EFL learners doing CALL-based tasks outperform learners doing written-question tasks on a grammar post-test¶

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 experimental (CALL-based task) group scored significantly higher than the control (written questions) group on the grammar post-test (17.45 vs 15.60). → 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

Quasi-experiment with 60 Iranian junior high learners (30 per group) taught six grammar topics over 15 sessions; the post-test comparison favored the CALL-based task group, with means of 17.45 and 15.60 and a significant independent samples t-test ("t = 25.869, p = .000").

"independent samples test showed significant difference in grammar learning between the two groups (experimental and control groups) on post-test with (t = 25.869, p = .000, p < α)"

Discussion¶

Learner Variables¶

• Syntax — outcome: instruction changes it

Related Claims¶

• Both CALL-based and written-question tasks produce positive effects on EFL grammar learning — related
• The authors observed higher motivation among learners doing CALL-based tasks than among those doing written-question tasks — related
• Integrating CALL technology significantly improves young Iranian elementary EFL learners' immediate grammar gain compared with book-based teaching — related