Computer-based vs. textbook-based grammar instruction: effectiveness and students perceptions

Abstract

This paper reports on a study which analysed secondary education students’ acquisition of two English grammar points using two different methods, paper-based and computer-based instruction. This research aimed at exploring and comparing the effectiveness of these methods and students’ opinions on the usage of paper-based and online materials. In order to do so, 45 students receiving both methods of instruction were tested, and quantitative and qualitative data were gathered thanks to two grammar tests and three questionnaires. The grammar tests’ results pointed out that, apparently, the differences in students’ results were not linked to the method of instruction, paper-based or computer-based. Instead, it seems that scores were more determined by the grammatical point studied. Nevertheless, the questionnaires showed that students were more motivated when using online materials than paper-based ones. These results open new paths of research into the usage of ICTs for academic purposes