The effect of computer-based grammar instruction on the acquisition of verb tenses in an EFL context

Abstract

This paper presents results from two experiments which used computer-based grammar and teacher-driven grammar (chalk and talk) instructional methods. Each method involves teaching verb tenses using two deductive approaches (a) the initial rule-oriented approach (involves initial presentation of explicit rules followed by illustrative examples) and (b) the structure-guessing approach (involves explicit presentation of rules in response to structure guessing exercises). The effectiveness of these methods and approaches are compared based on the results obtained from the post-test administered at the end of the experiment. The results reveal significant differences between the four groups in favor of the computer-based grammar instructional method, and more specifically the structure-guessing approach except for the present perfect tense. However, the study shows that both methods (computer-based and teacher-driven) and both approaches (the initial rule-oriented and the structure-guessing) are effective in teaching English verb tenses.