The Impact of Computer-Based Instruction on Grammar Proficiency Among English Language Students in Jigawa State College of Education, Gumel
TL;DR
The findings revealed a significant improvement in grammar proficiency following the implementation of CBI, suggesting that it is an effective and preferred approach to teaching grammar.
Abstract
This study examined the impact of Computer-Based Instruction (CBI) on the grammar proficiency of English language students at Jigawa State College of Education, Gumel. Employing a quasi-experimental design, the research involved pretest and posttest assessments alongside a questionnaire to evaluate students’ performance and attitudes toward computer-assisted grammar learning. The findings revealed a significant improvement in grammar proficiency following the implementation of CBI. Additionally, students expressed positive attitudes, reporting increased motivation, engagement, and confidence in learning grammar through computer-based methods. Despite some challenges related to technical issues, the overall effect of CBI was beneficial, suggesting that it is an effective and preferred approach to teaching grammar. The study recommends enhanced technological infrastructure, teacher training, and integration of blended learning strategies to optimize the use of CBI in English language instruction. These findings contribute valuable insights to the field of language education and provide a foundation for further research on technology-enhanced learning in Nigerian higher education.