Current tendencies show necessity of expanding our understanding of learner independence and its role in learning and technology. In this study, a quasi-experiment was conducted to determine whether computer assisted GRAMMAR teaching affects students' GRAMMAR learning. For the purpose of homogeneity, the Nelson Test (050A) was administered and fifty male learners from Nemoneh Dolati Noor junior high school in Pakdasht, southeast of Tehran province, were selected from among seventy participants. Before teaching GRAMMAR points, a thirty-item GRAMMAR test was administered as a pre-test to both groups. After the experimental group received GRAMMAR points through power point and control group through chalk and board, both groups were tested again. The results showed that software assisted GRAMMAR teaching had significant advantage over the traditional method. It is possible that the novelty of the exposure method could raise the students' motivation to more participate and focus. In addition, the feeling of independence could result in higher self-esteem and confidence. The findings have implications for material designers, teachers and teacher trainers, and provide suggestions for further research.