Learning grammar the explorative way: Integrating interactive grammar animations into CALL

Abstract

Interactive grammar animations (InGA) represent a further development of conventional grammar animations by building on their theoretical foundations in cognitive linguistics and multimedia pedagogy while extending their didactic potential. Unlike their predecessors, InGAs feature an input interface that enables learners to interact with the animated content, and thus, explore the meaningfulness and conceptual motivation of grammar, potentially leading to deeper engagement and a more comprehensive understanding. To develop an instructional concept that integrates this innovative learning medium, which to some extent defies conventional methods of tutorial computer-assisted language learning (CALL), a design-based approach was adopted, allowing for iterative testing and refinement across multiple cycles for didactic alignment. This paper reports on the sixth and final cycle, in which InGAs were put to the test for the first time in a fully ecological learning environment. The empirical findings indicate that task-based language teaching is an effective framework for integrating InGAs and suggest a possible expansion of the didactic repertoire of tutorial CALL. By discussing the performance and evaluation of the instructional concept and learning medium in the context of previous cycles, two key principles were derived to guide the development of analogous didactic scenarios in CALL: transparency and adaptability.