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.
Highlights
In the world of language teaching, researchers have always been concerned with new and practical methodologies to enhance the quality of teaching language skills and sub-skills
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
The present study aims to provide some pedagogical implications of employing the CALL
Summary
In the world of language teaching, researchers have always been concerned with new and practical methodologies to enhance the quality of teaching language skills and sub-skills In this regard, teaching grammar has always encountered debates among grammar experts in terms of finding a helpful approach to assist both language teachers to transfer their knowledge effectively and simultaneously learners can be more active participants in the language classrooms. This study attempted to maneuver on the contemporary literatures regarding the application of TE combined with CALL can fulfill both teachers and learners’ requirements in teaching and learning grammar in the context of meaningful interaction. By providing a comprehensive literature review, the present research aims to provide new insights for further research as well as pedagogical implications in terms of technology-enhanced instruction in teaching language skills and sub-skills
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