The Teaching Of Grammar Through Computer Language Games: A Case Study Of The Jhs 1 Pupils Of St. Augustine’s Basic School

ABSTRACT

Computer-aided language learning is becoming a promising supplement to traditional classroom learning as well as potentially enabling learners to explore new opportunities to gain autonomy in their practice sessions. One aspect of this way of language learning that has been acclaimed to have been successful is the use of digital games for language study. Many language teachers all over the world have found use for games in the classroom and several studies have been carried out. In order to consider this technology for adoption in Ghanaian schools, the researcher began investigations to gather information to test its efficacy. This thesis therefore aimed at finding out which of the two methods of practising grammar (the use of language games and the traditional way of revising notes) is more effective. A quasi-experimental design was used and 26 students sampled from the JHS 1 class of St Augustine’s Basic School were assigned to an experimental (13) group and a control (13) group. Both groups were exposed to the same grammar lessons for 80 minutes a week over a period of six weeks. Beside the lessons, the experimental group practised with games while the control group practised the traditional way by reading notes and textbooks. It turned out that even though the experimental group outperformed the control group, the difference was not statistically significant. Yet, the gains made by the experimental group has prompted the researcher to recommend their application in the classroom as well as initiating further studies in using other games for the learning of grammar.