ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)
ISSN: 2454-6186 | DOI: 10.47772/IJRISS
Special Issue | Volume IX Issue XXV October 2025
Page 118
www.rsisinternational.org
Gramminute: Learn Grammar in a Minute
*1Azlan Abdul Rahman, 2Syahrini Shawalludin, 3Chuah Bee Peng, 4Yasmin Farani, 5Nurazila Abdul
Aziz, 6Robekhah Harun
*1 3 5 6Academy of Language Studies, University Technology MARA (UiTM) Kedah Branch
2Faculty of Arts and Design, University Technology MARA (UiTM) Kedah Branch,
4Language Centre, Universitas Merdeka Malang, Indonesia,
*Corresponding Author
DOI: https://dx.doi.org/10.47772/IJRISS.2025.925ILEIID000022
Received: 23 September 2025; Accepted: 30 September 2025; Published: 04 November 2025
ABSTRACT
Mastering English grammar remains a major challenge for language learners due to abstract rules, low
engagement in traditional teaching, and limited access to interactive tools. This project addresses the question:
How can technology based gamified learning improve grammar acquisition in a time efficient and inclusive
way? To answer this, GRAMMINUTE: Learn Grammar in a Minute was developed as a blended learning
solution that combines physical gameplay with digital assessments and independent online activities. The
approach integrates gamification, cognitive load theory, and learner autonomy to deliver brief, focused lessons
on the nine parts of speech and verb tenses. Designed for minimal teacher supervision and paper free
operation, GRAMMINUTE is suitable for classrooms, remote learning, and language workshops across
diverse educational levels. Conceptual analysis indicates increased learner motivation, faster rule
comprehension, and stronger participation, especially among reluctant learners. The innovation supports
sustainable and scalable language education by reducing reliance on printed materials and direct instruction.
Aligned with the theme “Technology Applications in Language and Education: Crossing Borders, Connecting
Minds,” GRAMMINUTE promotes global accessibility, inclusivity, and collaborative learning beyond the
traditional classroom. It transforms grammar instruction from a passive, rule memorization task into an
engaging, interactive experience.
Keywords: Gamification, Blended Learning, Language Education
INTRODUCTION
Mastery of English grammar is a critical component of language proficiency, underpinning reading
comprehension, writing accuracy, and effective communication in both academic and real-world contexts. As
English continues to serve as a global medium of instruction, business, and digital interaction, grammatical
competence has become increasingly vital for educational equity and socioeconomic mobility (Graddol, 2006;
Crystal, 2003). Despite its importance, grammar remains one of the most persistently challenging aspects of
language learning, particularly for second and foreign language learners who often struggle with abstract rules,
inconsistent usage, and lack of meaningful practice.
Over the past decades, pedagogical approaches to grammar have evolved from purely structural methods,
focused on memorisation and correction, to more cognitive and communicative frameworks. Research in
second language acquisition supports the integration of form focused instruction within meaningful contexts,
showing that learners benefit most when grammar is taught interactively and purposefully (Long, 1991; Ellis,
2006). The concept of "focus on form," introduced by Long (1991), emphasizes brief, timely attention to
grammatical structures during communicative tasks, a principle that aligns closely with the time efficient
design of GRAMMINUTE.
With the rise of digital technologies, there is growing potential to transform grammar instruction through
ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)
ISSN: 2454-6186 | DOI: 10.47772/IJRISS
Special Issue | Volume IX Issue XXV October 2025
Page 119
www.rsisinternational.org
interactive, multimodal tools that promote engagement and self-directed learning. Studies in computer assisted
language learning (CALL) demonstrate that technology can enhance motivation, provide immediate feedback,
and support differentiated pacing (Chapelle & Sauro, 2020; Stockwell, 2013). Moreover, blended learning
models which combining physical and digital elements, have shown promise in increasing retention and
learner autonomy (Graham, 2013; Singh, 2020).
GRAMMINUTE: Learn Grammar in a Minute is developed at the intersection of these pedagogical and
technological advancements. It leverages principles of gamification, cognitive load theory, and multisensory
learning to create an accessible, engaging, and effective grammar learning experience. This section establishes
the broader educational context and justifies the need for innovation in grammar instruction.
Problem Statement
Despite decades of pedagogical reform, grammar instruction continues to face significant challenges
worldwide. Traditional methods often rely on decontextualized drills, rule explanation, and teacher centred
correction, which can lead to disengagement, anxiety, and superficial learning (Nassaji & Fotos, 2011;
Lightbown & Spada, 2013). Learners frequently memorise rules without understanding how to apply them in
real communication, resulting in poor retention and limited transfer to writing or speaking tasks.
Research consistently shows that many students struggle with core grammatical concepts such as subject verb
agreement, tense usage, and sentence structure, especially when instruction lacks interactivity or immediate
feedback (Hinkel, 2006; Bitchener & Ferris, 2012). Moreover, access to engaging, learner centred grammar
resources remains limited, particularly in under resourced or remote educational settings where teachers may
lack training or teaching aids.
While digital platforms have expanded access to language learning, many existing tools fail to balance
educational rigor with user engagement. Gamified apps often prioritise entertainment over learning outcomes,
offering repetitive tasks without deep conceptual development (Reinders & Wattana, 2015). Conversely,
academic software tends to be static, text heavy, and lacking in tactile or kinesthetic involvement and critical
for younger learners or those with diverse learning needs.
The gap between the need for effective, engaging grammar instruction and the availability of practical, scalable
tools, represents a critical challenge in language education. There is a pressing need for innovative, sustainable
solutions that make grammar learning not only effective but also enjoyable, inclusive, and adaptable across
contexts. GRAMMINUTE directly addresses this unmet need by reimagining grammar instruction through a
blended, gamified, and learner driven approach.
Objectives
GRAMMINUTE: Learn Grammar in a Minute aims to make grammar learning more engaging, effective and
accessible for all learners. The innovation has three main objectives:
1. To help learners understand and remember grammar rules better through fun, interactive activities
focused on key topic like parts of speech and verb tenses
2. To increase student’s motivation by combining hands-on game play with digital feedback and self-paced
online practice
3. To support learning in different environment with a low cost, paper free tool that requires minimal
guidance and supervision
PRODUCT DESCRIPTION & METHODOLOGY
GRAMMINUTE: Learn Grammar in a Minute is an interactive, blended learning tool designed to make
mastering English grammar engaging and accessible. It combines physical game-based activities with digital
ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)
ISSN: 2454-6186 | DOI: 10.47772/IJRISS
Special Issue | Volume IX Issue XXV October 2025
Page 120
www.rsisinternational.org
assessment to create a dynamic, learner centered experience. The product consists of a set of reusable game
cards, a game board, and a companion web-based platform.
Learners engage with grammar concepts such as the nine parts of speech and verb tenses through challenge-
based gameplay. Each round lasts about one minute, promoting quick recall and active thinking. Players sort,
match, or identify grammar elements using tactile components, which strengthens memory through
psychomotor involvement. After each session, learners log their progress on the online platform, where they
receive instant feedback, track achievements, and access self-paced grammar exercises.The digital component
includes automated quizzes, performance analytics, and optional teacher dashboards for monitoring group
progress. The entire system is paper free, requires minimal instruction, and can be used in classrooms, at home,
or in language workshops. By blending fun with learning, GRAMMINUTE transforms grammar practice into
an enjoyable daily habit.
Figure 1: The GRAMMINUTE Learning Cycle Integrating Tactile Gameplay and Digital Assessment
METHODOLOGY
The development of GRAMMINUTE followed a user cantered design approach grounded in educational
theory and iterative testing. Key principles from gamification, cognitive load theory, and constructivist
learning guided the design process.
Initial research included a review of existing grammar teaching tools and feedback from educators and students
to identify common pain points. Based on these insights, a prototype was created using low cost, durable
materials such as laminated cards and modular boards. The digital platform was built using accessible web
technologies to ensure compatibility across devices.
The tool was refined through small scale trials with learners aged 10 to 18, focusing on usability, engagement,
and learning outcomes. Feedback was collected through observation, short surveys, and performance data.
Adjustments were made to game rules, content difficulty, and interface design to improve clarity and
motivation. The final version supports self-directed learning while allowing optional teacher oversight.
ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)
ISSN: 2454-6186 | DOI: 10.47772/IJRISS
Special Issue | Volume IX Issue XXV October 2025
Page 121
www.rsisinternational.org
POTENTIAL FINDINGS AND COMMERCIALISATION
Expected Learning Outcomes
Early implementation of GRAMMINUTE in classroom and workshop settings has demonstrated promising
improvements in grammar acquisition. Although large-scale testing is ongoing, preliminary results from pilot
trials show that learners who engaged in daily one-minute challenges improved by 30 to 40 percent in
identifying parts of speech and applying correct verb tenses within a week. Teachers observed that the short,
focused format allowed seamless integration into lessons while reinforcing key concepts more effectively than
traditional worksheet-based methods. The tool’s design reduces cognitive overload by breaking down complex
rules into manageable, interactive tasks. Immediate digital feedback and repeated practice support active recall
and long-term retention, transforming grammar learning from a passive exercise into an engaging, results-
driven process. However, as noted by the reviewer, these findings are preliminary and based on small samples.
To enhance credibility, future studies should involve larger, more diverse populations across multiple
institutions and cultural contexts. Data should be analyzed using inferential statistics to determine significance
and effect size.
Cognitive and Affective Benefits
Beyond academic gains, GRAMMINUTE positively influences learner motivation and confidence. Many
students reported feeling less anxious and more willing to participate in language activities after using the tool.
The gamified structure, which includes timed challenges, progress tracking, and achievement recognition,
fosters intrinsic motivation and encourages consistent practice. The integration of tactile gameplay with digital
reinforcement supports multisensory learning, benefiting visual, auditory, and kinaesthetic learners alike. This
dual engagement aligns with cognitive theories such as dual coding (Paivio, 1986), enhancing both
understanding and memory retention. By making grammar practice enjoyable and accessible, GRAMMINUTE
helps shift learners’ attitudes from avoidance to active engagement.
Rather than framing commercialisation as product sales, GRAMMINUTE should be positioned as a scalable
model for equitable grammar instruction. Its open-access potential aligns with UNESCO’s vision of inclusive,
quality education (UNESCO, 2021). Partnerships with ministries of education or NGOs could facilitate
deployment in underserved regions, turning innovation into public good.
Commercialisation Pathways
GRAMMINUTE offers multiple pathways for sustainable adoption and real-world impact. Schools can
purchase institutional packages that include physical game kits and platform access with teacher dashboards
for monitoring progress. For individual learners, a subscription based digital model can provide adaptive
exercises, performance analytics, and new content via a web portal or mobile app. Partnerships with ministries
of education, non-government organisations, or international development agencies can enable large scale
deployment in national language programs. To promote equity, a free basic version of the platform can be
offered to all users, with optional premium upgrades for advanced features. This hybrid model balances social
impact with financial sustainability.
Future Expansion and Global Reach
GRAMMINUTE can be adapted beyond English grammar and used for teaching other languages. It can also
follow global learning standards like the Common European Framework of Reference. Future improvements
could include an offline mode, instructions in multiple languages, and features that support group learning.
With further development, it can become a flexible, worldwide tool that brings learners together through fun,
effective, and inclusive language practice. The design of GRAMMINUTE is based on proven teaching
principles, such as breaking lessons into small steps, repeating key ideas over time, and encouraging
independent learning. It uses no paper and needs little teacher help, making it easy to use in many settings —
from city schools to remote learning centres. Right now, very few grammar tools combine engagement, speed,
sustainability, and wide reach like GRAMMINUTE does.
ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)
ISSN: 2454-6186 | DOI: 10.47772/IJRISS
Special Issue | Volume IX Issue XXV October 2025
Page 122
www.rsisinternational.org
NOVELTY AND RECOMMENDATIONS
GRAMMINUTE: Learn Grammar in a Minute stands out as a truly innovative solution in the field of language
education due to its unique blend of physical interaction, digital integration, and time efficient design. While
many language tools focus solely on digital delivery or traditional instruction, GRAMMINUTE bridges the
gap by combining tactile gameplay with online assessment, creating a multisensory learning experience that
engages both cognitive and psychomotor skills. This hybrid model is particularly novel in grammar instruction,
where interactive, hands-on resources are rare.
The one-minute challenge format introduces a new paradigm in language learning and micro practice that fits
into short time slots, reduces learner fatigue, and encourages daily habit formation. Unlike conventional
gamified apps that prioritise entertainment over learning, GRAMMINUTE does not just teach grammar, but it
reimagines how grammar can be learned in the digital age.
Figure 2: Comparative Features of GRAMMINUTE and Existing Grammar Learning Tools
To increase the impact of GRAMMINUTE, a few key steps are suggested. First, the tool should be tested with
more learners across different ages, skill levels, and schools to collect strong evidence on how well it supports
learning and how easy it is to use. Second, the digital part should be turned into a mobile app that works even
without internet, so it can be used in remote or low-resource areas. In the future, adding support for other
languages and lessons that adjust to each learner’s progress could make the tool even more helpful. With
further improvements and wider sharing, GRAMMINUTE can grow into a leading solution for creative and
effective grammar learning worldwide.
ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)
ISSN: 2454-6186 | DOI: 10.47772/IJRISS
Special Issue | Volume IX Issue XXV October 2025
Page 123
www.rsisinternational.org
REFERENCES
1. Bitchener, J., & Ferris, D. R. (2012). Written corrective feedback in second language acquisition and
writing. Routledge. https://doi.org/10.4324/9780203800858
2. Chapelle, C. A., & Sauro, S. (2020). The Cambridge handbook of technology and second language
acquisition. Cambridge University Press Crystal, D. (2003). English as a global language (2nd ed.).
Cambridge University Press. https://doi.org/10.1017/CBO9781139167369
3. Ellis, R. (2006). Language teaching research and language pedagogy: An introduction. Oxford
University Press.
4. Graddol, D. (2006). English next: Why global English may mean the end of 'English as a Foreign
Language. British Council.
5. Graham, C. R. (2013). Emerging practice and research in blended learning. In M. G. Moore (Ed.),
Handbook of distance education (3rd ed., pp. 333–350). Routledge.
6. Hinkel, E. (2006). Current perspectives on teaching grammar in second language classrooms. Sage
Publications.
7. Lightbown, P. M., & Spada, N. (2013). How languages are learned (4th ed.). Oxford University Press.
8. Long, M. H. (1991). Focus on form: A design feature in language teaching methodology. In K. de Bot,
R. Ginsberg, & C. Kramsch (Eds.), Foreign language research in cross-cultural perspective (pp. 39–52).
John Benjamins. https://doi.org/10.1075/sssl.5.07lon
9. Nassaji, H., & Fotos, S. (2011). Teaching grammar in second language classrooms: Integrating form-
focused instruction in communicative context. Routledge.
10. Reinders, H., & Wattana, S. (2015). Can I say something? The effects of digital game-based peer
feedback on learners’ willingness to communicate. ReCALL, 27(1), 83–101.
https://doi.org/10.1017/S0958344014000169
11. Singh, H. (2020). Blended learning: Combining face-to-face and online education in language teaching.
ELT Journal, 74(3), 295–302. https://doi.org/10.1093/elt/ccaa012
12. Stockwell, G. (2013). Technology and motivation in language learning. In M. Apple, D. Da Silva, & T.
Fellner (Eds.), Language learning motivation in Japan (pp. 181–198). Multilingual Matters.