The effect of CALL on L2 grammar and vocabulary learning. Students´ perfomance and perceptions

Previous studies have investigated the use of Computer-Assisted Language Learning (CALL) in English as a Foreign Language (EFL) teaching. However, there is a lacuna in research exploring its effectiveness in Secondary Education settings regarding grammar and vocabulary teaching. This study is aimed to compare and analyse the effectiveness of computer-based instruction (CBI) and textbook-based instruction as well as the students’ perceptions for the two areas. The participants were 11 secondary students of intermediate English proficiency level who received both methods of instruction when working on grammar and vocabulary. Quantitative and qualitative data were gathered using two grammar and vocabulary post-tests and a questionnaire. Results in performance showed that improvement was statistically significantly higher when CBI was employed which was in alignment with the students’ preference for online materials as they were considered more motivating than textbook-based ones.