Abstract
In this study, Japanese university learners of English piloted a series of self-paced online tutorials on the use of grammatical voice from a concept-based approach. Assessment results indicated a tendency toward overgeneralized acceptance of those aspects inconsistent with the learners’ L1. Post-treatment survey data further revealed that the computerized modules were generally well accepted because of their interactivity yet could benefit from additional examples and more thorough feedback. These findings suggest that while a technology-enhanced approach to teaching the concept of grammatical voice may have pedagogical potential, the existing modules will require further development to be fully viable.
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