The Positive Effect of Technology-Integrated Teaching on Students’ Grammar Learning

Abstract

The primary aim of this study is to examine and assess the impact of technology-integrated education on students’ acquisition of grammatical skills. In this context, thirty students participated in this study; the stratified sampling method allocated 15 intermediate-level students to the control group, while another 15 students were assigned to the experimental groups. To assess the grammar proficiency of both groups at the start of the study, a pre-test was administered. The control group received traditional grammatical education centered around books, while the experimental group received grammar education utilizing mobile phones, smart boards, and technological applications. Although the pre-test analyses conducted at the start of the study did not reveal any notable distinction between the two groups, the post-test analyses using SPSS-7 and t-statistics calculations indicated a significant difference of .001 between the two groups. The control group experienced a 12.17% gain in grammatical level, while the experimental group showed a higher increase of 27.25%. Upon concluding the study, during the interview analysis conducted with the students, they expressed that technology-integrated grammar education is beneficial due to its flexibility, immediate feedback, and inclusion of video clips, quizzes, and sample essays pertaining to grammar