Investigating the Effects of Grammar Learning Strategies Instruction in CALL

This book investigates innovative approaches to teaching and learning second language (L2) grammar by combining strategy-based instruction (SBI) supported by advanced computer-assisted language learning (CALL) tools, including artificial intelligence (AI). Through a blend of theoretical insights, empirical research, and practical recommendations, it examines how these approaches enhance grammar learning strategies (GLS), promote learner autonomy, and improve the mastery of grammar in digital contexts.

The book is anchored in a study conducted with Polish university students that assessed the impact of SBI on explicit and implicit (automatized) knowledge of the English passive voice, GLS use, and learner response to the intervention aided by CALL tools. The findings highlight significant gains in GLS use, autonomy, and implicit (automatized) grammar knowledge, underscoring the role of CALL environments in fostering effective and engaging grammar learning experiences.

Designed for educators, researchers, and students, this volume combines cutting-edge pedagogical methods with actionable insights. It emphasizes the importance of autonomy in grammar learning and showcases how technology can enrich this process. By bridging theory and practice, this book provides a roadmap for implementing innovative grammar instruction and opens new avenues for research in technology-enhanced language education.

Mirosław Pawlak is Professor of English in the Department of English Studies, Faculty of Pedagogy and Fine Arts, Adam Mickiewicz University, Kalisz, Poland, and the Department of Language and Communication, Faculty of Humanities and Social Sciences, University of Applied Sciences, Konin, Poland. His main areas of interest are form-focused instruction, corrective feedback, pronunciation teaching, learning strategies, motivation, willingness to communicate, grit, emotions, and study abroad. His most recent publications include Boredom in the Foreign Language Classroom: A Micro-Perspective (with Joanna Zawodniak and Mariusz Kruk, 2020), Exploring the Interface Between Individual Difference Variables and the Knowledge of Second Language Grammar (2021), Understanding Emotions in English Language Learning in Virtual Worlds (with Mariusz Kruk, 2022, Routledge), Individual Differences in Computer Assisted Language Learning Research (with Mariusz Kruk, 2022, Routledge), and Teachers Reflecting on Boredom in the Language Classroom (with Mariusz Kruk and Joanna Zawodniak, 2024). He is editor of the journal Studies in Second Language Learning and Teaching and the book series Second Language Learning and Teaching.

Mariusz Kruk is Associate Professor at the Faculty of Humanities, University of Zielona Góra, Poland, and the Faculty of Pedagogy and Fine Arts, Adam Mickiewicz University, Poznań, Poland. His main areas of interest include individual difference variables and the application of technology in foreign language learning and teaching. His publications have appeared in various journals, including Applied Linguistics Review, Computer Assisted Language Learning, ELT Journal, Journal of Multilingual and Multicultural Development, Language Teaching Research, Studies in Second Language Learning and Teaching and System. He is the author of the monograph Investigating Dynamic Relationships among Individual Difference Variables in Learning English as a Foreign Language in a Virtual World (2021). He co-authored Boredom in the Foreign Language Classroom: A Micro-Perspective with Mirosław Pawlak and Joanna Zawodniak (2020), Understanding Emotions in English Language Learning in Virtual Worlds with Mirosław Pawlak (2022, Routledge), Individual Differences in Computer Assisted Language Learning Research with Mirosław Pawlak (2022, Routledge) and Teachers Reflecting on Boredom in the Language Classroom with Mirosław Pawlak and Joanna Zawodniak (2024, Equinox).