Abstract

This study examines how online platforms can address the persistent challenges of grammar instruction in large EFL (English as a Foreign Language) classes, with a particular focus on mastering English tenses. While previous Computer-Assisted Language Learning (CALL) research has highlighted the benefits of technology for grammar acquisition, most studies have been limited to small or blended learning contexts, leaving unresolved questions about scalability. A quasi-experimental design was implemented with 120 Vietnamese undergraduates divided into an experimental group using Quizizz and Kahoot and a control group receiving traditional instruction. Results showed significantly greater improvement in tense mastery in the experimental group. Survey findings further revealed that learners valued Quizizz for individualized practice and Kahoot for interactive reinforcement, though technical constraints persisted. These findings contribute to CALL research by demonstrating that gamified online platforms can effectively support English tense instruction in large EFL classes while enhancing learner engagement and practice opportunities. The study contributes to the understanding of how digital tools mediate learner engagement, feedback, and autonomy in constrained contexts, suggesting that integration strategies must be pedagogically grounded rather than purely technological. Implications are offered for expanding CALL frameworks to address large-class dynamics and tense-focused grammar learning.

Keywords: Communicative learning, EFL, experiential learning, PCE-Kids, personalized learning, Vietnam, young learners.