The use of PowerPoint presentations for explicit instruction of grammatical structures is increasingly encouraged at the university level. Some teachers are still reluctant to use this technology because they are not convinced that more benefits can be derived from their use than from the conventional use of textbook and blackboard. On the other hand, students who have grown up with the technology welcome this change and feel that they are learning better this way than by conventional means. This study represents an attempt at comparing these two teaching tools. Four intact classes participated in the study. The grammatical form selected was the agreement and placement of modifying adjectives. Results show that there are no significant differences from pre- to posttest on written production exercises or on essay writing and, therefore, that PowerPoint presentations are as effective as the use of a textbook plus blackboard. However, students' answers to the questionnaire indicate their preference for the PowerPoint presentations as a more effective learning tool than the textbook. Explanations are given, followed by suggestions for further research. (Contains 3 notes, 5 tables, and 6 figures.)