Computer-Based Instruction: How a Web-Based Course Facilitates English Grammar Instruction

Abstract

This study aimed to investigate the effects of Computer-Assisted Language Learning (CALL) as compared to Teacher-Driven Instruction (TDI) on the achievement of EFL undergraduates in Saudi Arabia. The instructional material dealt with modal English language verbs. This research was carried out on a sample size of 68 EFL undergraduates divided into two equal groups namely: experimental (CALL) group and control (TDI) group. The control group was taught with the regular prescribed textbook while the experimental group was given a unique Web-Based instructional material based on Hot Potatoes as a language learning software. Two tests were conducted, pre-test and post-test with both groups at two intervals. The pre-test was undertaken immediately at the end of the instructional period, and a delayed post-test three weeks after the instructional period. Findings revealed that the performance of the experimental; (CALL) group was significantly better than that of the control (TDI) group on both post-tests, however, the performance of both groups on the immediate post-test and delayed post-test had shown a considerable improvement.