A qualitative inquiry: Efl students’ Experience with Web-Based Grammar Instruction

Dağ Akbaş R.

in: VI. Sosyal Bilimler Eğitimi Kongresi Bildiri Kitabı [Social Sciences Education Congress Proceedings Book], İsmail H. DEMİRCİOĞLU,Rahmi ÇİÇEK,Selahattin KAYMAKCI,Ebru DEMİRCİOĞLU,İnanç GENÇ, Editor, Eser Ofset Matbaacılık, Trabzon, pp.371-390, 2016

  • Publication Type: Book Chapter / Chapter Research Book
  • Publication Date: 2016
  • Publisher: Eser Ofset Matbaacılık
  • City: Trabzon
  • Page Numbers: pp.371-390
  • Editors: İsmail H. DEMİRCİOĞLU,Rahmi ÇİÇEK,Selahattin KAYMAKCI,Ebru DEMİRCİOĞLU,İnanç GENÇ, Editor
  • Karadeniz Technical University Affiliated: Yes


The rationale of Computer Assisted Language Learning (CALL) has been well defined

as providing students with various language experiences, encouraging experiential learning,

enhancing achievement as well as motivation, and meeting individual learning needs.

Its integration into grammar instruction is particularly suggested since it turns monotonous

and challenging process of structure learning into a dynamic, colorful, and adventurous one. So

as to reveal the impact of technology integration into the field of foreign language teaching,

the current study presents the account of students who experienced the use of a web-based

grammar program in the form of blended learning, in which traditional language classroom

was supported by online instruction, throughout a full academic year. This is the qualitative

phase of a longitudinal study conducted with students attending the preparatory program at

a major university in the northeast part of Turkey in the academic year of 2012-2013. The

qualitative data were gathered from 53 volunteer students’ self-reports, teacher observation

, and field-notes. The thematic content analysis indicated that the system might not contribute

to students’ academic performance markedly; however, it was found quite practical owing

to its different opportunities such as enhancement of learner autonomy, providing immediate

feedback that motivates the learners, chance of self-correction, and various exercise types. Yet,

it was also recognized that technical and time-related problems resulted in demotivation and

reluctance of the students in the one-year period. Therefore, the study suggests that CALL

opportunities could serve well for seemingly frustrating grammar skill in the form of blended

learning, but the teacher should pay attention to the readiness level of students before the implementation

and advise them prudently on the significance of time management and taking the

responsibility of their own learning.

Keywords: CALL, grammar instruction, web-based instruction, language learning,