This study aimed at investigating the impact of using computer assisted grammar teaching on the performance of Jordanian pupils studying English as a foreign language. The sample of the study consisted of (212) secondary pupils distributed randomly on four experimental groups and four control groups. To find out the impact of a software program on students performance in grammar, the researcher designed an achievement test and used it as a pre-test and a post test for the experimental and the control groups. An Analysis of Covariance (ANCOVA) was used to find out the effect of the instructional program on the pupils' achievement in the passive voice.
The findings of the study revealed that:
1. There were statistically significant differences (α < 0.05) between the pupils' achievement mean scores in grammar attributed to the instructional method of teaching. This difference is in favor of the students in the experimental group.
2. There were statistically significant differences (α < 0.05) between the pupils' achievement mean scores in grammar attributed to stream of study. This difference is in favor of the scientific stream students. In light of the findings of the study, it was recommended that English language teachers use computer assisted instruction in their teaching.
Keywords: impact; computer, assisted, grammar; teaching.
There is no doubt that just as the computer has established itself firmly in the world of business and communication technology, it has also succeeded in acquiring a fundamental role in the educational process. This role is becoming more powerful as computers become cheaper, smaller in size, more adaptable and easier to handle. Computers are becoming more appealing to teachers because of their huge capabilities and extensive effectiveness (Dhaif, 2004). They are so widespread that one feels outdated if not using those computers (Moras, 2001). It has been found that the computer promotes visual, verbal and kinesthetic learning, higher- level thinking and problem solving ( Turnbull & Lawrance , 2002 ) .It also offer immediate feedback, hands- on learning and collaborative instruction ( Becker, 2000; Smith 2008; Zapata, 2004).
"The unique property of the computer as a medium for education is its ability to interact with the student. Books and tape recordings can tell a student what the rules are and what the right solutions are, but they cannot analyze the specific mistake the student has made and react in a manner which leads him not only to correct his mistake, but also to understand the principles behind the correct solution". (Nelson, E.; Ward, .H. and Kaplow, R., 1976: 32).
Hartoyo (2008) illustrated that CALL'S flexibility of time allows the students to determine what particular topics and how long he wants to learn. Hence the students who miss the class because of some reasons, for instance illness, still have an opportunity to learn the particular topics taught in the classroom as far as the topic is available in the CALL program. Furthermore, CALL provides an individual interactive learning program, so both the 'fast' and 'slow' learners can take benefit from it.
Ellis ( 2003) claimed that traditional language teaching in classroom can be monotonous, boring, and even frustrating, and students can lose interest and motivation in learning. CALL programmers can provide student with ways to learn English through computer games, animated graphics, and problem-solving techniques which can make drills more interesting. On other hand, Brown (2002) maintained that now that the paradigm shift from teacher - centered to learnercentered instruction is firmly in place, computer use in learning English as a foreign language may help students take ownership of their own learning. This learning is believed to be conducive to learner's active participation in his/ her own learning.
According to Kiliçkaya (2007), drill-type CALL materials are suitable for repetitive practice, which enable students to learn concepts and key elements in a subject area. …