Employing Technological Innovations to Develop 9th graders' English Grammar Skills

Abstract

Background:  The advances in digital technologies that are faster, more capable, and easier to use have made it possible for supervisors and teachers to reconsider the pedagogical assumptions related to teaching English skills and most importantly is teaching grammar.

Objectives:  This study aimed at investigating the effectiveness of a program based on employing technological innovations to develop English grammar skills for ninth graders.  

Methods: The researchers adopted the quasi experimental approach. The participants of the study were chosen purposively from Beit-Hanoun Preparatory School for Girls “B”. They consisted of (70) students distributed into two groups; the experimental group were taught grammar using the program based on employing technological innovations and the control group were taught grammar via the ordinary teaching method. The researchers used a pre/posttest to collect the required data.  

Results:  The findings of the study indicated that there were statistically significant differences at (α ≤ 0.05) in the total average score of the post-application of the grammar skills test between the experimental group and the control group favouring the experimental group. 

Conclusions:

1. Technological advancements prompted EFL students to study English grammar.


2. The program's planned tasks and exercises help study participants to enhance their grammatical skills.


3. The incorporation of a technological program has a good impact on the student's achievement.