A comprehensive comparative study on grammar learning between face to face and online methods

This study aims to compare the differences of pre and posttest scores of three groups of first year undergraduate students in a Thai public university who learn grammar with different modes of learning: online, face-to-face, and both online and face-to-face. The research design of the study is a mixed method research design. During the first phase, students were separated into groups and given a comprehensive pre-test consisting of all the grammar points. The second phase consisted of administering pre-tests of each grammar unit, providing grammar lessons, recording student activity in a teacher’s observation journal, and then administering the post-tests of the grammar units. In the third phase, students were given a comprehensive post-test of all grammar points as well as a questionnaire and an interview that was conducted with each group’s representative to find out students’ opinions regarding online and face-to-face grammar teaching. A total of 101 participants (N = 101) responded to the test and 73 participants provided replies for the questionnaire. Results showed that face-to-face grammar learning yielded the highest test results. Factors that contributed to face-to-face grammar learning being superior to its online counterpart include interaction with classmates, mandatory class participation, and not being dependent on the quality of internet connection and electronic devices. The results revealed that most students preferred face-to-face grammar learning while online learning was an unsatisfactory alternative in time of the global pandemic lockdown. The research’s findings can be used to solidify steps which are effective for grammar learning and raise awareness for institutes and policy makers as to adjustments, improvements, and support that must be provided to ensure the quality of online learning.