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30 - Grammar

from Part VI - Language Skills and Areas

Published online by Cambridge University Press:  15 June 2025

By
S. Susan Marandi
Edited by
Glenn Stockwell  and
Yijen Wang
Glenn Stockwell
Affiliation:
Waseda University, Japan
Yijen Wang
Affiliation:
Waseda University, Japan
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Summary

After briefly touching upon the relevance of online communication to language learning and the learning of grammar in today’s world, the chapter opens with an introduction to the theoretical and historical background of grammar teaching. It then moves on to introduce some of the more popular and accessible forms of technology-based grammar instruction, elucidating how each one ties in with grammar teaching principles and pedagogical practices. Following this, relevant research practices are introduced, followed by recommendations for research and practice. The chapter ends with predictions for the future of technology-enhanced grammar teaching and learning.

Keywords

corrective feedback (CF)interactive feedbackfocus on form vs. focus on forms (FonF vs. FonFs)data-driven learning (DDL)concordancingcollaborative online writinginput hypothesisoutput hypothesisuptakegrammar
Type
Chapter
Information
The Cambridge Handbook of Technology in Language Teaching and Learning , pp. 494 - 510
Publisher: Cambridge University Press
Print publication year: 2025

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References

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Further Reading

In this book chapter, Heift and Vyatkina explore four technology-based pedagogies for teaching and learning grammar: tutorial CALL, ICALL, DDL, and CMC. The authors provide an overview of the historical framework and offer practical guidelines for integrating technology into L2 grammar classrooms. The chapter presents a comprehensive examination of technology’s role in L2 grammar teaching and learning, providing educators with valuable insights and strategies to enhance their classroom practices.

This article explores the effectiveness of online individualized corrective feedback in improving grammatical error correction skills among EFL learners. It highlights the potential of personalized feedback in facilitating language learning and emphasizes the importance of integrating technology into language education for effective feedback delivery.

Heift, T., & Vyatkina, N. (2017). Technologies for teaching and learning L2 grammar. In Chapelle, C. A. & Sauro, S. (Eds.), The handbook of technology and second language teaching and learning (pp. 26–44). Wiley Blackwell. https://doi.org/10.1002/9781118914069.ch3CrossRefGoogle Scholar
Ko, C.-J. (2022). Online individualized corrective feedback on EFL learners’ grammatical error correction. Computer Assisted Language Learning. Advance online publication. https://doi.org/10.1080/09588221.2022.2118783CrossRefGoogle Scholar

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  • Grammar
  • Edited by Glenn Stockwell, Waseda University, Japan, Yijen Wang, Waseda University, Japan
  • Book: The Cambridge Handbook of Technology in Language Teaching and Learning
  • Online publication: 15 June 2025
  • Chapter DOI: https://doi.org/10.1017/9781009294850.036
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  • Grammar
  • Edited by Glenn Stockwell, Waseda University, Japan, Yijen Wang, Waseda University, Japan
  • Book: The Cambridge Handbook of Technology in Language Teaching and Learning
  • Online publication: 15 June 2025
  • Chapter DOI: https://doi.org/10.1017/9781009294850.036
Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

  • Grammar
  • Edited by Glenn Stockwell, Waseda University, Japan, Yijen Wang, Waseda University, Japan
  • Book: The Cambridge Handbook of Technology in Language Teaching and Learning
  • Online publication: 15 June 2025
  • Chapter DOI: https://doi.org/10.1017/9781009294850.036
Available formats
×