Internet-based grammar instruction in the ESL classroom
Faizah Mohamad
MARA University of Technology, Malaysia
PP: 034 - 048
Abstract
With the advent of the Internet, language teachers now have at their disposal various learning Websites with interactive contents that can be argued to offer certain advantages over conventional teaching methods. To investigate the validity of this claim, a study was carried out to compare two grammar teaching methods: Internet-based grammar instruction (IBGI) and conventional pen and board instruction (CPBI). The study involved 50 college-level students in Malaysia.
The results showed that the students who went through IBGI performed better than those who received CPBI in the learning of certain grammatical items. The findings also indicated that students who experienced IBGI made fewer errors in their essays when compared to their CPBI counterparts. This study provides empirical support for the claim that the Internet is a useful tool in the teaching of grammar.
Keywords
grammar instruction, internet delivery, language learning, ESL, classroom technology, IGBI, CPBI
Article Text
The Internet is proved to be an effective tool for language learning. In recent years, its use in language classrooms has gained popularity as it has the potential to contribute to students' experiential learning and their language achievement. In several studies, the Internet has been found to strengthen students' linguistic skills by fostering their overall language learning attitudes (eg, Felix 2001; Kung & Chuo 2002; Son 2007, 2008; Stepp-Greany 2002; Yang & Chen 2007), self-instruction strategies (e.g., Dunkel, Brill & Kohl 2002; Harris 2003) and self-confidence (eg, Dooly 2007; Kokkas 1999; Nga 2002). Similarly there is evidence that students can improve their perceptions, attitudes and motivation in language learning by using the Internet (eg, Al-Jarf 2007; Beauvois & Eledge 1996; Felix 2000, 2001; Lee 2005; Mohamed Amin, Mohd Isa & Jamaluddin 2001; Son 2008).
The Internet has additionally been found to facilitate the development of language skills. Ganderston (1997), for example, used the technology to teach reading and found that the interactive Web-based reading program which he used strengthened his participants' language skills and learning across diverse topic areas. Similar positive effects were observed in the integrative teaching of reading and writing. In a project called Web-based English language learning, P'Rayan (2003) discovered that there was improvement in his participants' reading and writing skills after they took part in various email exchanges, discussion forums and commenting activities based on the reading materials that were presented on the Internet. There were also studies done on vocabulary acquisition through Internet-based instruction. Many of the studies (eg, Al-Jarf, 2007; Kaur & Hegelheimer, 2005; Smidt & Hegelheimer, 2004; Yaworski & Ibrahim, 2001) showed that students learned vocabulary more effectively when they were involved incidentally or directly in vocabulary tasks and activities in the Internet-based learning environment.
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