It is usually the case that learners of English as a foreign language (EFL) are exposed to language materials in class only, and of course in such a short space of time, they do not always find enough chance to practice English grammar features and become aware of their grammar mistakes. As a potential solution to this problem, the current study inspects the impact of using cell phones, specifically text messages (via short message service) as supplementary tools, on Iranian elementary level EFL learners’ grammar learning. In the first phase of the study, 60 students aged 14 were randomly divided into experimental and comparison groups. Throughout the 12 weeks of treatment, the participants in the experimental group received 120 text messages containing grammar exercises, whereas the participants in the comparison group received a similar number of vocabulary messages as a placebo treatment and were otherwise treated exactly the same as the experimental group. A researcher-made grammar test was used to estimate whether presenting grammar exercises via text messages has any impact on language learners’ grammar learning. The results demonstrated that there was a significant difference (p<0.05) in the grammar learning of the participants who practiced grammar points through text messages and those who did not. The researchers also interviewed various stakeholders, comprising ten students, five parents, the teacher, and the school principal. A qualitative content analysis was carried out to find themes relevant to the stakeholders’ beliefs about making use of text messages for learning grammar. The findings suggest that text messages can be useful for learning grammar points, since they engage learners’ interest and encourage them to study more in order to text the correct answers when they are outside their classrooms.

中文翻译：

---

通过短信取得胜利：恢复学习者对语法的兴趣

通常情况下，英语作为外语（EFL）的学习者只在课堂上接触语言材料，当然在如此短的时间里，他们并不总能找到足够的机会练习英语语法特征并成为意识到他们的语法错误。作为该问题的潜在解决方案，目前的研究检查了使用手机，特别是短信（通过短信服务）作为补充工具，对伊朗初级 EFL 学习者语法学习的影响。在研究的第一阶段，60 名 14 岁的学生被随机分为实验组和对照组。在整个 12 周的治疗中，实验组的参与者收到了 120 条包含语法练习的短信，而对照组的参与者收到与安慰剂治疗相似数量的词汇信息，其他方面的治疗与实验组完全相同。一项研究人员制作的语法测试用于评估通过短信呈现语法练习是否对语言学习者的语法学习有任何影响。结果表明，通过短信练习语法点的参与者与不通过短信练习的参与者的语法学习存在显着差异（p<0.05）。研究人员还采访了各种利益相关者，包括十名学生、五名家长、老师和校长。进行了定性内容分析，以找到与利益相关者关于利用短信学习语法的信念相关的主题。