On the effectiveness of using web-and print-based materials in teaching grammar to Iranian EFL learners
Ehsan Rezvani, Saeed Ketabi
The present study aimed at investigating the extent to which using two types of instructional materials—websites vs. textbooks—may affect learners’ knowledge and ability to use certain grammatical rules. Ninety homogenous adult Iranian intermediate EFL learners were randomly assigned to three groups—Textbook Group (TG), Website Group (WG) and Control Group (CG). A pretest was given to the three groups to measure their command of the grammar rules in focus prior to any treatment. In the treatment phase, the instructor used two grammar teaching textbooks to teach the learners in the TG whereas for those in the WG the same grammatical rules were taught on line in a language lab using a number of English language teaching websites. The CG learners received a placebo task. After the treatment phase, a post-test was administered to measure the gains. The results indicated that websites were as effective as textbooks in teaching grammar. Accordingly, it can be concluded that integration of web-based materials in the EFL classrooms (at least as supplement to print-based materials) can help motivate and enhance learners’ mastery of English grammar. The study has implications for EFL practitioners and materials developers.
Keywords: Instructional materials, Textbooks, Language teaching websites, Grammar