In the advent of 21st century, there are many opportunities for people to get an access into

language tuitions. One of the forms of learning that available in the recent decades is distance
learning. Distance learning is a form of learning that removes the constriction of concrete
classrooms and enables educators to provide teaching at flexible pace. These main two features
attract the students to use this form of learning, since many students, for many factors, are
attracted to educate themselves without the constriction of time and place as conventional
classrooms has (Bertin et al., 2010).

Language learning is one of learning subjects that accommodates distance learning. Given the
mentioned features of distance learning, distance language learning promotes the flexibility for
many learners that with various needs (Arthur & Hurd, 1992). Distance language learning also
involves more possibility for students to improvise their learning since they are capable to access
materials at their own pace. Distance learning is thus very beneficial for independent learners
(Bertin et al., 2010). Studies show that distance language learning are useful for language
learning especially in comparison of using conventional classrooms, although studies still have
different conclusions on the effectiveness of learning results, depending on the context of the
studies (Azhari & Fajri, 2021; Elbashir & Hamza, 2022; Simonson et al., 2019).

For adult learners, distance language learning is much used to accommodate their need to get
tuition amidst the adults’ daily work life (Holmberg, 2005). In spite being very useful for adult
users, distance language learning is reported to be prone to meet some constrains, hence learning
language through distance classroom interface might disadvantage the users (Azhari & Fajri,
2021; Doghonadze et al., 2020). Distance learning greatly needs reliable devices and other
supporting facilities (Kong, 2020). In addition to that, even if the supporting facilities could be
provided, many studies discussed in length the nature of distance language that might fail the
learners. Distance classrooms are thought to require different approach of teachers, especially in
terms of communication between teachers and students. The effectiveness of distance learning is
also dependent on the discipline and etiquette of the learners during the classrooms (Bertin et al.,
2010; Bouhnik & Marcus, 2006).

Approaches in teaching grammar in classrooms have always been lengthily discussed for a very
long time, starting from traditional, teacher-centered approach such as grammar-translation
method to the recent constructivist approach. Teaching grammar is always become an issue since
grammar is innate part of language that involves mental knowledge, hence creating an
everlasting challenge for educators in classrooms (Farneste & Apse, 2021). Distance learning is
thought in Simonson et al. (2019) to be as effective as traditional classroom learning. However,
this idea is challenged by vast array of studies that show problems appearing in distance learning
as mentioned above (Azhari & Fajri, 2021; Bouhnik & Marcus, 2006; Doghonadze et al., 2020).
Especially for the context adult learners, the grammar acquisition phenomenon shows differently
with children. Infants need no cognitive skill to acquire grammar meanwhile for adults, this skill
is the most required in order to form mental grammar understanding. In addition to that,
grammatical understanding of language forms differently in a speaker’s native language
comparing to the additional languages (Ünaldı & Yüce, 2021).

In this section, there are four studies to be shown that discuss about topics related to the topic of
this study. First, an article written by Elbashir & Hamza (2022) that discusses about the effect of
the virtual tools on performance of students in distance learning classrooms in the context of the
latest Covid-19 pandemic situation. The next article is by Farneste & Apse (2021) that talks
about the grammar acquisition in adults grammar learning in virtual classroom context. The next
study is from article by Azhari & Fajri (2021) which discusses on the application of English
language teaching through distance learning during the Covid-19 pandemic in Indonesian
context. The last article is an article by Ünaldı & Yüce (2021) in which the writers tried to
demonstrate the relationship of grammar proficiency, vocabulary size and critical thinking skill
in the context of adult students.

Although there are some studies that cover on the topic of virtual grammar learning of in
the context of adults, there are not so many of them, especially for Indonesian context and using
qualitative case study design. Thus, this research aims to discover the phenomenon of grammar
learning in EFL for an adult learner through the use of virtual meeting application.

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Azhari, B., & Fajri, I. (2021). Distance learning during the COVID-19 pandemic: School closure
in Indonesia. International Journal of Mathematical Education in Science and Technology,
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Bertin, J.-C., Grav, P., & Narcy-Combes, J.-P. (2010). Second language distance learning and
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Bouhnik, D., & Marcus, T. (2006). Interaction in distance‐learning courses. Journal of the
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Doghonadze, N., Aliyev, A., Halawachy, H., Knodel, L., & Adedoyin, A. S. (2020). The degree
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Simonson, M., Zvacek, S. M., & Smaldino, S. (2019). Teaching and learning at a distance:
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