The Impact of Technology-Supported Grammar Instruction on the Academic Achievement of Primary and Secondary School Students

Abstract

This study comprehensively examines the impact of technology use on students’ academic achievement in grammar instruction at the elementary and middle school levels within the framework of current literature. Today, the increasing role of digital technologies in educational processes is transforming instructional practices, particularly in fundamental areas such as grammar, and exerting significant effects on learning outcomes; in this context, considering the growing function of digital tools in education, it has become increasingly important to reveal the role of technology in grammar instruction and its reflections on learning outcomes. The research evaluates the contributions of digital applications to grammar teaching, how they transform the learning process, and the potential limitations encountered, using literature review and descriptive analysis methods. Findings indicate that the integration of technology significantly enhances students’ academic achievement while improving motivation, attention, interaction, and opportunities for individualized learning. Digital games, Web 2.0 tools, and interactive instructional software facilitate learning by concretizing abstract grammar concepts and providing immediate feedback, repetition opportunities, and self-paced learning options. Furthermore, technology-supported learning environments consistently address different learning styles, positively influence student attitudes, and promote long-term retention. This study highlights the pedagogical opportunities offered by technology-assisted grammar instruction and provides a valuable framework for future research in the field.