Adverbs Alive: Interactive Learning with Pear Deck

ESL learners frequently view adverbs as one of the most challenging grammar items, leading to placement errors and confusion with other parts of speech. Conventional teaching methods such as worksheets and traditional lectures with static slides frequently fail to maintain engagement or provide timely feedback and this causes teachers to have limited visibility into students’ understanding in class. To address this gap, Adverbs Alive is developed with a ready-to-teach digital lesson created using Google Slides and powered by Pear Deck. It follows a four-stage scaffold which are recognition, categorisation, placement, and production. Combined with the built-in features of Pear Deck, Adverbs Alive allows learners to engage in interactive tasks while enabling teachers to monitor responses in real time and provide instant, task-related feedback. Learners will be able to improve in identifying and classifying adverbs, placing them correctly within sentences, and producing brief, well-formed sentences using the adverbs they have learned. The lesson created is editable, supports EAP, ESP, and school curricula, and can be extended to other grammar items while keeping the same scaffold. The result of this lesson is a system that balances accuracy with communication, boosts learner confidence, and makes grammar instruction active, visible, and measurable. Adverbs Alive transforms adverb learning from a static task into a dynamic, collaborative process.

ESL learners; Adverbs acquisition; Grammar instruction

1. Alisoy, H. (2024). The Role of Teacher Feedback in Enhancing ESL Learners' Writing Proficiency. Global Spectrum of Research and Humanities, 1(2), 65-71. [Google Scholar] [Crossref]

2. Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5–31. https://doi.org/10.1007/s11092-008-9068-5 [Google Scholar] [Crossref]

3. Chapelle, C. A., & Sauro, S.(2017). Introduction to the handbook of technology and second language teaching and learning. Wiley online library. https://doi.org/10.1002/9781118914069.ch1 [Google Scholar] [Crossref]

4. Chen, Y.-H. (2025). Research on the application of task-based language teaching in integrated English classroom instruction. Open Access Library Journal, 12(3), 1–23. https://doi.org/10.4236/oalib.1113259 [Google Scholar] [Crossref]

5. Özkan Miller, V., & Larsson, T. (2024). The effect of linguistic and extralinguistic features on EFL adverb placement. International Journal of Learner Corpus Research, 10(2), 271–296. https://doi.org/10.1075/ijlcr.00046.ozk [Google Scholar] [Crossref]

6. Pham, A. T. (2023). The impact of gamified learning using Quizizz on ESL learners’ grammar achievement. Contemporary Educational Technology, 15(2), ep410. https://doi.org/10.30935/cedtech/12923 [Google Scholar] [Crossref]

7. Schaper, M. M., Smith, R. C., Tamashiro, M. A., Van Mechelen, M., Lunding, M. S., Bilstrup, K. E. K., ... & Iversen, O. S. (2022). Computational empowerment in practice: Scaffolding teenagers’ learning about emerging technologies and their ethical and societal impact. International Journal of Child-Computer Interaction, 34, 100537. [Google Scholar] [Crossref]

8. Sladek, A. (2022). Student-Centered Grammar Feedback in the Basic Writing Classroom. Journal of Basic Writing, 41(1/2), 106-134. [Google Scholar] [Crossref]

9. Tsai, Y.-S. (2022). Why feedback literacy matters for learning analytics. In C. Chinn, E. Tan, C. Chan, & Y. Kali (Eds.), Proceedings of the 16th International Conference of the Learning Sciences (ICLS 2022) (pp. 27–34). International Society of the Learning Sciences. [Google Scholar] [Crossref]

10. Tran, T. T., & Sukying, A. (2024). Overcoming barriers: Enhancing English adverbial mastery among EFL learners. NIDA Journal of Language and Communication, 29(46), 46–66. https://so04.tci-thaijo.org/index.php/NJLC/article/view/280620 [Google Scholar] [Crossref]

11. Kupchyk, L., & Litvinchuk, A. (2025). Developing language learning strategies in technology-enhanced learning environment at tertiary level. International Journal of Instruction, 18(2), 727-746. https://doi.org/10.29333/iji.2025.18239a [Google Scholar] [Crossref]

• Evaluating the Impacts of Mind Mapping Strategy on Developing EFL Students’ Critical Reading Skills
• Significance of Reading Instructions for Language Improvement in Children with Down Syndrome
• Prenasalised Consonants in Liangmai
• Metadiscourse Matters: Definitions, Models, and Advantages for ESL/ EFL Writing
• Blank Minds and Stuck Voices: Understanding and Addressing Cognitive Anxiety in High-Stakes ESL Speaking Tests