Effectiveness of Computer-Assisted Language Learning for Grammar Accuracy

This study aimed to determine the effectiveness of Computer-Assisted Language Learning (CALL) for grammar accuracy. The study utilized developmental research design to determine the effectiveness of the Computer-Assisted Language Learning (CALL) tools for grammar accuracy. This involved an experimental group exposed to CALL-based instruction with a total of 24 participants and a control group taught using traditional instruction with a total of 24 participants. A 50-item pre-test and post-test were administered to the participants for comparison to determine the effectiveness of CALL tools for grammar accuracy. A researcher-developed, content-validated survey questionnaire with a five-point Likert scale was used to gather the level of acceptability and functionality of CALL for grammar accuracy. The data from pre-test and post-test and the level of acceptability and functionality were analyzed using frequency, percentage distribution, mean and standard deviation. An Independent Samples t-test was utilized to determine whether there is a significant difference between the post-test scores of the experimental and control groups. The test was conducted at a 0.05 level of significance. The computed t-value of -2.189 and p-value of 0.034 reveal that there is a statistically significant difference between the experimental and control groups at the 0.05 level of significance, the null hypothesis is rejected. The use of computer-assisted language learning tools proved to be a statistically in improving the grammar accuracy of students. Results showed that the CALL tools were Very Highly Acceptable (M = 4.88) level of acceptability and for the level of functionality, the tools were rated Very Functional (M = 4.68). The findings reveal that CALL enhances engagement, supports grammar learning and provides an effective and user-friendly instructional approach. The study concludes that CALL is an effective pedagogical tool for enhancing grammar accuracy when supported by clear instructional design and reliable technological performance.