1. The Efficacy of Using Web- and Print-based Materials in Teaching Grammar to Iranian EFL Learners
Ehsan Rezvani, Ph.D. in TEFL
IAU, Isfahan (Khorasgan) Branch

2. Introduction
Creating opportunities for language learners to use technology (Zhao, 2007)
Employing the Internet and educational websites in foreign/second language teaching
Realizing the facilitative role of web-based teaching materials (Ngai et al., 2007)
Understanding the positive effects of using web- based materials on learners’ attitude and motivation (Chen, 2004)

3. Introduction (Previous Studies on the Role of Technology in Teaching Grammar)
Efficacy of websites and CDROM virtual environments (Bowen, 1999)
Application of Cyber Tutor in teaching grammar (McEnery, 1995)
Learning English Electronically (LEE) software (Schanackenberg, 1997)
Implicit/Explicit grammar teaching using WWW (Hall, 1998)
And many other studies such as those of Corkhill, 1996; Nagata, 1996; Al-Jarf, 2005)

4. Research Questions
1) Does using grammar teaching websites exert a significant effect on the acquisition of grammatical rules and structures by Iranian EFL learners? 2) Is there a significant difference between using grammar teaching websites and textbooks with regard to the influence they exert on the acquisition of grammatical rules and structures by Iranian EFL learners?

5. Method (Participants)
120 Iranian intermediate EFL learners, age 19-27, attending a language center in Isfahan, Iran
Nelson English Language Proficiency Test (Fowler and Coe, 1976)
90 students met the homogeneity criterion and were thus selected to serve as the participants of this study. Later, they were randomly assigned to the three groups (two experimental and one control) involved in the study (30 students each).

6. Method (Linguistic Target)
Present and past passive structures
Conditional sentences (Types I, II and II)

7. Method (Overview of the Procedure)
Pretest on the grammatical forms in focus
Treatment
Textbook Group (TG); data obtained from 24 subjects used.
Website Group (WG); data obtained from 27 subjects used.
Control Group (CG); data obtained from 27 subjects used.
Posttest on the grammatical forms in focus

8. Method (Treatment) TG: WG: CG:
Understanding and Using English Grammar (4th edition) by Betty Schrampfer Azar (2009)
English Grammar in Use by Raymond Murphy (2004)
Teacher’s explanation; Textbook exercises; Teacher’s feedback
WG:
Language Lab
Websites
Online daily grammar lessons; explanation; exercises; quizzes, etc.
CG:
Placebo

9. Tests and Scoring Procedures
Pre- and post-test were researcher made ones.
Both comprised 30 MC or fill-in-the- blanks items.
Reliability indexes (Cronbach Method) for the pre- and post-test were 0.72 and 0.70, respectively.
Every correct answer was given a single point.

10. Statistical Analyses and Results (Pre-test of the Study)

11. Statistical Analyses and Results (Research Question 1)

12. Statistical Analyses and Results (Research Question 2)

13. Discussion and Concluding Remarks
Using websites had a positive impact on the acquisition of the target forms.
Language teaching textbooks and websites were not significantly different with regard to the influence they exerted on the acquisition of the target forms.
Such findings are in line with the results reported by:
Nagata (1996)
Zhuo (1999)
Collentine (2000)
Al-Jarf (2005)

14. Discussion and Concluding Remarks
Language teaching websites can improve EFL learners’ grammatical performance (Chen, 2004; Kong, 2009).
Using language teaching websites and online materials (at least as a supplement to classroom instruction) should be extended to other courses and other levels of proficiency.
Materials developers and language instructors should consider the usefulness of language teaching websites more than before and invest more in designing and applying such online instructional materials.
Further research is necessary to examine the more subtle differences between books and websites to help us perceive their advantages and disadvantages more precisely.

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