INTEGRATED APPROACHES TO GRAMMAR TEACHING: COMBINING DIGITAL TECHNOLOGY AND PRINCIPLED FRAMEWORKS

Abstract

This article explores the integration of digital technology and principled instructional frameworks in the teaching and practice of grammar units. It argues that effective grammar instruction should move beyond isolated rule-learning toward oral interaction and the integration of multiple language competencies, including listening, reading, and writing. Utilizing a flexible "pre-, while-, and post-stage" framework, the study examines how materials can be designed to include both high-tech and low-tech approaches, ensuring accessibility in diverse classroom conditions. Drawing on established theories of material design, the discussion highlights the importance of teacher proficiency, learner motivations, and contextual variables. Ultimately, the article demonstrates that well-designed, authentic tasks foster meaningful communication, enhance critical thinking, and allow learners to discover grammar rules within a real-world context.