SKKN the application of technology in teaching grammar to EFL learners

Teaching experience The Application of Technology in Teaching Grammar to EFL Learners SUBJECT: ENGLISH Nghe an department of education and training NAM DAN HIGH school - - Teaching experience The Application of Technology in Teaching Grammar to EFL Learners SUBJECT: ENGLISH Writer: NGUYỄN KIM THÚY School: Nam Đàn High School Cell phone: 094 860 94 05 Email: kimthuynd1@gmail.com School year: 2021 - 2022 TABLE OF CONTENT PART 1: INTRODUCTION 1.1 Reason for choosing the topic 1.2 Aims of the study 1.3 Scope of the study 1.4 Organization of the study PART 2: CONTENT 2.1 Background to the study 2.1.1 Grammar and vocabulary technology-mediated instruction 2.1.2 Switching grammar and vocabulary instruction to the online mode 2.1.3 Teacher literacies and skills for the emergency transition to online teaching 2.2 Some Useful Tech Tools Used in Teaching Grammar 2.2.1 hhtps://wordwall.net/ 2.2.2 hhtps://pp.classkich.com/ 2.2.3 hhtps://Kahoot.com/ 2.2.4 hhtps://www.blooket.com/ 2.2.5 hhtps://www.liveworksheets.com/ 2.2.6 Classroomscreen 2.2.7 Mentimeter 10 2.5.8 Baamboozle.com 10 2.3 Solutions and Discussion 11 2.3.1 Demonstration of Using Tech Tools in Teaching Grammar 11 2.3.2 Discussion 31 PART 3: CONCLUSION 37 REFERENCE 38 APPENDIX 1: TEST 39 APPENDIX 2: QUESTIONNAIRE 41 LIST OF FIGURES Figure 2.1 The Result of Test from Class 10A2 Before and After Treatment 33 Figure 2.2 The Result of Test from Class 10D3 Before and After Treatment 33 Figure 2.3 Time for Using Electronic Devices 35 Figure 2.4 Learners’ Response about Motivation in Classroom 35 PART 1: INTRODUCTION 1.1 Reason for choosing the topic Technology impacts language education in the skill areas of listening, speaking, reading, and writing as well as all competencies (grammatical, sociolinguistic, discourse, and strategic) Given its role in all these areas, grammar teaching with technology offers unique challenges as well as opportunities Before exploring considerations and options for teaching grammar with technology, it will be useful to define key terms as used in this entry Many of the technological affordances for grammar instruction are made possible through the ability to analyze grammar in the context of larger discourse as well as through expanded opportunities for learners to engage in the negotiation of meaning Structuring these learning environments, or grammar teaching, can be defined as “any instructional technique that draws learners’ attention to some specific grammatical form in such a way that it helps them either to understand it linguistically and/or process it in comprehension and/or production so that they can internalize it” (Ellis, 2006, p 84) Grammar instruction has thus moved beyond the memorization of rules or dialogues and is more firmly situated in helping learners develop their communicative competence, necessitating tasks that allow for noticing and consciousness-raising of grammatical forms and their usage Communicative competence can be expanded to include technology and considered as “the ability to communicate using readily accessible L2 technology aids, the ability to make appropriate linguistic choices in face-to-face, remote, written, and oral modes, and the ability to choose appropriate technologies for communication and language learning” (Chappelle, 2009, p 750) Educators are now looking to technology to address many of the challenges related to teaching gram mar from a meaning-based and communicative perspective, as well as to teach English more efficiently and effectively Using materials which are multidimension text containing both visual and audio content would be very effective According to Harmer (2001) there are two reasons why technology can add a special dimension to the language learning experience First, by seeing language in use learners’ comprehension will be greatly enhanced since meanings and moods are often conveyed through visual clues Second, applications on the internet offer opportunities to learners to look at situations far beyond their classroom, thus raising their progress in learning CelceMurcia (2002) suggests that using media in the classroom serves as an important motivator It also lends authenticity to the classroom situation and exposes students to multiple input sources More importantly, activities applied technology help students learn the language features in their real context By creating a contextualized situation for presenting and practicing language forms, not only language learners see how effectively and practically grammar points taught in the classroom are used in real life but also their negative perceptions and attitudes toward grammar will change This is likely to result in students looking at grammar from a far more positive and practical perspective This paper aims at exploring the application of technology in teaching grammar and its effectiveness in teaching and learning process through lessons for learners at upper secondary schools That is the reason why I choose the topic “The Application of Technology in Teaching Grammar to EFL Learners” Hopefully with this study, teachers can use them as a useful source of reference 1.2 Aims of the study The aims of the study are as follows: - To provide a brief review of the application of technology in teaching grammar to EFL learners - To suggest some applications used in grammar lessons - To explore the perception of teachers and learners to this approach in practice 1.3 Scope of the study The study pay attention to the applications which are used for grammar class at upper secondary level Therefore, the study is conducted on the subject of teachers and learners coming from some high school The discovery of this study is that the application of technology is beneficial to be applied in the language classroom as it presents more effective active learning 1.4 Organization of the study The study will consist of the following parts: Part 1: Introduction This part consists of the rationale, aims, scope, and organization of the study Part 2: Content This part mentions the theoretical background of the topic with an overview of application of technology in teaching grammar It also suggests some applications used in English lessons to promote The application of these application is on the scale of units for students at high school Additionally, the perception of teachers and learners to this approach will be discussed and identified Part 3: Conclusion In order to convey an overall conclusion of the study, Conclusion reviews the main findings of the study As for the implication of the study, some suggestions are recommended to contribute to the success of assessing students’ outcomes PART 2: CONTENT 2.1 Background to the study 2.1.1 Grammar and vocabulary technology-mediated instruction Enhancing grammar teaching with technology has taken various forms, mainly in the blended learning mode As proved by Li and Hegel Heimer (2013), students’ performance in a grammar-oriented mobile application reflects their progress in self-editing, is positively correlated with the gains on a grammar posttest, an increase in self-editing corrections, and a reduction in errors in writing assignments In yet another instructional approach (Leong et al., 2019), digital lessons assisted acquisition of grammar and vocabulary within the framework of Cognitive Theory of Multimedia Learning (Mayer, 2001) enabled implicit vocabulary and grammar learning Blended teaching of grammar and vocabulary, finally, can rely on Data-Driven Learning and corpus consultations (e.g., Huang & Liou, 2007; Marinov, 2013), through which learners can improve their grammar and vocabulary scores after engaging in individual and teacher-guided online activities 2.1.2 Switching grammar and vocabulary instruction to the online mode More and more instructors around the world are seeking to enhance their language instruction through activities and experiences made available through technology Many have integrated a variety of technologies in the teaching of grammar in foreign and second language learning environments, such as websites and CD-ROM virtual environments (Bowen, 1999), a Cyber Tutor that allows students to annotate sentences while providing instant feedback and help facilities (McEnery and Others, 1995), the Learning English Electronically (LEE) computer software, which consists of 43 lessons emphasizing grammar concepts and accurate sentence structure, and covering topics such as employment, food, health, school, and transportation (Schnackenberg, 1997) In addition, explicit, implicit, and exploratory grammar teaching approaches that use word processing packages, electronic dictionaries and grammars, the World Wide Web, concordances, electronic mail, computer games/simulations, and authoring aids were combined to overcome the "grammar deficit" seen in many British undergraduate students learning German (Hall, 1998) The use of a computer software program makes it easy to locate and call up grammar topics for teaching and reinforce a comprehensive range of grammar topics Switching grammar teaching to the online mode in an asynchronous self-study materials delivery (via mobile phones – Wang & Smith, 2013) may achieve success provided that (a) engaging learning materials are delivered that are neither too long nor overly demanding; (b) there is a proper degree of teacher monitoring; (c) student involvement is ensured; (d) incentives are provided; (e) student privacy is respected; and (f) a safe and secure mobile-learning technical environment is ensured 2.1.3 Teacher literacies and skills for the emergency transition to online teaching Compared with the traditional face-to-face teaching methods, teachers’ professional role, career satisfaction level, and digital literacy have been challenged in the COVID-19 health crisis Teachers’ professional role and their satisfaction level play a crucial role that can affect the completion of curriculums Teachers must have adequate digital literacy to teach online, which is required in the current educational model As frontline providers of education, teachers are increasingly important in educational settings, especially in the virtual teaching and learning environments The COVID-19 pandemic accelerated the process of educational virtualization It seems that education at all levels developed online virtual learning platforms Teachers’ profession can be regarded as a motivator to use virtualization in teaching, where many different aspects of the teaching process are connected The teacher’s professional role, as a pedagogue, can solve students’ problems A teacher’s career satisfaction is a pleasant mental state arising from their appreciation of their work or experience It is important for teachers to feel satisfied with their work or profession Teachers’ digital literacy indicates the ability to use digital resources and virtual learning platforms in the educational environment Teachers equipped with basic digital literacy will be highly competitive in future online or classroom practice Overall, as a knowledge transmitter, the teacher plays a significant role in virtual educational settings during the COVID-19 pandemic The way grammar or vocabulary teaching is to be assisted, supplemented or mediated by technology can vary significantly, depending on the degree of teacher’s control over online instruction 2.2 Some Useful Tech Tools Used in Teaching Grammar 2.2.1 hhtps://wordwall.net/ Wordwall.net is a free online tool for creating learning activities Thank to the help of this tool, teacher can enter the topic that they would like to cover in class into the wordwall and receive a variety of ready-made, fully customizable activities such as quizzes, word games, maze chases and much more Teacher can also create their own activities from scratch It is rally amazing when the majority of activities on wordwall.net can be used in both interactive and printable formats Wordwall is a quick and easy to use tool to create interactive activities for your class This tool offers a wide variety of activities to choose from and make learning much more fun Moreover, it is available in many different languages Wordwall.net can be used to create both interactive and printable activities Most of the templates are available in both an interactive and printable version Interactive are played on any web-enabled device, like a computer, tablet, smart phone or interactive white board They can be played individually by students, or be teacher-led with students taking turns at the front of the class Printable sheets can be printed out directly or downloaded as a PDF file They can be used a companion to the interactive or as stand-alone activities The Software Interface of Wordwall.net 2.2.2 hhtps://pp.classkich.com/ Classkick is a free digital formative assessment tool that allows teachers to create lessons and assignments that students work through on their devices at their own pace Teachers can observe student progress in real time and provide immediate feedback In addition to receiving help and feedback from the teacher, Classkick allows students to anonymously request help from their peers Text, images, video, and audio can be easily integrated into assignments It is a great tool for personalized learning and cooperative learning Classkick is now both web- and app-based, it can be used from a web-browser, Chromebook, or iPad Teachers upload their own content or create something new with drawings, text, images, audio, links, and videos to provide instruction or create assessments Students work on their devices individually or group settings, students input drawings, text, images, and audio or answer fill-the-blank or multiple choice in response to teacher-created material Teachers provide individualized, real-time feedback and grading with an array of tools–directly on the canvas, in the help center or with pointed stickers Students can even ask their peers for help anonymously Teachers can see who needs help and how students are progressing through the assignment Teachers and students help each other with digital hand raising which allows students to even ask their peers anonymously The Software Interface of Classkich.com 2.2.3 hhtps://Kahoot.com/ Kahoot is the free online platform for making and working learning games It may be used to make multiple-choice questions with embedded photos and pictures Teachers will either make their own Kahoots or seek for publicly accessible games There are tons of Kahoots out Available on webpage from particular texts or particular grammar levels Medina (2017) stated Kahoot is as a tool for teaching in English classes Then in this study also explained the benefit of using Kahoot that the process can increase student learning motivation and increase students’ grammatical Students’ satisfaction shows that students enjoy using Kahoot in the classroom learning process and this media is easy to use by students These presenters talk about the execution of games in EFL classrooms They have a Digital strategy called Kahoot It improves students' grammar and knowledge education These instructors use Kahoot as warm up, revision, preparation, and assessment tools in classrooms The attendees can learn how to take the strategy for various purposes about computer science Kahoot app concentrates on how you see, not what you see People produces the message, and aligns it to the curriculums they’re learning Kahoot offers a means to label subject to specific criteria, enabling different users to find games that correspond to standards they’re teaching or learning Kahoot encourages learners to look up, creating a trusted learning area which generates communication, cooperation and motivation in educational knowledge This play is designed to take emotion into Source: Unit Preserving the Environment Tieng Anh 10 Grammar point: Reported Speech Application used: Blooket.com • Learning Objectives After the completion of this activity online, students will be able to: - use the reported speech easily • Length of activity: - 10 minutes • Materials - smart devices such as smart phones, tablets, laptops, … • Procedure - In this unit, another template is chosen for the activity on Blooket.com Learners practice activity with Royal Battle mode - Teacher log in the web page and create the activity themselves or he/she can choose the source from the community Teacher can choose to host Blooket in teams - The link and ID to the software interface is send to learners so they can sign in to interact directly on the software interface 27 - In royal battle mode, students are divided into random team They try to choose the correct answer of reported speech in limited time - The team compete each round with each other, the final team with more correct answer will be the winner  Advantages of template Royal Battle on Blooket.com Students are really excited with the game as it is very competitive After each round, students’ result is match to encourage the player in the next round Players will be prompted to create an account Kids will likely want to create one so that they can save and spend coins, purchase additional avatars, and save progress during independent play 28 Source: Unit 10 Ecotourism Tieng Anh 10 Grammar point: Conditional Sentence Type 1,2 Application used: Classroomscreen • Learning Objectives After the completion of this activity online, students will be able to: - use the conditional sentences type 1,2 in context • Length of activity: - 10 minutes • Materials - smart devices such as smart phones, tablets, laptops, … • Procedure Teacher can use classroomscreen to teach conditional type 1,2 - Present the form and use of conditional sentence on the interactive board of Classroomscreen - Get students to practice by completing the half of the sentence with the question: “What will/ would you do?” for example: If I were an animal, … If I had a lot of money, … If it rains, … If he comes, … - Provide students with the link or QR code - Student connect the link or scan the QR code to go straight to a site and the exercise  Advantages of this activity Currently, there are twelve widgets you can use on ClassroomScreen You can display multiple widgets at once Language – Choose to display text in a large range of languages Background – Customize your background with one of the images or GIFs provided Or, you can upload or record your own background Random Name/Dice – Enter the names of students and choose one at random Or, roll one or more dice Sound Level – Monitor classroom noise levels using the microphone on your device 29 QR Code – Enter a link and a QR code is automatically generated Great when students have devices like iPads — they can come up to the board, scan the code and go straight to a site Drawing – There are two sizes available where you can free draw The larger sized canvas can replace the background if you wish Text – A simple tool to write instructions, reminders, learning goals and so on Work Symbols – Display one of four options: work together, ask a neighbor, whisper, and silence Traffic Light – Display a red, amber, or green light to provide a visual reminder of when to move around, begin a task, pack up etc Timer – Count up or count down, record “laps”, and more You can customise the tone that rings when the time is up Clock – Shows the time as a 12 or 24 hour clock Also shows a calendar 30 2.3.2 Discussion In relation to the aim of the study, “What are the students’ attitudes toward using tech tools in teaching grammar?”, the findings of this study revealed the positive attitudes of the majority of the students regarding the grammar learning that they experienced in the experimental group It was also found that the students held favorable attitudes to the application of webs to which they were exposed, seeing it as an effective and helpful resource in their learning process The students’ positive attitudes toward the use of authentic videos has pointed to the fact that these tech tools contribute to the learners’ favorable attitudes towards the target language By providing them with authentic and contextualized versions of the target language and offering opportunities to perceive the target language in its real context, the tech tools also have a positive impact on learners’ motivation Furthermore, the findings pointed to the fun and entertaining aspects of this application It is believed that these tools generate interest in the class and make language learning fun, which can lead to improving learners’ motivation and their attitudes toward both content and learning In order to check the effectiveness of the use of technology in teaching and learning grammar, the treatment time was conducted into two classes of 10th graders from some high schools Before and after the treatment time, the students were asked to complete a test to check the improvement in their learning process (See Appendix of Pre-test and Post-test) After that a questionnaire was used to get the feedback from the learners to see how they responded to the applications This is the list of students come from two classes RESULT OF THE TEST FROM CLASS 10A2 No 10 11 12 13 14 15 16 17 18 19 20 21 Full name Trần Lê Hà Nguyễn Thị Mai Hồ Công Lê Thảo Nguyễn Thị Quỳnh Nguyễn Phạm Thế Nguyễn Khánh Ngô Công Nguyễn Anh Bùi Nhật Nguyễn Ngọc Đoàn Hải Hoàng Viết Nguyễn Minh Nguyễn Thị Quỳnh Võ Quỳnh Nguyễn Tương Lê Anh Hồ Thị Khánh Phạm Lê Bảo Nguyễn Pre-test An Anh Bảo Chi Chi Cường Dung Dũng Dũng Duy Đại Đăng Đức Hiếu Hoa Hoa Hoàng Huy Huyền Khanh Khánh 4.0 7.0 3.5 7.0 7.0 3.0 7.0 4.0 3.5 5.0 6.0 5.5 3.0 4.5 8.0 3.5 4.0 4.0 3.5 6.5 5.0 Post-test 5.0 9.0 4.5 8.0 9.0 5.0 7.5 5.5 7.0 7.0 8.0 7.0 7.0 5.5 9.0 7.0 7.0 7.0 4.5 9.0 7.0 31 Nguyễn Viết Nguyễn Đăng Lê Thị Mai Nguyễn Thành Nguyễn Trọng Võ Hoài Hoàng Thị Thúy Lê Thục Hồng Thái Lê Thị Yến Ngơ Trang Võ Thị Trang Nguyễn Đình Nguyễn Hải Nguyễn Phi Nguyễn Thị Như Nguyễn Duy Hồ Công Nguyễn Thị Thiên Trần Thị Anh Hoàng Văn Dương Thị Thu Phạm Mai Phan Thị Thảo Võ Thị Hải 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 Khánh Khôi Linh Long Nam Nam Nga Nguyên Nhân Nhi Nhung Nhung Phi Phi Quân Quỳnh Sơn Thành Thiên Thơ Trọng Uyên Uyên Vân Yến 5.0 6.0 8.0 6.0 7.0 7.0 5.5 5.0 5.0 9.0 8.0 8.0 7.5 6.0 9.0 7.5 5.5 7.5 5.5 9.0 9.5 6.0 8.0 9.0 8.5 7.0 9.0 9.0 9.0 7.0 7.5 6.0 7.0 8.0 9.5 9.0 7.0 9.0 9.0 9.5 9.0 8.0 9.0 7.0 9.5 9.5 8.0 9.0 9.5 9.5 RESULT OF THE TEST FROM CLASS 10D3 No 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 Full name Đỗ Thị Phương Nguyễn Phương Nguyễn Trang Nguyễn Việt Trần Nguyễn Hải Lê Thị Ngọc Nguyễn Hữu Đỗ Gia Phạm Ngọc Nguyễn Thị Linh Hồ Thị Hương Vũ Quỳnh Nguyễn Văn Đàm Thị Khánh Nguyễn Hương Nguyễn Khánh Nguyễn Thị Khánh Phạm Khánh Ngô Thị Thảo Nguyễn Thị Thảo Phan Thị Hằng Trần Thị Hồng Nguyễn Võ Hoàng Nguyễn Văn Bùi Nguyễn Mai Đinh Trần Minh Lê Thị Hà Pre-test Anh Anh Anh Anh Anh Ánh Bách Bảo Chung Đan Giang Hà Huy Huyền Lê Linh Linh Linh Lộc My Nga Ngọc Nguyên Phú Phương Phương Phương 5.0 4.0 5.0 9.0 4.0 9.0 9.0 4.0 8.0 3.5 3.5 5.0 6.5 9.0 5.0 7.5 7.5 7.0 5.5 7.0 7.5 5.0 9.0 5.0 7.0 7.5 8.0 Post-test 7.5 5.5 7.0 9.5 5.5 9.0 9.5 5.5 9.0 4.0 4.5 7.5 7.5 9.0 7.0 9.0 9.0 8.0 7.0 8.5 9.0 7.5 9.5 7.0 8.0 8.0 9.0 32 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 Phạm Xuân Hoàng Thị Diễm Phan Thị Như Hồ Phương Nguyễn Ngọc Nguyên Đỗ Ngọc Phan Trần Phước Nguyễn Thị Trần Nguyên Nguyễn Mạnh Lê Thị Mai Ngô Thị Huyền Nguyễn Nam Nguyễn Cẩm Nguyễn Thị Phương Trần Ngọc Thảo Lê Thị Hải Phan Thị Khánh Phương Quỳnh Quỳnh Thảo Thảo Thắng Thuận Thúy Thương Tín Trang Trâm Trường Tú Vi Vy Yến Hòa 7.5 5.0 5.5 7.0 7.0 5.5 5.0 7.0 9.0 7.0 4.0 7.5 9.0 7.0 5.5 9.0 8.0 4.5 8.0 7.0 7.0 8.0 8.5 7.0 7.0 8.5 9.5 8.0 4.5 9.0 9.5 8.5 7.5 9.0 9.0 6.0 80% 70% 60% 50% 43.5% 40% 30% 32.6% 32.6% 23.9% Poor 10.9% 10.9% 4.3% 10% Pre - test Post - test 20% 0% 41.3% Average Good Exeptional Figure 2.1 The Result of Test from Class 10A2 Before and After Treatment 80% 70% 60% 51.1% 50% 37.8% 40% 28.9% 30% 20% 0% 17.8% 15.5% Poor Pre - test Post - test 8.9% 6.7% 10% 33.3% Average Good Exeptional Figure 2.2 The Result of Test from Class 10D3 Before and After Treatment 33 The test was provided for them and the result was collected and presented in the figure above As we can see, there is a significant difference in the result Students have better result with the post test after the time of treatment which mean that the use of technology in learning really helps In order to get the response from students about the application of high tech in learning process the questionnaire was delivered to them to get the answer Questions: What grade are you in: Do you have an electronic device to study online at home? a Yes b No How often you utilize the electronic device for homework and school related activities? a 0-5 hours/week b 6-10 hours/week c 11-15 hours/week d 16+ hours/week How you feel when a teacher uses technology in the classroom to teach grammar (such as Blooket, Wordwall.net, Liveworksheet, Quizizz, etc.)? a Very Motivated b Motivated c Unmotivated d Very Unmotivated Do you think that your teachers should utilize the available technology with various applications more often? a Yes b No Does the specific use of technology allow all levels of students to participate equally (gifted/talented, regular education students, and special education)? a Yes b No Should schools use more or less technology than is currently being used? a More b Less Students are in grade 10 and most of them possess an electronic device to study online at home This is quite understandable because in the time of pandemic, learners equip themselves with learning tools 87% of them use their device for studying from 11-15 hours a week Meanwhile 9% of them claim that 34 they spend more than 16 hours per week Only 4% of students state that they only use 6-10 hours per week This result shows that many students make full use of their electronic device in learning Time for Using Electronic Devices 0% 4% 9% 87% Figure 0-5 hours/week 2.3.6-10 Time for Using Devices hours/week 11-15Electronic hours/week 16+ hours/week When being asked about their feeling when experiencing technology used in classroom, most of them have positive response As can be seen in figure 2.4, 92% of students are motivated or very motivated attending the activities However, 8% of them were not really interested in these activities These can be explained by some occurrence happening when they have internet corruption while attending the activity online Learners' Motivation in Classroom 0% 8% 22% 70% Very Motivated Motivated Unmotivated Very Unmotivated Figure 2.4 Learners’ Response about Motivation in Classroom 35 Last but not least when being asked about their opinion of the frequency of the activities in online classroom, 100% of them believed their answer is yes To sum up, this part provides an in-depth illustration of using activities in online class as well as an in-depth discussion on empirical results It somehow shows the positive affect of exploiting technology in teaching and learning grammar 36 PART 3: CONCLUSION The findings of this study have implications for both learners and teachers It can be stated that grammar has always been one of the most demanding and challenging aspects of learning a second language for L2 learners The way that grammar is taught at schools and language institutes adds to this unpleasant perception by L2 learners Quite often they memorize a number of grammatical rules being taught to them, but these memorized rules not seem to be of much help when they attempt to communicate their messages The use of technology such as tech tools in the current study, can bring considerable benefits for EFL learners Due to the characteristics that they possess and the advantages that they provide for their users, including the presentation of real language, provision of context-rich input, assistance in processing information via multiple channels of delivery, etc., tech tools have the potential to make the journey of language learning and particularly grammar learning more enjoyable, entertaining, and productive for L2 learners Seeing how different grammatical structures are used in various games can encourage L2 learners to change their view of grammar and recognize its usefulness in speaking Rather than perceiving it as something that stands in their way of speaking fluently, they come to see it as a communicative resource that alongside with lexis and phonology can be taken advantage of to both comprehend and produce language in accurate and fluent ways Moreover, using these kinds of tech tools will have a positive impact on learners’ motivation to learn grammar and thus, will prod them into putting more effort in the process of grammar learning as well as English learning Tech tools can also be beneficial in another way The variety of contexts and situations they provide will help L2 learners to better understand the three dimensions of grammar instruction such as form, meaning, and use Likewise L2 learners, language teachers can also benefit from using these kinds of activities Exploiting tech tools will help teachers make their grammar instruction more effective and fruitful In addition, by directing their students’ attention to the use of a particular grammar construction in tools they can add a more communicative sense to their grammar lessons 37 REFERENCE Baltova, I (1999) Multisensory language teaching in a multidimensional curriculum: The use of authentic bimodal video in core French Canadian Modern Language Review, 56 (1), 32-48 Berk, R A (2009) Multimedia teaching with video clips: TV, movies, YouTube, and mtvU in the college classroom International Journal of Technology in Teaching and Learning, 5(1), 1–21 Celce-Murcia, M (2002) Why it makes sense to teach grammar in context and through discourse In E Hinkel & S Fotos (eds.), New Perspectives on Grammar Teaching in Second Language Classrooms (pp 119– 134) Mahwah, NJ: Erlbaum Chapelle, C A (2007) Technology and second language acquisition Annual Review of Applied Linguistics, 27, 98-114 Dikilitas, K., & Duvenci, A (2009) Using popular movies in teaching oral skills Procedia Social and Behavioral Sciences, 1(1), 168-172 Dörnyei, Z (2007) Research Methods in Applied Linguistics Oxford: Oxford University Press Ellis, R (1997) SLA Research and Language Teaching Oxford: Oxford University Press Ellis, R (2008) The Study of Second Language Acquisition Oxford: Oxford University Press Guichon, N., & McLornan, S (2008) The effects of multimodality on L2 learners: Implications for CALL resource design System, 36(1), 85-93 Harmer, J (2001) The Practice of Language Teaching Endinburgh: Longman Ilin, G., Kutlu, O., & Kutluay, A (2012) An action research: Using videos for teaching grammar in an ESP class Procedia Social and Behavioral Sciences 70, 272-281 Karakas, A., & Saricoban, A (2012) The impact of watching subtitled animated cartoons on incidental vocabulary learning of ELT students Teaching English with Technology, 12(4), 3-15 Larsen-Freeman, D (2003) Teaching Language: From Grammar to Grammaring Boston: Heinle & Heinle Larsen-Freeman, D (2014) Teaching grammar In M Celce-Murcia, B M Brinton, & M A Snow, Teaching English as a Second of Foreign Language (pp 256-270) Boston: Heinle Centage Learning Lightbown, P (2000) Anniversary article: Classroom SLA research and second language teaching Applied Linguistics, 21(4), 431–462 Long, M (2000) Focus on form in task-based language teaching In R D Lambert & E Shohamy (eds.), Language Policy and Pedagogy: Essays in Honor of A Ronald Walton (pp 179–192) Philadelphia: Benjamins 38 APPENDIX 1: TEST Name in full: ……………………………………… Class: …………… Choose the best option to complete the following sentences A holiday by the sea is than a holiday in the mountains A gooder B better C more good D best You tidy up your room A must be B mustn’t C must D mustn’t be The chemistry book was a little expensive A that I bought B what I bought C I bought that D which bought He told us that the weather might get much worse A tomorrow B the following day C yesterday D the day before Would you mind a window? A open B opening C to open D to opening He will be late for the train if he at once A doesn’t start B didn’t start C won’t start D don’t start Do you think there would be less conflict in the world if all people the same language? A spoke B speak C had spoken D has spoken I go to see the doctor last week because I was very ill a must b must to c had to d could I go now because I am already late for my class a must b had c have to d may 10 Susan hear the speaker because the crowd was cheering so loudly A might not B couldn't C can't D mustn't 11 Gender discrimination must in order to create a better society A eliminate B be eliminating C be eliminated D eliminated 12 That’s a nice bike.” - “We bought one we could find because we don’ t plan to use it very much” A cheapest B a cheapest C the cheapest D of cheapest 13 The food is the last time I ate it A badder B bad C worse than D the worst 14 He finished the test of all A rapidly B the most rapidly C most rapidly D more rapidly 15 The deep oceans contain some of of all living creatures A the strangest B strange C as strange as D stranger than 16 What's _ film you've ever seen? A good B best C better than D the best 17.We’ll have lunch outside in the garden, _ it’s too cold A if B unless C in case ` D should 18 John _ win more races if he trained harder A would B will C would have D shall 39 19 I can’t understand what he sees in her! If anyone treated me like that, I _ extremely angry! A am B would be C will be D was 20 If you can give me one good reason for your acting like this, _ this incident again A I don’t mention B I will never mention C I never mention D will I never mention 21 I really wanted to take part in this contest, _ my parents allowed me to A and B or C so D but 22 - “What you think of this song?” - “It sounds _ I don’t like it” A interested B bored C boring D interesting 23 They _ Ho Chi Minh City last summer A visit B will visit C have visit D visited 24 He asked me if I _ to school by bicycle every day A am going B go C was going D went 25 She was sick yesterday, _ she was absent from school A since C because D but B so 26 I didn't go to the party yesterday because _ A I am sick B I will be sick C I was sick D I would be sick 27 They are living in a house that _ in 1930 A is built C built D was building B was built 28 I'm learning English _ I want to get a good job after school A but C so D therefore B because 29 My father _ for the car factory since 1995 A worked B was working C has worked D is working 30 - The alarm's going It's making an awful noise - OK, _ it off A I am switching B I am going to switch C I'll switch D I switch 40 APPENDIX 2: QUESTIONNAIRE This questionnaire is designed to seek for the information of students’ attitude towards using technology in teaching grammar to 10th graders at High School The answer will be used as important data for the study not for any other purposes Please circle the answer which is true to your learning situation Thank you very much Circle the answer you choose …………………………………………………………………………………… Questions: What grade are you in: Do you have an electronic device to study online at home? a Yes b No How often you utilize the computer for homework and school related activities? a 0-5 hours/week b 6-10 hours/week c 11-15 hours/week d 16+ hours/week How you feel when a teacher uses technology in the classroom to teach grammar (such as Blooket, Wordwall.net, Liveworksheet, Quizizz, etc.)? a Very Motivated b Motivated c Not motivated/not unmotivated d Unmotivated e Very Unmotivated Do you think that your teachers should utilize the available technology with various applications more often? a Yes b No Does the specific use of technology allow all levels of students to participate equally (gifted/talented, regular education students, and special education)? a Yes b No Should schools use more or less technology than is currently being used? a More b Less 41 ... follows: - To provide a brief review of the application of technology in teaching grammar to EFL learners - To suggest some applications used in grammar lessons - To explore the perception of teachers... mentions the theoretical background of the topic with an overview of application of technology in teaching grammar It also suggests some applications used in English lessons to promote The application. .. Teacher can choose to host Blooket in teams - The link and ID to the software interface is send to learners so they can sign in to interact directly on the software interface 27 - In royal battle