The Korean Association for the Study of English Language and Linguistics

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Korean Journal of English Language and Linguistics - Vol. 21

[ Article ]
Korea Journal of English Language and Linguistics - Vol. 21, No. 0, pp.837-855
Abbreviation: KASELL
ISSN: 1598-1398 (Print) 2586-7474 (Online)
Received 16 Aug 2021 Revised 18 Sep 2021 Accepted 26 Sep 2021
DOI: https://doi.org/10.15738/kjell.21..202109.837

The Influence of Using Online Discussion on Developing EFL Students’ Grammar Knowledge
Najla Hais AbdulGhafoor ; Ala’a Ismael Challob
General Directorate of Education in Anbar, Ramadi, Iraq
(corresponding author) Professor, Dept. of English, College of Education for Humanities, University Of Anbar, Ramadi, Iraq (dr.alaaismael@uoanbar.edu.iq)


© 2021 KASELL All rights reserved
This is an open-access article distributed under the terms of the Creative Commons License, which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract

The current study aims at investigating the influence of online discussion on developing EFL university students’ grammar knowledge. It also aims at identifying the factors that determine the effectiveness of online discussion on developing EFL university students' grammar knowledge. To address these aims, 66 second year EFL university students in English Department at Anbar University were chosen. They were divided equally into the experimental group, and the control group. A mixed-mode quasi-experimental research design was utilized where pre-study and post-study English grammar test, post-study perception questionnaire, focus group interview, and observation was used. The finding indicated a significant difference between the mean scores of the experimental group and those of the control group in the post-study test. Moreover, findings revealed a statistically significant difference between the mean scores of the pre-study and that of the post-study test of the experimental group. These significant differences were in favour of the experimental group. Besides, findings revealed that the power of effectiveness of these factors as perceived by the participants were in the following sequence; pedagogical, psychological, cognitive, and social factors respectively. The study concluded that using online discussion facilitates students’ learning of English grammar.


Keywords: online discussion, English grammar, grammar knowledge, EFL students

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