Computer-Mediated Grammar Teaching and its Effect on Language Acquisition over Time

Abstract

When and to what extent one should teach grammar to language learners has been discussed extensively in theoretical and pedagogical literature. Even though grammar continues to hold an important place in language teaching, there is still much controversy with regard to what works best. This article looks at the question of computer-mediated grammar teaching and its effect on language acquisition over time. In particular, it reports the results of a year-long empirical study of the effectiveness of extended online practice of L2 grammar on the overall development of L2 in learners of German. The results of the study suggest that prolonged online grammar practice translated into higher scores on chapter exams. However, no effect was found with regard to written work or oral chats and we concluded that prolonged online grammar practice did not have an effect on the quality of open-ended tasks such as these over the course of a year. Implications for language learning are discussed, exploring possible explanations on the short-term effect of online grammar instruction and the apparent lack of cumulative effect on more open-ended tasks.

Meraki: Encouraging Language Learning in Real-World Simulations through AI Para-Social Relationship Building

“…This approach helps learners embrace the concept of social responsibility and fill the gap between curriculum and pedagogical obligations. Narrative situated learning in LLAs dismisses the rhetoric that gamification of LLAs is merely for entertainment stimulatory purposes (Lys, 2013;Ostenso, 2013;Barton, 2016). Theatre is perceived as an activity that can involve everyone and hence lends itself to engagement and situated learning (Hartke, 1956;Campbell, 2014;González, 2015).…”