The impact of virtual tools on EFL learners’ performance in Grammar at the times of COVID 19 Pandemic

Abstract

The main objective of this study is to investigate the impact of virtual tools on EFL learners’ performance in grammar courses during the COVID-19 pandemic. This experimental study compared a group of students who took a grammar course remotely via the Blackboard platform during the COVID-19 pandemic to a control group who took the same course in person prior to the pandemic. Each group of participants (n = 30) was given the same test. The grades of the two groups were then analysed using the SPSS programme. The results demonstrate that the experimental group test grades were higher than those of the control group grades. suggesting that teaching grammar remotely has a positive influence on EFL learners' performance, as compared to face-to-face instruction, which has been proven to have a lesser impact. As a result, the researchers would promote a hybrid of virtual and face-to-face teaching. As a result, the researchers would promote a hybrid of virtual and face-to-face teaching. More studies on the causes of lower grades in face-to-face classes, as well as suggestions for strategies to improve learners' performance in all aspects of the English language, not just grammar, are requested. Furthermore, each country has its own educational policy, so different results may arise in different contexts. Educators and policymakers may use this study as a reference for the effectiveness of virtual vs. face-to-face instruction, opening the doors for future research on similar topics within the same theme