Pixel International Conferences

The advancement of new technologies is effecting drastic changes in foreign/second language learning. Presently, applying technology in language classes is a common phenomenon, yet its application to teaching grammar is not prevalent. The present study aimed to investigate the effects of employing the Google Search Engine, the Trello Learning Management System, and classroom forms-focused instruction on developing EFL learners’ knowledge of simple past and present perfect tenses. The participants consisted of 45 lower intermediate level female language learners within the age range of 19-35. They were randomly assigned to three experimental groups, each studying the target structures through employing one of the independent variables of the study. Before the treatment, a teacher-made achievement pre-test was administered to all the groups to homogenize them in terms of language proficiency. In the course of treatment, the first group (EXI) studied grammar using a textbook while benefitting from forms-focused instruction; the second experimental group (EXII) searched for the target tenses in the related texts in Google and performed the required activities to learn the tenses, and the third experimental group (EXIII) worked with the uploaded grammar lessons and tips in the Trello forum under the supervision of the teacher.  At the end of the experiment, a post-test similar to the pre-test was administered to all the three groups to examine the effectiveness of the treatment. The findings indicated that, although all three groups had improved their knowledge of simple past and present perfect tenses, the forms-focused group (EXI) had significantly outperformed the other two groups on the posttest, thus raising some doubt regarding the efficiency of using technology in teaching L2 grammar.

Keywords: E-Learning, Grammar teaching, Assessment.