Both CALL-based and written-question tasks produce positive effects on EFL grammar learning¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2018 · checked against its sources 2026-11-01 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i? The control group doing written-question tasks also made acceptable progress in grammar learning, confirming the second hypothesis that both task types have positive effects. → Alian 2018

Evidence¶

Alian 2018¶

Alian, J., Khodabandeh, F., & Soleimani, H. (2018). The effect of CALL-based tasks on EFL learners’ grammar learning. Teaching English with Technology, 18(3), 54-68. http://www.tewtjournal.org

q3 · i? · causal · r2

Descriptive comparison for the control group across the 15-session quasi-experiment: the written-question group rose from a pre-test mean of 8.17 (Table 1) to a post-test mean of 15.60 (Table 4), which the authors call "an acceptable progress for grammar learning". The discussion quoted below gives the pre-test mean as 6.99, which disagrees with the article's own Table 1. No test of the control group's pre-post change is reported.

"The participants in this group had lower results than the experimental group, but they had an acceptable progress for grammar learning (the mean of the pre-test= 6.99, the mean of the post-test=15.60)"

Discussion¶

Learner Variables¶

• Syntax — outcome: instruction changes it

Related Claims¶

• EFL learners doing CALL-based tasks outperform learners doing written-question tasks on a grammar post-test — related
• All three groups benefited from the instructional intervention, with both experimental groups benefiting the most — related