A Review of CALL and TE Research on Grammar Learning: Suggestions for Further Research and Pedagogical Implications

Karim Shabani, Elahe Mashayekh Bakhshi, Samaneh Samarghandi

Abstract


Applying various approaches for efficient grammar teaching has been the focus of abundant research among which elaborating on the effect of focus on form perspective such as computer-assisted language learning (CALL) and input enhancement on the learners’ grammar improvement can be beneficial in grammar research studies. Regarding CALL domain, different technological tools have been applied and their efficiency has been taken into account by various research papers, demonstrating the due positive impact of their utilization in the classroom, paving the way for the learners to experience peer interaction and support, while having teacher’s scaffolding, to gain mastery over grammar. To name a few CALL tools, web-based learning, power point presentation, video projector, and educational software can practically be employed at the service of teaching grammar. One of the sub-division strategies of input enhancement is textual enhancement (TE) through which target forms are bolded, underlined, italicized, colored, or highlighted. Researchers in the field of grammar learning are seeking new methodologies by examining the positive effect of TE combined with CALL approach on the second or foreign language learners’ grammar learning. Hence, the purpose of this study is to present a review of the current literature in order to investigate, to what extent, technology-based instruction can improve learners’ grammar performance. Studies concerning different types of technological tools, TE formats, and the combination of CALL and TE are accounted for in this research. Finally, suggestions for further research and pedagogical implications are provided.


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References


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DOI: https://doi.org/10.5296/ire.v5i1.9893

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