with writing and grammar. One common problem with grammar instruction is the boredom which it usually creates in the classroom. The application of multimedia and CALL may make the teaching of grammar more absorbing and the retrieval of grammatical knowledge easier. In recent years, the communicative aspects of CALL have been researched profusely; however, not much research has been conducted on its application to teaching grammar. Two major theories are the cornerstones of the present study: dual coding theory (DCT) and cognitive theory of multimedia learning. According to DCT, cognition involves the activity of two separate subsystems: a verbal system specialized for dealing directly with language and a nonverbal (imagery) system specialized for dealing with nonlinguistic objects and events. Multimedia instructional messages that are designed in congruence with how the human mind works are more likely to lead to meaningful learning than those that are not, which is the underlying rationale for exploring grammar learning through multimedia. The participants of this research were 30 upper-intermediate EFL learners studying in an English institute in Tehran. They were later divided into two experimental and control groups. The experimental group received forms-focused grammar instruction through multimedia. Focus on forms is a grammar teaching approach equated with the traditional teaching of discrete points of grammar in separate lessons. A multimedia package was utilized to fulfill this purpose. The control group received form-focused grammar instruction through multimedia. Focus on form is as a way of teaching that draws the learner’s attention to linguistic forms in the context of meaningful communication. Another multimedia package was utilized to achieve this objective. The students of both groups received writing instruction during the course. Moreover, a writing attitude questionnaire was given to the students to check their attitude toward writing at the beginning and at the end of the course. Since this study is still under investigation, statistical analyses will be performed and the results will be reported in due time.