The Role of Technology on Cognitive Test Anxiety and Grammar Achievement

Research studies have proved and highlighted the effectiveness of technology in education specifically language learning field. Hence, the present study aimed to explore the role of technology based grammar instruction and computer assisted language learning on Iranian EFL learners cognitive test anxiety and grammar achievement. To gain this goal, fifty highschool students studying English in grade one of one of the highschools of Tehran were selected and assigned to one experimental and one control group using a quasi experimental procedure. The learners in the experimental group were instructed grammar utilizing computer assisted language learning and technology based grammar instruction for eight sessions. Nevertheless, the learners in control group were taught grammar only through teachers explanation and the traditional method. The learners in both groups filled out cognitive test anxiety before and after the experiment. To investigate the research questions, two one way ANCOVAs were run. Based on the results, applying technology lowers the learners cognitive test anxiety. Consequently, it affects the learners grammar scores and contributes to their achievement in grammar