ABSTRACT: To examine the effects of CALL programs on learning grammatical structures is the main concern of the present paper. So, this paper seeks to explore the relationship between CALL programs and grammar learning among the Junior High School students. The participants of the study were sixty students of Junior High School grade three who were assigned equally into two groups (Experimental & Control group). They were exposed to different kinds of treatment. The Experimental group learned grammar with the help of CALL programs and the Control group learned it in a traditional chalk and board approach. The treatments lasted for sixteen sessions and then a post-test and a questionnaire administered to evaluate the participant’s proficiency and their attitude towards CALL sessions. Moreover, after the interval of three weeks a delayed post-test was administered to check the participants’ recall of grammar knowledge. The results showed that in all post-tests covering the structures in question, the CALL-based group scored significantly higher than the traditional group. Moreover, in the delayed post-test, CALL-based group showed significantly higher scores than the traditional group. In addition, in a questionnaire which was filled out by CALL-based group to explore their attitudes towards CALL lessons, they announced their highly positive attitudes towards CALL lessons.

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