The purpose of this study was to determine the effectiveness of the exercises of English language grammar instruction on the achievement of the students when it is applied on web assisted. The study had been executed in accordance with the experimental study model. The experiment group of the study has used a web site that was prepared and they made the exercises of English language grammar in the study. For this purpose, the experiment group subjects has activities such as Chat (IRC), writing the message on the discussion board, and playing the games on the web by using the grammar rules besides answering the exercise questions that are on the web. The control group subjects have similar learning activities through traditional learning methods. The data of study was collected by " English Language Grammar Test " (ELGT) and " English Language Attitude Scale " (ELAS), which their validity and reliability has been tested. It was found that the English language grammar achievement of the experimental groups' subjects who made the English grammar exercises on Web assisted was higher than the control groups' subjects who made them using traditional method.

This study aimed to investigate the effects of Computer-Assisted Language Learning (CALL) as compared to Teacher-Driven Instruction (TDI) on the achievement of EFL undergraduates in Saudi Arabia. The instructional material dealt with modal English language verbs. This research was carried out on a sample size of 68 EFL undergraduates divided into two equal groups namely: experimental (CALL) group and control (TDI) group. The control group was taught with the regular prescribed textbook while the experimental group was given a unique Web-Based instructional material based on Hot Potatoes as a language learning software. Two tests were conducted, pre-test and post-test with both groups at two intervals. The pre-test was undertaken immediately at the end of the instructional period, and a delayed post-test three weeks after the instructional period. Findings revealed that the performance of the experimental; (CALL) group was significantly better than that of the control (TDI) group on both post-tests, however, the performance of both groups on the immediate post-test and delayed post-test had shown a considerable improvement.

Knowledge of another language is an advantage and it gives people to look at the world and in particular to the world's cultures with a broader perspective. Learning English as a second language is the process by which students learn it in addition to their native language. Today, internet is an important part of our lives as English. For this reason, we can say that learning via internet is an alternative way to learn English. Web-based learning is a general term used to refer to computer-enhanced learning. It is used in so many contexts that are critical to be clear what one means when one speaks of " e-learning ". Web based technologies and powerful internet connections provide various new possibilities for the development of educational technology. The aim of this study is to review e-learning, while learning English, in a general perspective and to give brief information about web-based learning. On the other hand, it is aimed to guide learner how to use web while learning English language. The study is conducted on the base of literature survey. The study is divided into 4 parts, and all parts are entirely based on literature review. In the first part it is mentioned about the theory of web-based learning, in the second part objectives of web-based learning, in the third part some information about online students' and teachers roles on the web are given and in the final part types of teaching-learning activities on English learning via the web are shown. This study is an attempt to give as complete a description of learning English language through the internet. There are a number of courses online which teach foreign languages. Courses usually offer a learning environment online, such as chat rooms, net meetings with the entire class, pen pal search engines and the like. In conclusion this study gives us brief information about English language learning through the internet. We can say that; this paper includes information that enables the users who want to learn English languages via the internet.

This study measured the effectiveness of three tasks (cloze, editing and writing) on the learning of phrasal verbs for students learning English as a foreign language (EFL). A total of 72 low-to-intermediate EFL learners were recruited. This study employed pre-and post-test designs. The performance of the learners who completed the three tasks individually was compared with that of the learners who completed the same tasks in pairs or in groups. The results indicated that the learners who participated in group work achieved a larger gain of the knowledge of the phrasal verbs than doing the tasks in a pair; however, tasks completed in pairs led to better performances than individual work. The writing task yielded the best learning scores, followed by the editing task and finally, the cloze task. In addition, the writing task resulted in the greatest number of instances of metalinguistic or form-focused feedback. Implications for teaching and learning phrasal verbs are discussed.

Language is the code used to express oneself and communicate to others. It is the mental faculty or power of vocal expression. Language is something specific to humans. Language teaching help the learner to get reasonably good command over four important language skills-listening , speaking ,reading and writing. In India English is learned and used as second language. It is a compulsory subject in the school curriculum .As it is a chief language in the Indian education system so students should be exposed to various media to learn effectively. The electronic devices stimulate eyes and ears of learners to acquire language quickly and easily. It is an innovative approach which gives intrinsic reinforcement to the students. In the present study an attempt has been made to study the effect of web based instructional technology in learning English language. The investigator conducted the present study with the help of simple random sampling technique amd selected four schools from which 64 students were selected (16 from each school). The investigator used self constructed achievement test and attitude scale to see the effect of web based learning technology. The results were analysed using critical ratio and percentage that showed the web based learning technology is effective and students also had favorable attitude towards this technology.

Learning phrasal verbs, which are an essential part of the English language, can be a challenge for EFL students, since they find it difficult to remember the large number of these lexical items that are used in both spoken and written forms of the language. However, with the aid of technological applications, for example, Socrative, learning phrasal verbs can be more entertaining and dynamic. This paper reports on a study which involved 33 EFL students of three different levels of English (B2, C1 and C2 on the CEFR scale), who did reading and vocabulary exercises on Google forms prior to participating in competitive quizzes on Socrative. The aim of the study was to explore how the use of a Student Response System via quizzes on Socrative can arouse students’ interest in learning phrasal verbs. The research examined the students’ perceptions of their learning experience and to what extent they were motivated to acquire this lexicon via quizzes. The findings indicate that the general...

The present study investigated formal versus informal implementation of pedagogical digital games to improve phrasal verb knowledge. One hundred and one intermediate students took part in this mixed-method, quasi-experimental research. The sample was divided into two treatment groups. ANCOVA was used for quantitative data analysis. Qualitative data analysis was based on students’ questionnaire data. The results revealed that digital game play for 6 weeks within formal classroom setting outperformed informal learning where students had to apply their extended degree of autonomous play and the relevant skills. The mean score difference is 3.45. The majority of students from formal and informal groups prefer formal context of learning. Interaction with peers is more productive between peers, higher levels of satisfaction when they encountered difficulties and significantly constructive in the formal context. Moreover, contrary to previous findings, no significant difference was found b...

Phrasal verbs (PVs) are very common in English, indicating their usefulness in everyday settings. However, it was reported that language learners generally have great difficulties in understanding and using this linguistic form. This study investigated Malaysian learners' receptive and productive knowledge of PVs, and some possible factors which may contribute to their difficulties in understanding and using this language feature. A set of PVs test was developed and distributed to 480 secondary school learners in Malaysia to identify their receptive and productive knowledge with respect to PVs. Real data from the English of Malaysian School Students (EMAS) Corpus was used to examine the actual use of PVs by Malaysian learners. Results of the PVs test indicated that in general, Malaysian learners had an average level of knowledge of PVs. Analysis of the EMAS corpus revealed that they faced a lot of problems in the production of PVs. Some possible factors are highlighted which may contribute to such difficulties.