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چکیده
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Over the past few years, technology has emerged as a powerful tool in various EFL classes (Salaberry, 2001). Email, as a paramount form of technology, can be used as a collaborative tool. However, employment of technology including e-mail in EFL classes is not rampant in Iran. This paper reports the findings of a study on the impact of teaching grammar through email on short-term and long-term grammatical achievement of fifty female intermediate Iranian EFL Learners at a private language center who were randomly assigned to an experimental and a control group with 25 students in each group. Students in both groups met their instructors three days per week and were taught the same textbooks and the same grammatical points. The experimental group received an email from their teacher containing the given grammatical points and asked their questions regarding those points through email. The control group, however, received traditional grammatical instruction. A validated posttest of grammar was administrated to both groups at the end of the seventeen-session term and another posttest was administrated two weeks later in order to investigate the long-term effect of the treatment. The scores obtained from the two tests by both groups were analyzed and compared by running two independent samples t-test, the results of which indicated the participants in the experimental group significantly outperformed their counterparts in control group both in terms of short-term and long-term achievement of grammatical knowledge. The results are discussed in the paper.
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