Investigating the Effectiveness of Using Structured and Unstructured Google Classroom on Grammar Learning Among Omani EFL Post-Basic Learners, and Perceived Benefits and Challenges

Abstract

This study investigated the effectiveness of Google Classroom as a tool to improve grammar acquisition of Omani EFL learners. It analyzed students’ responses to structured and unstructured Google Classroom frameworks, to examine how each framework impacts performance. Perceptions concerning the use of Google Classroom, and the challenges encountered when using the platform were also identified. The sample of the study included two groups (structured (61) and unstructured (54), n= 115) from grade 11 students from one of the schools in Muscat Governorate in the academic year 2020-2021. Two instruments were used to collect data: a grammar achievement test (pre- post-test) and a questionnaire. The results of the study revealed a statistically significant improvement in students’ grammar performance, in favor of the structured Google Classroom group. All students were highly positive about using Google Classroom, finding it useful, enjoyable and easy. In the light of these findings, implications and recommendations are provided.