PRACTICE-BASED METHODOLOGICAL RECOMMENDATIONS FOR TEACHING ENGLISH GRAMMAR WITH DIGITAL TECHNOLOGIES

ABSTRACT

The purpose of this paper is to determine the pedagogical potential of multimedia technologies in teaching English grammar in basic education. This paper employs a theoretical analysis of scientific and methodological literature, a summary of pedagogical experience, and experimental methods. It examines the characteristics of modern foreign language education, reveals the methodological aspects of grammar teaching, and identifies the functions of multimedia technologies as an effective means of developing grammatical competence. Based on practical analysis and an experimental study, the feasibility and effectiveness of using multimedia technologies in teaching English grammar are demonstrated: they increase student motivation, stimulate cognitive activity, and promote the systematic acquisition of grammatical material.

АННОТАЦИЯ

Целью данной работы является определение педагогических возможностей мультимедийных технологий в обучении грамматике английского языка в условиях основного общего образования. В работе использованы теоретический анализ научно-методической литературы, обобщение педагогического опыта и опытно-экспериментальные методы. Рассмотрены особенности современного иноязычного образования, раскрыты методические аспекты обучения грамматике, а также определены функции мультимедийных технологий как эффективного средства формирования грамматической компетенции. На основе анализа практики и проведённого эксперимента доказана целесообразность и результативность использования мультимедийных технологий при обучении грамматике английского языка: они повышают мотивацию учащихся, активизируют познавательную деятельность и способствуют системному усвоению грамматического материала.

Keywords: education, foreign language education, multimedia technologies, grammar.

Ключевые слова: образование, иноязычное образование, мультимедийные технологии, грамматика.

Introduction. The modern world is experiencing challenging times, and this is reflected in all aspects of life. Education is not only engaged in a conflicting search for improvements in this segment of public life, but also, in many ways, initiates changes that impact other areas. This is because education is directly dependent on scientific and technological progress and all changes occurring in other areas, such as economics, politics, and others. Therefore, the issue of improving the quality of education is more pressing today than ever. This is naturally linked to the search for the optimal organization of the teaching and learning process at all stages of education.

The changes we outlined above have also affected the role of many subjects in school education. For example, foreign languages, particularly English, have recently acquired new meaning. And recently, the goal of using language as a means of developing the learner's personality and mastering the cultural layer of world culture, where foreign languages ​​play an important role, has become increasingly important. Therefore, an important objective of state educational policy is to create conditions conducive to the development of students' thinking, spiritual orientation, and the formation of highly cultured individuals.

However, these goals cannot be achieved without a practical foundation in foreign language proficiency. Furthermore, this must be accomplished quickly. Therefore, educators, methodologists, and researchers are tirelessly searching for new ways and means to help students master a foreign language as effectively as possible. The introduction of multimedia technologies makes this possible. The key benefits of this process include enhancing students' motivation to learn the language, making learning individually targeted, and developing or improving computer skills. However, experience shows that this resource is underutilized in schools, particularly in teaching English grammar, which presents the greatest challenge in foreign language education. All of the above determines the relevance of our study.

Objective: To study and experimentally test the potential of multimedia technologies in teaching English grammar in basic education.

Hypothesis: Multimedia technologies can be an effective means of teaching English grammar in basic general education if they help students develop a systematic understanding of the grammatical structure of the English language.

Objective of the study: the process of teaching a foreign language in basic school.

Subject of the study: the potential of multimedia tools in teaching English grammar in basic general education.

Research objectives:

1. To characterize contemporary foreign language school education in the general education system.

2. To examine the teaching of English grammar in basic general education as a methodological issue.

3. To characterize multimedia technologies as a teaching tool.

4. To study and describe teachers' experiences using multimedia technologies in teaching English grammar in basic general education.

5. To conduct experimental work on the use of multimedia technologies in teaching English grammar in basic general education and analyze the results.

The methodological basis of the study is a system-activity and competency-based approach.

Literature review. In the modern world, education has become continuous, non-linear, and open, requiring people to learn throughout their lives. It is well known that English is present in all spheres of human life [1]. It is a means of international communication, media, computer technology, and much more. The influence of English is undoubtedly significant, so its teaching must also be improved. The role of a foreign language as a subject has fundamentally changed in the educational system. English is a basic, mandatory element of the modern education system. The demands placed on students are becoming increasingly high. These changes are reflected in the theory and practice of foreign language education. It's worth emphasizing that the theory and methodology of teaching foreign languages ​​has its own history, but language teaching is precisely the field that is rapidly modernizing under the influence of ongoing changes. It should also be noted that in the modern world, attitudes toward the English language are changing for many reasons [2]. Just recently, we discussed the limitless communicative potential of a foreign language and how difficult it is to imagine a successful person who doesn't speak a foreign language. The importance of foreign language proficiency for international business and tourism development was emphasized [1]. Accordingly, a foreign language has been, and to some extent remains, in demand, serving as a means of communication and self-realization in the outside world.

But today, the situation has changed, and foreign language teachers must understand that the untapped potential of a foreign language for the development and education of a student's personality must be realized and utilized in the context of co-studying language and culture and mastering world culture, where English-language culture occupies a worthy place [3].

As a result, the status of English as an academic subject has changed significantly, driven by a rethinking of the goals of foreign language acquisition and a renewed focus on curriculum. A new understanding of the purpose and principles of linguodidactics and foreign language learning methods has emerged. One of the goals of foreign language learning has become the development and preparation of students for life in a multipolar world[4].

For many years, one of the key aspects of teaching a foreign language, and English in particular, has been the intense debate over what and how to teach it. Since a foreign language always implies a "different" grammar, the question of grammar instruction has been and remains a central one in foreign language education methodology. When we speak of grammar instruction, we mean the specific methods, principles, and techniques of teaching. In basic general education institutions, the dominant goal of foreign language instruction is the development of communicative competence. The question naturally arises: how do we achieve this goal? By what methods and teaching tools? Therefore, teaching English grammar is, first and foremost, a methodological issue. This necessitates finding the most effective and efficient ways to help students master grammatical concepts. Many difficulties arise in the process of teaching grammar. But the main challenge in mastering English grammar by Russian-speaking students lies in the differences in the structure of the languages.

New terms and concepts are constantly emerging in education, some of which are becoming key. Multimedia technologies can be classified as such concepts. But before we move on to the characteristics of multimedia technologies, it makes sense to examine the concept of "learning technology." The specialized literature contains a number of concepts that, at first glance, seem synonymous [3;5]. These include terms such as pedagogical technology, educational technology, and teaching technology. An analysis of the specialized literature allows us to conclude that these concepts differ. The broadest is pedagogical technology, which affects both the learning and educational processes. "Educational technology is accordingly associated with the organization of educational institutions. Teaching technology, a narrower concept, encompasses the activities of the teacher and students in the teaching and learning process." The concept of "technology," from Greek, means art or craft. Technology is an objective material process occurring in production. This concept is also interpreted as a set of techniques used in any matter [6].

Although the use of multimedia technologies in education remains understudied, many analyzed studies demonstrate the high potential of this teaching tool, particularly in terms of fostering motivation, engagement in the learning process, and improving learning outcomes. Let's examine teachers' experiences in this area in more detail. In 2019, teacher M.A. Mosina used the Kahoot online service. She demonstrated that creating a gamified environment in foreign language lessons contributes to the development of students' motivation to learn a foreign language. The teacher noted that "...children became more active in class, interested in gaining knowledge of the foreign language." The teacher found that multimedia-based learning had a positive impact on student motivation. Students who were taught in a gamified mode maintained their concentration while completing various tasks for longer periods, thereby enabling them to accomplish more work. Conversely, students in the control group, who studied without multimedia, quickly tired, worked much more slowly, and completed fewer tasks. This experience provides further evidence that multimedia gamification has a positive impact on learners. This experience confirms the findings of international researchers on gamification in the educational process. After reviewing the literature on the topic and analyzing teachers' experiences using multimedia technologies in foreign language lessons, we decided to conduct a pilot study to confirm that multimedia facilitates the acquisition of vocabulary and grammatical structures and, ultimately, helps develop students' grammar skills. We needed to prove that multimedia technologies can be an effective means of teaching English grammar in basic education if they help students develop a systematic understanding of the grammatical structure of the English language [8;9;].

After reviewing specialized literature on the chosen topic and analyzing teachers' experiences using multimedia technologies in foreign language lessons, we decided to conduct a pilot study to confirm that multimedia facilitates better acquisition of vocabulary and grammatical structures and, ultimately, helps develop students' grammar skills. We needed to prove that multimedia technologies can be an effective means of teaching English grammar in basic education if they help students develop a systematic understanding of the grammatical structure of the English language.

We used the following interactive platforms:

1. Nearpod. This platform allows teachers to create interactive lessons that engage students through quizzes, polls, videos, and collaborative activities. It helps to make the learning process more dynamic and participatory.

2. Genially. This online tool enables the creation of visually appealing and interactive presentations, infographics. It helps to organize information in an engaging and creative way, promoting better understanding and retention. 

Participants.  The study involves two groups of first-year university students (n=26 in total) enrolled in “Practical Course of English Grammar” course. Students were divided into a control group (n=14) and an experimental group (n=12). Both groups were at the B1 proficiency level according to the CEFR. Participants were selected based on similar language proficiency and learning background to ensure comparability.
At the end of the experimental work, the students answered questions about the learning process using various multimedia resources.

Procedure.

Two grammar tests were designed to assess students’ knowledge of core grammatical structures: Present, Past, and Future tenses, and Conditional sentences. Each test consisted of multiple-choice and sentence completion items measuring the correct use of verb forms and tenses. Students refreshed their memory of all theoretical material on these topics. Based on their knowledge and memory, the students demonstrated the following results.

Figure 1. Pre-test results of the control and experimental groups

Pre-test consisted of 15 questions, and a total of 15 students participated in the assessment. Figure 1 presents the pre-test results assessing students’ knowledge of the Present, Past, and Future tenses and Conditional sentences. Both groups completed the test, with only one student achieving the highest score. Five students from each group achieved a high score, answering 10 out of 15 questions correctly. Three students from the experimental group and seven from the control group answered 8 out of 15 questions correctly. The remaining two students from each group answered only 5 questions. Thus, it can be concluded that the control and experimental groups demonstrated approximately the same level of proficiency in the grammatical topics during the assessment phase.

The experimental study was conducted in several stages. In the first stage, we selected platforms that seemed most suitable for solving the experimental tasks, taking into account the age characteristics of the students. Website Genially was used to develop tasks with game elements. It was decided that the experimental group would include tasks using multimedia technology, while the control group would not. The control group utilized traditional teaching methods, using flashcards for visual aids, and several didactic games without an interactive whiteboard. Tasks using game elements were developed in accordance with the topic being studied.

During the second stage of the study, tasks were used that required students to develop collaborative board on the Nearpod. The material presented for the main task was fully studied and worked through in class. In addition to working face-to-face during the tasks, students learned to work in groups and strived to follow the rules that were stated in advance. At the end of the experimental study, students in the experimental group answered questions prepared by the teacher. The survey was conducted to identify the positive impact of multimedia on the educational process in foreign language lessons. The third stage of the study consisted of analyzing and formulating conclusions based on the experimental study. We analyzed the experimental group's responses to draw conclusions about the effectiveness of using multimedia in foreign language lessons. The essence of our study was to confirm that multimedia contributes to better assimilation of the material studied [10;11].

 The diagnostic tools we used were aimed at mastering the following components of the English grammar, including the Present, Past, and Future tenses, as well as Conditional sentences. Each topic was taught according to a structured lesson plan emphasizing both form and function. Particular attention was given to helping students distinguish between tense forms and their appropriate usage in context. In the experimental group, students used digital mind-mapping tools to organize grammar concepts visually, which enhanced engagement and comprehension. After the multimedia intervention, a test was administered to evaluate the students’ progress, showing clear improvement in the experimental group’s grammatical accuracy and retention.

Figure 2. Post-test results after the multimedia intervention

Post-test consisted of 15 questions, and a total of 15 students participated in the assessment. Figure 2 illustrates the post-test performance of the two groups. Here we see that four students have already achieved the maximum score. Seven students answered 10 out of 15 questions correctly. The rest answered eight questions correctly. Thus, we can confirm that the use of multimedia technologies contributes to better acquisition and mastery of English grammar. The results indicate that all students improved their proficiency in English grammar for the topics of the Present, Past, Future tenses and Conditional sentences.

Over the course of two weeks, the experimental group students completed assignments according to the curriculum. A noticeable increase in lesson activity was observed, particularly among students with low language proficiency. Analyzing our work, it should be noted that all subjects were engaged in the lessons. Students in the experimental group noted that the multimedia-based assignments made it easier for them to understand and remember the material because the material was visually presented. In the control group, which did not use multimedia, only a didactic game was sometimes used. As a result, not all students were active in the lesson, and a lack of interest and decreased motivation were observed. At the beginning of the experimental work, we conducted a survey in the control and experimental groups to determine interest in learning English of 1-year students.

The survey aimed to identify students’ motivation, attitudes, and reasons for studying the language. It included seven statements rated on a five point Likert scale(from 1- strongly disagree to 5- strongly agree), such as: “I am interested in learning English,” “I believe English will be useful in my future career,” “I enjoy attending English classes,” “I feel confident when learning or using English,” “I would like to improve my speaking and writing skills,” “I think learning English will help me communicate with people from other countries,” and “ I find English grammar interesting and important to understand.”

Figure 3. Students’ responses to the multimedia learning experience

Based on the data obtained, it can be concluded that both groups contained virtually equal numbers of students interested in learning English and believed it would be useful in their future lives. At the end of the experimental study, a survey was conducted in which students responded to their experiences with multimedia technology in the classroom.

The figure 3 above demonstrates that lessons using multimedia technology have a positive impact on students' cognitive processes and contribute to their motivation to learn a foreign language. Students in the experimental group also reported improved comprehension of the material. Thus, we have proven that using multimedia elements helps students better grasp the features of English grammar. In addition to improved information retention, this system can motivate students to learn English. The increased motivation can be explained by the fact that it is directly related to the student's experience of success. The use of multimedia facilitates this, as we have demonstrated in our experimental work.

During the last lesson, the control group received printed survey and an anonymous survey was conducted to evaluate students’ perceptions of multimedia-based grammar instruction. Students rated each item on a five-point Likert scale. The survey consisted of the following statements: “I felt more motivated to learn English grammar when we used interactive materials,” “Interactive activities helped me stay focused throughout the lesson,” “I enjoyed participating in lessons that included online games and visuals,” “Interactive tools helped me understand English grammar rules better,”  “The use of interactive exercises made it easier to remember grammar structures,” “I can apply grammar rules more confidently after using multimedia activities,”  “I learned faster when using multimedia-based exercises,” “The platforms were easy to use,”  “Instructions for activities were clear and understandable,” “I did not have any technical difficulties using the tools,”  “Tasks encouraged me to communicate and cooperate with classmates,” “I think multimedia lessons are more effective,” and “I felt that learning grammar through multimedia made the lessons more enjoyable.”

Figure 4. Survey results on students’ perceptions of multimedia lessons

The results are presented in Figure 4, “Survey results on students’ perception of multimedia lessons.” Although the survey results presented in Figure 4 indicate predominantly positive perceptions of multimedia-supported grammar instruction, it is important to note that students’ responses may be influenced by factors such as novelty of digital tools, social desirability, or the small sample size. Nevertheless, the findings prove valuable insights into learning attitudes and highlight the motivational potential of multimedia technologies in the grammar classroom.

Conclusion. The findings of this study demonstrated that the integration of multimedia technologies represents a highly effective approach to teaching English grammar in basic general education. The incorporation of interactive platforms significantly enhanced learners’ motivation, engagement and comprehension compared to traditional instruction. Experimental results revealed notable improvements in students’ grammatical proficiency and overall satisfaction with the learning process.
Therefore, the systematic application of multimedia technologies can be regarded as a valuable pedagogical strategy that not only facilitates the acquisition of grammatical competence but also contributes to the development of learners’ digital literacy and communicative abilities. Further research with larger groups and longer interventions is recommended to better understanding in their long-term impact on students’ grammatical competence.

Recommendations.  Based on the experimental results, several methodological guidelines are proposed for integrating digital technologies into English grammar instruction. Multimedia tools such as Nearpod and Genially should be incorporated purposefully to visualize grammar rules, promote interaction, and sustain learner motivation. Teachers are encouraged to combine traditional explanations with interactive digital practice, using the “explain-practice-reflect” model to balance theory and application. Activities should integrate both form-focused and communicative elements, allowing students to apply grammar in meaningful contexts. Differentiated multimedia tasks can support various proficiency levels, while the data generated by digital platforms may serve as a basis for formative assessment and individualized feedback. Overall, technology should be viewed not as a substitute for pedagogy but as an effective medium for enhancing students’ grammatical competence and engagement.

References:

1. Celik B., Kara S. «Reaping the Fruits of Technology-Integrated Grammar Instruction in EFL Classes at the Tertiary Level through Web 2.0 Tools». 2024. ERIC
2. Celik B. «The Positive Effect of Technology-Integrated Teaching on Students’ Grammar Learning». Arab World English Journal, 2024. ERIC+1
3. Fentari R. «Integration of Digital Technology in English Language Learning in Elementary Schools: Trends, Challenges, and Opportunities». 2025. Aspirasi
4. Tamam A. F. «Creative approaches to Grammar instruction: A literature review». 2024. UAD Journals
5. Başar T., Şahin L. «Technology integration in teaching English as a foreign language». 2024. Dergipark
6. Indriani C. L. «English Language Learning Through the Use of Digital Technology». 2024. Semantic Scholar
7. Procel GJO. «Using Technology in English Teaching». 2024. Biblioteca Ciencia Latina
8. Pérez-Jorge D. et al. «Technologies applied to education in the learning of …». 2025. Frontiers
9. Bui T. H. «English teachers’ integration of digital technologies in the English language teaching classroom». 2022. ScienceDirect
10. Shamshul I. S., Ismail H. H., Nordin N. M. «Using Digital Technologies in Teaching and Learning of Literature in ESL Classrooms: A Systematic Literature Review». 2024. ResearchGate
11. Soni M., Thakur J. «A Systematic Review of Automated Grammar Checking in English Language». 2018. arXiv