WordWall as a Technopedagogical tool for Grammar Learning in Eighth-Grade Students WordWall como Herramienta Tecnopedagógica para el Aprendizaje de la Gramática en estudiantes de Octavo Año

Resumen

English grammar instruction at the basic education level often presents challenges due to its abstract nature and the prevalence of traditional, teacher-centered methodologies. In response to this issue, this study examined the impact of Wordwall as a technopedagogical tool on English grammar learning among eighth-grade EFL students in Ecuador. A quantitative approach with a quasi-experimental pre-test and post-test design was employed to determine whether technology-supported instruction leads to higher grammatical achievement than traditional methods. The study involved thirty eighth-grade students from a private educational institution, divided into an experimental group and a control group. Both groups received instruction on the present simple tense over a two-week period; however, the experimental group engaged in Wordwall-supported activities, while the control group followed conventional instructional practices. Grammar performance was assessed through written pre-test and post-test instruments evaluating syntax, morphology, semantics, and punctuation. Descriptive statistics and one-way ANOVA were used for data analysis. The results showed that students in the experimental group achieved significantly higher post-test scores and greater learning gains across all grammatical criteria compared to the control group. The ANOVA confirmed that these differences were statistically significant. The findings indicate that Wordwall is an effective technopedagogical tool for enhancing grammar learning in EFL contexts and highlight the pedagogical value of integrating interactive digital tools as a complementary strategy in basic education.