Redo!

Teaching grammar by using CALL: the effectiveness on the students.

A.        Introduction

            Teaching and learning grammar is never an easy task. Method that intends to be used must suit the learner and the teacher. The usage of CALL in delivering grammar rules can be seen as interactive, more fun and much better with all the features and advantages of its technology. However, the effectiveness of CALL in teaching grammar might not be good for everyone or it might just produce equal result with traditional method of teaching. Research done might help the teachers in designing and delivering to the students who are really benefitted by using CALL.

B.        Part 1 – Article 1

Can PowerPoint Presentations Effectively Replace Textbooks and Blackboards for Teaching Grammar? Do Students Find Them an Effective Learning Tool? By: Giselle Corbeil.

            There were many theories involve in this research. Theories of communicative approach in language teaching and the teaching of ‘form’ in teaching the language were used as basis for this research.

            The objectives of the research were to examined, first, the effectiveness of PPTs to explain grammatical structures as opposed to that of textbook + blackboard and, second, the relationship between students’ perceptions of the effectiveness of these presentations and their actual learning outcomes.

            The research questions are; Can PowerPoint Presentations Effectively Replace Textbooks and Blackboards for Teaching Grammar and Do Students Find Them an Effective Learning Tool?                         

            The author conducted an experiment and she also involved in it. She used pre-test and post-test and conducted a survey by using a set of questionnaire. She taught the students who are divided into two groups which are the experimental group and the control group. For the experimental group, she used PowerPoint slides as her method of delivering while the control group used textbooks only.

            The subject/sample for this research was a total of 105 university students participated in this 2-year study. The students in the project had English as their first language and were enrolled in regular sections of a first-year course for false beginners of French as a second language.

            The result was the same for both method of delivery. Teaching by using PowerPoint or traditional way end up with the same results. Therefore, PowerPoint delivers the same effect as the traditional method. While the major conclusions was

there was no significant difference in teaching of grammar using PowerPoint if compared to the traditional ways. However, the students prefer learning by using PowerPoint slides. Finally, the research questions were answered with the findings gained.

Article 2

Exploratory teaching of grammar rules and CALL by Patricia Manning

            The theory used as a basis for the research was Exploratory teaching of

Grammar rules. The objective of the research was to evaluate the merits of exploratory teaching of grammatical rules as opposed to the more traditional explicit or implicit approaches. It provides a description of tests which use a software carried out on a group of learners of French in the UK, working on gender agreement rules, using a specifically designed CALL program and presents and analyses the results of the testing, which favor the Exploratory approach. The findings of the research favor the Exploratory approach. The major conclusion is Exploratory teaching of grammar rules has great potential, especially when used with computers.

Article 3

Student views on learning grammar with web- and book-based materials by Huw Jarvis and Marta Szymczyk.

            The theory used as a basis for the research is related to learning grammar in autonomous contexts. The research questions are; what attitudes do students have towards learning grammar outside the classroom and Do students prefer websites or paper-based self-study resource books to learn grammar outside the classroom? Data were gathered using a variety of quantitative and qualitative techniques. The subjects are 38 students were surveyed and 13 of these then spent some time working in a language resource centre (LRC) with web- and paper based materials. Students then completed a series of questionnaires concerning what they liked and disliked about the two types of materials. Four participants were then interviewed in more detail about their responses. The findings of the research found that hypertext does not really help the students and the students prefer learning using books. The major conclusions were the students still prefer paper based activities and it is still relevant and effective.

Article 4

The Effect of Computer Assisted Language Learning on Turkish Learners’ Achievement on the Toefl Exam by Ferit Kiliçkaya.

            The objectives of the research were to explore the effect of computer assisted language learning (CALL) on the undergraduate students’ achievement on the TOEFL exam. The research questions were; which instruction method is more effective as measured by the learners’ pre and post test results on the TOEFL: CALL or traditional instruction?, Is there a statistically significant difference in regard to the gain scores on the structure section of TOEFL between the learners instructed by CALL and the learners instructed by traditional instruction?, Is there a statistically significant difference in regard to the gain scores on the reading section of TOEFL between the learners instructed by CALL and the learners instructed by traditional instruction? Is there a statistically significant difference in regard to the gain scores on the listening section of TOEFL between the learners instructed by CALL and the learners instructed by traditional instruction? The methodology designed as quasi-experimental research. It focused on using computer-assisted language learning and traditional instruction to prepare the participants for the TOEFL exam. The subjects were 34 sophomore students in the Department of Foreign Language Education in Middle East Technical University. The findings answered the all the questions posed and the answers were CALL need to be integrated into the traditional classrooms where the instructor is also available for further assistance and questions and teachers help students practice reading passages or articles on a computer and some activities should be provided in order that.

Article 5

Computer-Enhanced Grammar Teaching by David Barr

            The theory used as a basis for the research was that related to students’ perception towards CALL.  The objective of the research was to find out the impact technology has on student attitudes towards learning grammar through the computer.The research questions were Does the use of technology make any qualitative difference to student attitude towards grammar work? and How do perceptions and qualitative evidence compare to quantifiable student performance? The methodology used was questionnaire and the analysis of the students’ performance. The subjects were 26 school students. The findings of the research showed that the students enjoy learning using computers and the major conclusions were that the students like to learn language using computers. However, there was little evidence that shows that learning language by using computers improve the students’ grammar.

Part 2 –Reaction

            Teaching and learning grammar is always associated with rigid and boring activities. However, with advance technology and research conducted in improving teaching and learning English, CALL is introduced. With its features that are attractive and handy to use, it can help and encourage the students to learn grammar better.

            From the researches conducted, there are findings that prove that the effectiveness of CALL in learning grammar is pretty much the same with traditional method which is textbooks. However, the researcher do compliment CALL by saying that the students were encourage to learn by using CALL. The researches were well conducted an they were enlightening. Researches related to teaching and learning grammar is always an interesting topic to me where there are still debatable issue regarding the acquiring of grammar by a second language learner.

Conclusion

            There were researchers that found out that effectiveness of learning grammar by using CALL and traditional way are equally the same. With wrong implementation, the students will be disrupted from learning. However, CALL does encourage the students to learn grammar.

            For Malaysian setting, the usage of CALL for second language learner in teaching grammar need to be taught side by side by traditional way. Teacher explains the students listen. CALL can be used to encourage the students to learn and like grammar but not excessively as it might distract the students.

p/s: there are missing links!i will work hard to find the link!

Thank you for reading!

           

Hypertext and Hypermedia!

A written document containing more than what you can see on the surface. It's like the magician's hat,when you dig into it and you will get more and more stuff out of it and still the hat goes deeper. That is hypertext and hypermedia,to me,from my understanding.

The presentation is on now about this topic, and it is sad to say that I can only manage to write a few lines on this topic. Should read about the topic beforehand.

Lesson 1

We will start with a few definitions related to CALL and CAI:

n  CAI- Computer-Assisted Instruction

n  CALL- Computer Assisted Language Learning

Then, the in depth details:

n  Computer-assisted instruction (CAI) refers to drill-and-practice, tutorial, or simulation activities which refer to instruction or remediation presented on a computer.  

For CALL, there are a few definitions related to it:

n  Computer Assisted Language Learning (CALL) may be defined as the search for and study of applications of the computer in language teaching and learning (Levy, 1997, p.1).

n  Given the breadth of what may go on in computer-assisted language learning (CALL), a definition of CALL that accommodates its changing nature is any process in which a learner uses a computer and, as a result, improves his or her language (Beatty, 2003, p. 7).

So, basically, CALL is a form of computer-based learning designed specifically to promote language learning. It emphasizes on student-centred accelerated learning material, which promotes self-paced accelerated learning.

There a few reasons why for the usage of CALL:

n  experiential learning

n  motivation

n  enhance student achievement

n  authentic materials for study

n  greater interaction

n  individualization

n  independence from a single source of information

That’s all for now! I’m on my way to get more info on CALL! Will call you later!

Thank you for reading!

I'l CALL you whatever I want! (Introduction)

I'l CALL you whatever I want is not about how I call people by, but it's about a calling for me to do something, learn, be taught about CALL and then share it. CALL,a simple word with only four letters managed to surprise me with its different meanings and it  made me fall for it. All the interest I have in me right now have fallen to CALL.

To cut the story short, CALL is the acronym for Computer-assisted language learning, sounds very academic,very sophisticated and very hi-tech and modern i would add. So, this blog is dedicated to share my thoughts and experience during my encounter with CALL, to receive comments from people out there who have the same interest with me (I have a very deep interest in CALL) and finally to be evaluated by my lecturer.

People out there,happy reading!I have to go now because I have a CALL to answer. More to come from me.