Investigating the Effectiveness of an Interactive IRF-Based English Grammar Learning System


  • Chien-Yuan Su Zhejiang University



IRF, question and feedback, grammar learning, CALL


Computer-supported language learning has the potential to promote relevant work in support of instant, interactive language discourse that fulfils educational purposes and fosters individual language learning. This study presents an interactive IRF-based English grammar learning assistant system (EGLA) that aims to improve students’ grammatical knowledge and correct their grammar errors and misspellings if they have any. A quasi-experimental design is adopted to examine its effects on an English grammar achievement test for three classes of junior high school students. These three classes were assigned to the experimental group and control groups A and B. The experimental group used EGLA that harnessed IRF moves, control group A used EGLA but without IRF moves, whereas control group B received an IRF-based English grammar discourse from an English tutor in the classroom. The results demonstrated that the experimental group was significantly better than control group A, but was not significantly different from control group B. The results are discussed, and directions for further investigation are provided.

Author Biography

Chien-Yuan Su, Zhejiang University

Chien-Yuan Su is an assistant professor in the department of curriculum and learning science, College of Education at Zhejiang University, China. He received the M.S. in Department of Information and Learning Technology from National University of Tainan in 2006; and Ph.D. in Department of Engineering Science at National Cheng Kung University in 2012. His major interest in the field includes e-learning, learning and technology, e-Learning Pedagogical Strategies, Developing e-Learning for Specific Subject Domains and e-Assessment.




How to Cite

Su, C.-Y. (2017). Investigating the Effectiveness of an Interactive IRF-Based English Grammar Learning System. International Journal of Emerging Technologies in Learning (iJET), 12(11), pp. 63–82.