Developing Primary School Pupils’ Grammatical Skills Through Electronic Exercises

Abstract

The rapid expansion of digital learning environments has intensified interest in how electronic exercises can support the development of grammatical skills in primary school pupils. Grammar at the early stage is not simply a set of rules to memorize; it is a resource for meaning-making that pupils gradually learn to notice, manipulate, and apply in speech and writing. This article examines how electronic exercises—interactive tasks delivered through learning platforms, mobile applications, and classroom technologies—can strengthen grammatical competence when aligned with age-related cognitive characteristics and evidence-based learning principles. Using an integrative analysis of foundational research on grammar pedagogy, multimedia learning, formative feedback, and practice effects, the paper proposes a coherent methodological approach for designing and integrating electronic grammar exercises into primary instruction. The analysis highlights that effective e-exercises combine meaningful contexts with focused attention to form, manage cognitive load through well-designed multimodal supports, provide timely formative feedback, and distribute practice over time to support retention and transfer. The paper also discusses teacher mediation, equity, and assessment considerations, arguing that electronic exercises are most effective when they serve as structured practice and feedback systems within a broader communicative and text-based curriculum rather than as isolated drill.