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NGHE AN DEPARTMENT OF EDUCATION AND TRAINING TEACHING EXPERIENCE THE EFFECTS OF APPLYING THE GRAMMARLY APP ON EFL LEARNERS’ GRAMMAR ACCURACY IN WRITING SKILL FIELD: FOREIGN LANGUAGE SUBJECT: ENGLISH SCHOOL YEAR: 2022-2023 NGHE AN DEPARTMENT OF EDUCATION AND TRAINING NAM DAN I HIGH SCHOOL TEACHING EXPERIENCE THE EFFECTS OF APPLYING THE GRAMMARLY APP ON EFL LEARNERS’ GRAMMAR ACCURACY IN WRITING SKILL FIELD: FOREIGN LANGUAGE SUBJECT: ENGLISH YEAR OF EXPERIMENT: 2022-2023 AUTHOR: LÊ THỊ CẨM LINH PHONE NUMBER: 0397176074 SCHOOL YEAR: 2022 - 2023 TABLE OF CONTENT PART I INTRODUCTION 1.1 Rationale 1.2 The objectives of the study 1.3 Research questions 1.4 Scope of the study 1.5 The organization of the paper PART II CONTENT 2.1 Literature review 2.1.1 Key concepts and relevant 2.1.2 EFL grammar learning 2.1.3 English writing accuracy 2.1.4 Errors in writing 2.1.5 The impacts of the Grammarly app on learning to write 2.2 Research settings and participants 2.2.1 Research settings 2.2.2 Participants 5 2.2.3 Syllabus 2.2.4 Steps of using Grammarly for instruction by teachers 2.2.5 Some of topics applied in the process of teaching at high school 2.3 Findings and discussion 15 2.3.1 Survey method and evaluation for the necessity and feasibility 2.3.2 The result of pre-test and post-test 15 17 PART III CONCLUSIONS AND RECOMMENDATIONS 21 3.1 Summary of the key findings 21 3.2 Limitations 22 3.3 Recommendations for future research 22 REFERENCES 23 APPENDIX 25 PART I INTRODUCTION 1.1 Rationale In the ever-changing world, English language has been taken into consideration as a key for integration and development According to Ha, 2007 states that an increasing number of Vietnamese students are likely to be complained about their English skills owing to their deficient English competence In addition, they have been criticized for their English ability in their workplaces as well as in social circumstances (Ha, 2007) This issue is because many educational systems have not emphasized on teaching and learning methods and have not generated an English practicing environment, and apparently, this problem should be made the improvement (Pham, 2005) Therefore, it is vitally crucial to take an overview of teaching methods that are commonly and effectively applied in EFL classrooms for the sake of advancing students’ English proficiency For the last few years, CLT has been regarded remarkably as an innovative teaching approach This approach has been applied popularly in almost every English language classroom worldwide, as is stated by Kumaravadivelu (1993) “CLT which started in the early 1970s has become the driving force that shapes the planning, implementation, and evaluation of English language teaching programs (ELT) in most parts of the world” which mentioned the influential power of CLT in language teaching CLT has been known as an appropriate approach to learning a foreign language, especially, in the ever-changing world and integration A range of different kinds of functions have been established efficiently through CLT in the process of teaching a second language Spada (2007) explores that the combination of formal and functional aspects of language is characterized by Communicative Language Teaching (CLT) CLT includes a range of complete principles which should be strictly complied with to improve learner competence For the sake of improving and developing students’ communicative ability, applying CLT has to follow learning sequences (Harmer, 2001) Mastering the academic writing is a compulsory requirement that students seem not to have ability to master, even, they have to take a long-term to master it (Karyuatry, 2018) Moreover, writing is expressed to be a tough and complex process (Levy, 1995) Unfortunately, a lot of teachers in EFL classrooms have not generated a writing environment where students can be self-motivated and learnercentered There is a fact that students learn the writing skills at schools following to a copying the model of writing rather than eliciting their own ideas creatively (Sokoholic, 2003) Thus, students could be completely better through applying technology in learning the writing as well as revising grammar in writing (Hui and Yinjuan, 2011) Based on the real life, checking grammar mistakes in students’ writing performance is vitally necessary as this can improve students’ writing skill better However, teacher seems not to have enough time and likelihood to verify completely This requires to have an online application to help teacher in checking grammar for writing The Grammarly app is an online website that can be used with a view to scanning grammar mistakes (Karyuatry, 2018) In this study, the Grammarly app was taken advantages of as a tool in order to generate the effects as well as practices in writing skill 1.2 The objectives of the study In this paper, the author aims to explore the students’ perceptions of the Grammarly app and the impacts of the Grammarly app on students’ grammar accuracy for essays writing in EFL classes 1.3 Research questions The study concerned with the Grammarly app and the effects of the Grammarly app to improve students’ writing skills in EFL classes To explore the effects, the author determined two questions to follow the process of research Question What are the students’ perceptions of The Grammarly app on EFL learners’ grammar accuracy in writing? Question To what extent can the Grammarly app affect students’ essay writing? 1.4 Scope of the study Even though there are numerous ways to improve writing skills for students, this thesis only focuses on whether the Grammarly app can help students in developing their writing ideas and to what extent they can positively impact their essay writing for students Therefore, this study is going to answer both of problems from research questions 1.5 The organization of the paper The paper consists of three parts: PART 1: INTRODUCTION - includes rationale, the objectives of the study, research questions, the scope of the study, and the organization of the paper PART 2: CONTENT – includes literature review, findings, and discussion PART 3: CONCLUSION - presents the conclusion of what has been found and discussed, suggesting the implications This chapter also provides the limitation of the research as well as the recommendations for further studies PART II CONTENT This chapter reviews background theories related to the issue including key concepts and relevant knowledge Several related studies in a similar field are also brought to discussion 2.1 Literature review Grammarly application is regarded as a useful tool to apply for grammar accuracy in writing that is used commonly in EFL classrooms by teachers As of late, an examination into the utilization of Grammarly application in English composing guidance has arisen as a bountiful wellspring of data Nonetheless, it appears to be that concentration in Vietnamese settings has been uncommon 2.1.1 Key concepts and relevant According to Lienemann, Graham, Janssen & Reid (2006), we can develop writing skills by connecting reading and writing instruction By reading, students can interact with texts and learn writing conventions when a rich discussion is created from the reading Kucer (1987; cited in xiao, 2008) claimed that there are four processing universals that both readers and writers share: they use their prior knowledge to construct text meaning; share similar acts of schema activation and evaluation; have a unified understanding of how written language operates, and possess common processing behavior patterns when generating meaning from texts Chen (2002) reported from his study that numerous problems incline to encounter EFL learners in composition, namely (1) word usage and English expressions, (2) their deficiency in cultural knowledge, (3) grammatical errors, and (4) patterns of organization Hyland (2009) added that various factors contribute to teaching and learning EFL writing: linguistic, cultural, and social backgrounds Thus, there is a strong demand for EFL teachers to design flexible, meaningful, manageable writing lessons EFL writing teachers must provide meaningful topics, motivate peer feedback, and incorporate collaborative work 2.1.2 EFL grammar learning According to DeCarrico and Larsen-Freeman (2010), there are three dimensions of a grammar form: meaning and use (see Figure 2.1) As seen in Figure 2.1, there exists an interconnection among three dimensions: form (the formulation of a structure), meaning (the meanings of a structure), and use (the purposes or functions of a structure) For most English language learners, grammar can be a tricky subject, and some students tend to use different types of strategies to learn grammar Using learning strategies is very useful because they help the learning process be more controlled, enjoyable, and effective for learners By understanding and realizing this, active approaches and learning methods have been recognized to make grammar teaching and learning more effective, fruitful, and collaborative in the classroom (Pudin, 2017) Figure 2.1 Interconnected Dimensions of Grammar learning (DeCarrico and Larsen-Freeman, 2010) 2.1.3 English writing accuracy Accuracy and coherence produce a qualified text; it is easy to understand by readers (Fareed, Ashraf, & Bilal, 2016) It is the consequential construction into a sentence, bounded by two sentences or a paragraph, which contributes to efficient message transmission Even when there is no agreement among authors about the elements of writing, they consider that coherence, cohesion, and accuracy the main ones Jacobs (1977) describes coherence as the connection between words and text Foreign or second-language students lack coherence when they cover many ideas in a text and not concentrate on a single main idea (Faradhibah and Nur, 2017) Cohesion refers to the addition of logical connections between concepts, words, and sentences using different instruments such as grammatical structure, capitalization, punctuation, and preposition 2.1.4 Errors in writing Several researchers and educators have studied the errors in language writing,such as Kushniruk (2021), Mohammad and Hazarika (2016), Dao (2008), and Nguyen and Nguyen (2021) Errors analysis has been conducted in a Norwegian primary school Kushniruk (2021) found that sixth-grade students made grammatical errors in terms of verb tenses, subject-verb agreement, prepositions, word order, articles, auxiliaries, plurality, capitalization, and passive voice Among these errors, verbtense errors were seen as the highest at the number level, followed by subject-verb agreement, prepositions, and plurality The reason behind the forms of errors was the different language systems between English and Norwegian 2.1.5 The impacts of the Grammarly app on learning to write The Grammarly app is an online grammar checker that helps promote mobile assisted language learning (Dayzon & Gayed, 2021; Vo & Nguyen, 2021) Technological development, the Grammarly app, and other online grammar checkers could enable teachers to lessen their workloads and improve their writing quality (Kim, 2014) In terms of origin, the Grammarly app introduced by Google in 2012 assisted English language writers in revising and upgrading their writing, according to the introduction of its producer Grammarly app was designed to flexibly meet the needs of a variety of users, not only individuals but also teams and companies 2.2 Research settings and participants 2.2.1 Research settings To implement this research, the researcher applied an approach The approach used in this research is the quantitative and qualitative approach Besides, to find the results and effects of elicitation techniques in the writing classroom, the researcher applied action research 2.2.2 Participants It is irrefutable that one of the most crucial features of students is that they have different levels in one class and some of them seem not to have strengths in English Students’ English proficiency ranges widely, based on their learning style, their living, and high school education background Moreover, students have participated in 12D1 and 12A1 at Nam Dan high school with English periods This topic is applied at the high school of the author – Nam Dan high school and two other schools, such as: Thai Lao high school and Cua Lo high school in Nghe An province Because the research investigated the effects of Grammarly application to their writing skill in real classroom settings, students were involved as the subject of the research Students play an equivalent role as direct beneficiaries, observers, learners, and assessors of the process They were primarily chosen for the questionnaire to obtain answers to research questions and The total number was actually 50, which are randomly selected, from classes These chosen students are from grade 12 They are students from Nam Dan high school located in Nam Dan, Nghe An province and they have followed studying in English period classes At their high school, some of them have periods of English subject per week; while, some others have periods of English subject per week because they are major students Besides, they are following to learn English in extra-classes where they are learn additionally for their English grammar as well Moreover, due to being high school students, they have been learning English for further 10 years Table 2.1 The number of students was chosen for the survey Percent Valid Frequency (%) Percent (%) Valid Cumulative Percent (%) 12D1 24 50.0 50.0 50.0 12A1 24 50.0 50.0 50.0 Boys 16.0 16.0 16.0 Girls 41 84.0 84.0 84.0 Total 48 100.0 100.0 100.0 Randomly, students were chosen from grade 12 in classes at Nam Dan high school to a survey The number of grade 12 th students selected for the questionnaire was 48, accounting for 100% More importantly, there were 24students from class 12D1 and 24 students from class 12A1, accounting for 50%, respectively Specifically, the number of male students from two classes was out of 50 students, with 16 % and the number of female students from these classes was 41, accounting for 84 % 2.2.3 Syllabus Students at high school use textbooks written and published by the Ministry of Education and Training, including new English programs and other referent textbooks The general education program in English is made up of the point of view that communicative competence is the goal of the teaching process Language is a means to form and develop communication skills through speaking, listening, reading, and writing Through a range of topics in a textbook for grade 12, students are likely to form ideas for writing skills In addition, students can self-study with the workbooks of this series and other recommended material sources What is more, in the ever-changing world of integration, the appearance of international certificates seems to be an evaluation of students in English proficiency With regard to testing and evaluation, there is one mid-term test and one final exam In the process of learning, they often make effort to learn more knowledge to participate in certain international certificates, like IELTS, TOEIC, TOEFL, and SAT,… 2.2.4 Steps of using Grammarly for instruction by teachers When teaching essay writing skills with Grammarly software, teachers have the responsibility to carefully guide students on the process and implementation to achieve the best results Below is the necessary step-by-step process to implement teaching essay writing skills with Grammarly Step The teacher needs to teach students how to understand and write an essay, including aspects, types, and how to present an English essay Step Depending on each lesson being implemented, students will be supported by the teacher to understand and generate ideas based on the topic and essay prompt Step The teacher guides and supports students to write essays on paper or on a computer This will be carefully monitored and supported by the teacher Step The teacher allows time for students to develop their ideas and complete their writing Step Students submit their essays to the teacher Step The teacher provides a sample essay to use as a model with Grammarly software for students to follow Step The teacher guides students on how to use Grammarly software to check spelling and grammar errors Step Students continue to follow the sequential steps to produce writing products on essay writing skills For example, with some topics suggested by teacher: Unit Unit Writing topics People succeed because of their hard work; luck has nothing to with success Do you agree or disagree with this statement? Give the reasons for your answer and include any relevant examples from your own knowledge or experience Ordinary people try to copy famous personalities by seeing them on TV or reading about them in the newspapers What is the reason for this? Is it a good idea to copy famous personalities? Unit “Living in big cities is bad for people’s health To what extent you agree or disagree?” “Traffic congestion is becoming a huge problem for many major cities Suggest some measures that could be taken to reduce traffic in big cities.” Unit Write an essay about the advantages and disadvantages of a green lifestyle