Microgenetic Development Study of Learning English Grammar by Iranian Elementary EFL Learners Through the Use of Computer Language Learning Games

The present study explored the effect of computer language learning games on learning grammar by Iranian English learners through microgentetic development. Forty male elementary English learners aged between 8 and 12, participated in the study. Based on the placement test scores, the homogenized participants were placed in one experimental and one control group. The experimental group received the treatment using computer language learning games to teach English grammar tenses (simple present, present continuous, simple past, and past continuous), while the control group received traditional methods. The research data were obtained from 40-item multiple-choice tests in six times (a pre-test, four post-tests, and a delayed post-test). The results of the statistical tests revealed better performance of experimental group learners in post-tests than the pre-test. However, a statistically significant difference was found. The mean of the experimental group was greater than the control group. The findings are valuable for teachers and learners, methodologists and syllabus designers, linguists and CALL experts.