خلاصة:
Applying technologies has recently caused language education to undertake influential modifications. Hence, this study tried to investigate the impact of using technology in form of multimedia on improving grammar knowledge of Iranian high school students and also examined their attitudes toward multimedia-based mode of instruction. To do so, three intact classes of lower intermediate students were randomly divided into three groups: multimedia, multimedia + textbook, and control group. After homogenizing the groups regarding their proficiency level, the pre-test was run and results indicated no significant difference. Treatment lasted for 8 sessions, during which the first experimental group was taught through using multimedia elements like cartoons, texts, and Power Point Presentation. The second group had their textbook besides multimedia, while the control group was instructed traditionally by means of the textbook. Comparing the groups’ scores on the post-test revealed the superiority of multimedia + textbook group over the other groups in their grammar test performance. The questionnaire outcomes also showed more positive tendency of the students in this group in comparison to the multimedia only group toward application of multimedia programs. Findings of this study might open a novel way to assist EFL learners to increase their grammar knowledge more successfully.
ملخص الجهاز:
"Hence, this study tried to investigate the impact of using technology in form of multimedia on improving grammar knowledge of Iranian high school students and also examined their attitudes toward multimedia-based mode of instruction.
The non-traditional approaches which use computer technology in learning and teaching unlike teacher-directed traditional approaches typically restricted to paper-based textbook can increase the quality of language learning in classroom context (Johnson, Sutton, & Harris, 2001).
Based on the results of a study conducted by Vernadakis, Zetou, Tsitskari, Giannousi, and Kioumourtzoglou (2008), multimedia could improve language learners’ motivation and their language skills, have effect on their learning attitude, and build their self-confidence via different interactive and communicative activities.
At the end of the instructional sessions, the students in all groups received post-test in order to examine the effect of multimedia on improving their grammar knowledge.
In order to answer the first research question (Do multimedia, combination of multimedia and textbook, and traditional mode of instruction have any statistically significant effect on improving EFL learners’ grammar knowledge?), the pre and post-test scores of each group were compared through running separate paired t-tests.
01 For answering the second research question (Are there any significant differences among the effects of multimedia, combination of multimedia and textbook, traditional mode of instruction in improving EFL learners’ grammar knowledge?), a one-way ANOVA test was conducted to ensure if all of the three groups were comparable at the pre-test."