Abstract:

Computer Assisted Language Learning (CALL) has attracted increasing scholarly attention for its potential benefits and limitations in second language acquisition and teaching. In the context of expanding distance and technology-mediated education, there is a growing need to examine technology-enhanced pedagogies and identify effective web-based and multimedia approaches for developing English language skills and language aspects. Although the value of grammar instruction in second language acquisition is well established, limited research has explored the learning opportunities afforded by modern edutainment technologies, particularly WebQuests, for English grammar development.

The main focus of this research was to report on developments in the grammatical knowledge of students enrolled in Technical and Further Education (TAFE) English Language Intensive Courses for Overseas Students (ELICOS) at TAFE Queensland. Operating within a pragmatist research paradigm, this twelve-week Mixed Methods Research project employed a two-phase Sequential Explanatory Design. In the first quantitative phase, a random two-group (n = 36 in total) experiment using a repeated-measures approach with a two-factor crossover (changeover) design was conducted to investigate how TAFE ESL Upper-Intermediate students’ English grammar knowledge differed depending upon a treatment strategy (Wakelet multimedia WebQuests vs. conventional grammar teaching without multimedia technology applications). In the second qualitative phase, an online open-ended question survey coupled with semi-structured interviews was conducted to gain valuable insights into TAFE ELICOS students’ perceptions, experiences, and evaluations of learning grammar via Wakelet multimedia WebQuests. Throughout the research process, a structured observation journal was written to document the researcher’s thoughts and ideas related to the introduced intervention programs. Statistical Package for the Social Sciences software was utilised to perform a two-way repeated measures ANOVA quantitative data analysis. HyperRESEARCH software was used to undertake thematic qualitative data analysis.

Quantitative analysis showed a significant improvement in students’ grammar awareness over time. Mean scores increased from Pre-Test (M = 19.56) to Post-Test 1 (M = 40.58) and Post-Test 2 (M = 46.42), with a strong main effect of time, F(2, 66) = 968.87, p < .001, η² = .966. The largest gains occurred during the first treatment phase, while continued but smaller improvements were observed thereafter. Instructional sequence significantly influenced outcomes (F(2, 66) = 23.49, p < .001, η² = .409), with students receiving the WebQuest intervention first demonstrating faster initial improvement, although both groups showed overall gains.

Qualitative findings supported these results, indicating increased grammatical awareness, improved confidence, and successful transfer of grammar knowledge to real-world and professional contexts. Learners reported that multimodal, inquiry-based WebQuest activities facilitated understanding and retention, promoted autonomy, and reduced anxiety. Identified constraints related primarily to usability, limited collaboration, and the need for enhanced feedback mechanisms.

Together, the research findings indicate that Wakelet multimedia WebQuests substantially enhanced grammar awareness and application, with effectiveness strongly influenced by instructional sequencing and design features.

Keywords:

CALL for Second Language Acquisition, Edutainment, Wakelet multimedia WebQuests, grammar awareness, vocational education.