An Account of EFL Learners’ Grammatical Knowledge and Motivation toward Learning in an Online Instructional Environment

Abstract

The current research was an attempt to compare the impacts of online English language learning and face-to-face English language learning on Iranian EFL learners’ grammatical knowledge and their learning motivation. To this end, the Oxford Quick Placement Test (OQPT) was given to 81 Iranian EFL students, and 50 of them who were at the intermediate level were selected as the participants of the study. Then, they were randomly divided into two groups; one experimental group (EG) ( $n=25$ ) and one control group (CG) ( $n=25$ ). After that, both groups were pretested by a grammar test and a motivation questionnaire. After pretesting, the participants of the EG received the treatment through online instruction. On the other hand, the participants of the CG were taught the grammatical points through a face-to-face instruction. At the end of the treatment, both groups took the posttest of grammar and motivation. The EG outperformed the CG on both the grammar and motivation posttests, according to the findings of paired and independent samples $t$ -tests. Implementing online instruction assisted Iranian EFL learners to enhance their grammatical knowledge and increase their learning motivation. The implications of this research can encourage teachers to use online learning methods in their classes.