The Effects of Technology-based English Grammar Instruction on English Major Students' Learning Strategies, Grammar Achievement, and Perceptions
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Abstract
growing body of knowledge regarding educational technology in various fields, there is limited information on the use of technology to support learning strategies, particularly within the context of Thailand. This study aims to address this gap by examining the effects of technology-based grammar instruction on: 1) students' use of English grammar learning strategies (GLS); 2) students' grammar achievement; and 3) students’ perceptions of technology-based grammar instruction. This quasi-experimental research design collected data from two groups: an experimental group and a control group. The experimental group consisted of thirty-five First-Year English major students who received technology-based grammar instruction. Meanwhile, the control group, which comprised thirty-four students from the same course, followed the traditional instruction without technology integration and the researcher was not their instructor. The research instruments included
Grammar Learning Strategy Inventory (GLSI), pre-tests and post-tests, and focus group interviews with six volunteers from the experimental group. The quantitative data was statistically analyzed by frequency, percentage, means, and standard deviation. This included conducting a t-test to compare the scores of the experimental and control groups. Thematic analysis was employed to analyze qualitative data from the focus group interviews. The findings revealed that while technology-based grammar learning activities did not significantly affect students’ use of GLS, they did improve grammar achievement. Additionally, the results showed both positive and negative perceptions among students regarding the use of technology for grammar learning. This study underscores the importance of integrating technological tools into teaching to improve students' English grammar learning outcomes.
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