Integration of computer based activities into english grammar lessons for 10th graders

MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY LE THI TO TRINH Integration of Computer-Based Activities into English Grammar Lessons for 10th Graders Major: Teaching English to Speakers of Other Languages (TESOL) Code: 6014011 MASTER'S THESIS IN EDUCATION Supervisor : Dr Tran Thi Ngoc Yen Nghe An, 2017 i ABSTRACT The Integration of computer based activities (ICBA) into grammar lessons has been considered an effective method to improve learners' grammar knowlegde as well as promote their interest in learning English This Research was set out to examine the effects of computer based grammar lessons, if there is any, on EFL learners' grammar competence The study also aim to see if the ICBA into grammar lessons leads to better attitudes toward learning grammar In the experiment, the ICBA was applied to the experimental group A general test, a pre -test and a post- test were ultilized to determine the participants' English proficiency and grammar competence The results indicated that the experimental group outperformed the control group in term of grammar knowledge and according to the survey most of the participants revealed the positive attitudes toward the ICBA into grammar lessons ii ACKNOWLEDGEMENTS I would like to express my deep gratitude to my supervisor, Tran Thi Ngoc Yen, a Doctor of TESOL, who I believe is the best supervisor for her enthusiastic help and continuous support thoughout this reseach Her positive attitude helped me make a sucessful research I also wish to thank my principle, Le Thi Minh Thuy and my colleague, Giang The Dat for helping me complete my experiment from the first days I began it Without that, it would be impossible for me to finish the research Finally, I would like to thank the head teacher of the 10th graders, Nguyen Thanh Thuy who helped manage the experimented group's schedule But for her support, it would be hard for me to assure the stable number of participants iii TABLE OF CONTENTS ABSTRACT II ACKNOWLEDGEMENTS III TABLE OF CONTENTS IV CHAPTER INTRODUCTION 1.1 Introduction 1.2 Rationale 1.3 Aims of the study 1.4 Scope of the study 1.5 Research questions 1.6 Thesis design CHAPTER LITERATURE REVIEW 2.1 Grammar 2.1.1 Definition 2.1.2 The role of grammar in language learning 2.1.3 Grammar acquisition vs grammar learning 2.1.4 Assessing grammar knowdge 10 2.2 Teaching grammar to EFL learners 10 2.2.1 Approaches to teaching grammar 12 2.2.2 Methods to teach grammar to EFL learners 12 2.2.3 Challenges in teaching English grammar to EFL Vietnamese learners 15 2.2.4 New trends in teaching English grammar to EFL learners 16 2.3 Computer-based learning 18 2.3.1 Definition 18 2.3.2 Underlying consideration of computer-based learning 19 2.3.3 Benefits of computer-based learning 20 2.3.4 Challenges in applying computer-based learning 21 iv 2.3.5 Principles of computer-based learning 24 2.3.6 Requirements for computer-based learning 24 2.3.7 Computer-based learning as an alternative learning approach 25 2.3.8 Computer-based learning in Vietnam 25 2.4 Computer-based activities in grammar teaching 27 2.4.1 Definition of computer-based activities 27 2.4.2 Criteria for choosing a computer-based grammar activity 28 2.4.3 Principles for teaching grammar through computer-based activities 29 CHAPTER METHODOLOGY 30 3.1 Research context 31 3.2 Research approach .32 3.3 Data collection procedure .35 3.3.1 Research questions 35 3.3.2 Participants .36 3.3.3 Instruments .36 3.3.4 Procedure 37 CHAPTER FINDINGS AND DISCUSSION 42 4.1 Results 42 4.1.1 General test results 42 4.1.2 Pre-treatment test results 44 4.1.3 Post-treatment test results 46 4.1.4 Improvement two groups made from the statistics table 48 4.1.5 Questionnaire results 50 4.2 Discussion 51 4.2.1 The effects of computer-based learning on learners’ grammar knowledge 52 4.2.2 The participants’ attitudes 53 4.3 Summary of main findings 53 CHAPTER CONCLUSION 54 v 5.1 Conclusions 54 5.2 Limitation of the research 55 5.3 Suggestions for future research 55 5.3.1 Education leaders 55 5.3.2 Teachers 55 5.3.3 Learners 56 REFERENCES 57 APPENDICES 62 vi CHAPTER 1: INTRODUCTION 1.1 Introduction Teaching and Learning English skills as a foreign language (EFL) is learners’ long process Especially, grammatical items It demands a great deal of effort as well as continuously changed teaching methods from teachers so that learners can find them suitable for their level and need as well This may explain the use of grammar playing an important part in achieving English competence and integration of computer based activities into English grammar lessons for grade 10 is definitely essential to increase learners’ interest in learning English as well as their self learning ability A number of studies have show the positive influence of grammar courses on learners’ attitude toward English grammar in four skills but there has not been any research on what effective method of learning grammar lessons for grade 10 will cause the great improvement in learners’ grammar and what effects grammar methods will have on learners’ positive attitude toward to studying English This thesis explores learners’ attitude toward learning grammar through computer based activities and what extent the integration of grammar activities help the 10th graders to learn the grammar items being taught Two groups followed four grammar lessons Group one learned the grammar lessons through computer based activities and group also learn the grammar lessons but through traditional methods in class The results were compared to see which group achieved grammar items more effectively Secondly, this thesis examined learners’ attitude toward learning grammar items through computer based activities Sentences with grammar points that were practised in this grammar course were not used in pre treatment test and post treatment test for this purpose Finally, the affect of Integration of computer based activities into English grammar lessons for 10th graders was studied 1.2 Rationale In recent investigated results, many high school students in different areas feel that except four skills, English grammar points are learned under pressure for their examinations, not supportive in communicative purposes inside or outside the classroom and they always need teachers’ help because they feel afraid of English and have no self-learning ability In fact, grammar items are absolutely important and mainly supportive in building the most basic unit in sentences used in four skills Therefore, Grammar points are learnt through numberous different ways from traditional methods to modern methods such as the application of information technology in learning grammar As a result, integration of computer based activities into English grammar lessons is being taken into consideration The integration of computers in education has been discussed widely and much attention has been devoted to the role of computers in the classroom especially in finding a better way to implement effective ways to learn grammar points through computers in the classroom Muir- Herzig (2004) supposes that Technology in the classroom is widely believed to help teachers promote a constructive class environment and it is viewed by many researchers to have an influential effect on the grammar teaching and learning As Jules Van Belle and Soetaert (2001) argued that when the computer-based grammar learning environment is implemented in classrooms, there is a need for the modification of educational goals Furthermore, from educators’ perspectives, with a variety of computer-based activities, computer can help facilitate needs and challenge students’ grammar practices Therefore, as Warschauer and Healey (1998) concluded that learners have to understand of the conditions of using computers in the classroom In other words, having excellent computer facilities, such as having good language software and programs and also with the Internet connection will not ensure giving students full benefits and opportunities of the English grammar learning Means (1994) argues that in order to provide students with beneficial computer-based activities, it is important to plan instructions for activities that supported by computers Means indicated that computers in language learning can be used a tutor, an exploratory environment, a tool and a communication medium It is important for teachers to understand different categories of computer usage before they incorporate computers in their lessons Furthermore, most activities that are planned and framed by the curriculum, and the teachers can influence the outcome of the practical use of the computers in learning grammar items Warschauer (2000) discovered in his study that the activities in the language classroom were found successful when students understood the purpose of doing them and when they found the activities were culturally and socially relevant The type of activities and how they are constructed in the classroom is found as one of the important factors that contribute to the success of utilizing the computer-based activity in the classroom The teachers, on the other hand, are one of the resources to manipulate and to make the computerbased learning environment work and succeed In terms of language instruction, as Egbert and Jessup (1996) found that the uses of computers have a great influence in education, especially in teaching grammar items Computer-supported learning environment is predicted to be one of the ways to give students an authentic learning environment and this condition helps students to learn English better than the daily classroom context 1.3 Aims of the study Computer based learning environment has been widely discussed, especially in finding a better way to incorporate computer-based activities in the classroom Lately, the use of computers in the classroom is particularly important in the context of teaching and learning grammar points This paper aims to investigate learners’ attitude toward learning grammar items through computer-based activities in the classroom and to understand how computer-based activities help the 10th graders learn grammar lessons This study is a case study that incorporates classroom observations Computer-based activities in EFL classrooms were recorded and analyzed This study concludes that the opportunities for students to learn English grammar with computers, and the use of English can be increased if authentic computer-based activities can be incorporated in the grammar lessons 1.4 Scope of the study The research is mainly done at Tran Dai Nghia high school in Tay Ninh city The experiment with two groups of 40 learners including average and some weak students in grade 10 who learn four grammar lessons about the passive voice, conditionals, and attitudial adjectives through computer based activities and they come from different areas in Tay Ninh The demand is that learners have to know how to use computers 1.5 Research questions The approach to which the teacher helps students promote their interest and selfpaced learning will be addressed through the following research questions: What are 10th graders’ attitudes toward learning grammar through computerbased activities? To what extent does the integration of grammar activities help 10th graders to learn the grammar items being taught? 1.6 Thesis design The thesis consists of five chapters Chapter is the introduction, which provides a brief introduction, rationale, aims, scope and research questions of the thesis Chapter is the literature review, in which previous research about Grammar, definition, the role of grammar in language learning, grammar acquisition vs grammar learning, assessing grammar knowledge, grammar teaching to EFL learners, approaches to teaching grammar, methods to teach grammar to EFL learners, challenges in teaching English grammar to EFL Vietnamese learners and new trends in teaching English grammar to EFL learners Computer-based learning, definition, underlying consideration of computer-based learning, benefits of computer-based learning, challenges in applying computer-based learning, principles of computer-based learning, requirements for computer-based learning, computer-based learning as an alternative learning approach, computer-based learning in Vietnam, computer-based activities in grammar teaching, definition of 1.b 2.a 3.b 4.b 5.b 6.a 7.b 1.a,some, a,the any,an some, 4.a,a,the some,a the 6.some,the, the,the,any 10 the 2._,the 3._ the the 6._,_ _ the the 10._ 11 1.( North) Africa Morocco dye dye/colour the (animal)skins 105 GRAMMAR LESSON PLAN TEMPLATE COMPARATIVE AND SUPERLATIVE FORMS I Descriptions of learners: Most of average- weak students II Rationale: Students will gain the knowlegde of comparative and superlative forms and practise it though many different kinds of the exercises and situations as well III Prescribe Learning Outcomes: Students can talk about their real life by using comparative and superlative forms when we compare the qualities of things, people, places and times IV Instructional Objectives: Students know how to apply comparative and superlative forms in sentences V Prerequisite Concepts Skills: Writing skill is the most important ( a combination of Speaking skill, Reading skill, Listening skill) and promoting students’ self-paced learning VI Materials and resources: A computer room, a solfware containing lesson plan and colourful pictures VII Lesson Activities: PRESENTATION 1.1 Comparative form 1.1.1 Form Short adj/ adv (one syllable) : Adj/ Adv+ ER+ than Long adj/ adv (two or more than two syllables): More + Adj/ Adv+ than We use comparative adjectives/ adverbs to compare two things, two people, two times or two places For example: He is smarter than his friend She drives more dangerously than her sister We can use a comparative form when one of the things is something we know about 106 For example: He's much happier now.(than at some time in the past the we know about) 1.2 Superlative form 1.2.1 Form Short adj/adv ( one syllable): THE + adj/adv -EST Long adj/adv ( two or more than two syllables) : THE MOST + Adj/adv We use superlative adjectives/adverbs when we compare one thing, person, time or place with all the others in the same group For example: It's the hottest country in Africa ( it is hotter than all the other countries in Africa) John is the most active in his class ( he is more active than all his other friends) 1.3 Irregular forms Adj/adv Comparative form Superlative form good/well better the best bad/badly worse the worst far further the furthest few/ little less the least much/many more the mos 1.4 Averbs Spelling rules: adverbs formed from adjectives ending in consonant add- ly fluent- fluently/ careful-carefully ending in -e keep- e and add- ly nice- nicely ending in consonant+ - ly change- y to ily easy- easily/ luck- luckily ending in -le change-le to- ly comfortable/ comfortably possible / possibly ending in-ic + -ally automatic - automatically dramatic- dramatically 107 For example: Tom speaks English more fluently than John John drives his car the most carefully PRACTICE 108 109 110 ANSWERS longer better easier more happier relaxed more relaxing the smallest the neatest the best the most the cleanest the furthest valuable Bedroom is smaller than bedroom Bedroom is tidier than bedroom Bedroom is clearner than bedroom Bedroom is more modern than bedroom Bedroom is higher than bedroom isn't as cheaper than the most isn't as heavy as usual expensive heavy as heaviest more powerful than the Astro Seeker 11 more confused than isn't as good as is the strongest wimmer were as late as 111 the shiniest isn't as funny as 14 2b 3f 4e 5a 6d 15 more more harder worse more neatly faster carefully quickly 10 11 12 the best more easily better later quickly the furthest 16 Who can run the fastest? Who can draw a bird the best? Who can swim the furthest? Who can click their fingers the most loudly? Who can pronounce " crisps" the most clearly? Who can say the English alphabet the most quickly? Who lives the furthest from(the) school? 18 false true false 112 true false APPENDIX E QUESTIONAIRES INSTRUCTION This questionnaire surveying expermented learners has four options and consists of three printed page Please circle ALL your answers directly on the same paper After you have completed your responses, please return the questionnaire to your surveyor How often you work on the computer ? A never Others ( Please specify) B sometimes C often D seldom How you find working on the computer ? A boring B exciting Others ( Please specify) C normal D time-consuming What you often like doing the most on your computer connected with the internet? A listening to music Others ( Please specify) B reading news C playing games D learning English What does the computer help you while you are learning English? A look up new words Others ( Please specify) B practise English exercises 113 C play games D provide necessary information What you know about " computer based activities"? A working on the computer Others ( Please specify) B game activities on the computer C performances on the computer D activities are carried out on the computer How are Computer based activities designed? A complexly Others ( Please specify) B systematically C simply D variously What part of English you focus on through computer based activities? A reading and writing skills Others ( Please specify) B speaking and listening skills C pronunciation C grammar items How you feel after finishing grammar lessons on the computer ? A tired Others ( Please specify) B motivated and self -pace learning C amused d disappointed What main benefits you get from grammar lessons on the computer? Others ( Please specify) A practised English skills 114 B deep-seated grammar knowledge C interacting with other computers D being given answers directly 10 Your attitude towards integration of computer based activities into grammar lessons A irritated B appreciative Others ( Please specify) C ignorable D concerned The number of A selection The number of B selection The number of C selection The number of D selection 115 APPENDIX F THE RESULT OF THE GENERAL TEST N Experimented group Scores Unexperimented group Score A1 5.2 B1 2 A2 5.3 B2 1.3 A3 B3 2.5 A4 2.3 B4 1.8 A5 B5 2.5 A6 2.3 B6 4.3 A7 2.8 B7 2.6 A8 3.3 B8 A9 B9 3.1 10 A10 2.3 B10 3.9 11 A11 B11 5.1 12 A12 B12 3.4 13 A13 3.8 B13 2.9 14 A14 2.8 B14 3.7 15 A15 2.8 B15 3.4 16 A16 1.5 B16 4.2 17 A17 3.8 B17 1.3 18 A18 2.7 B18 2.2 19 A19 B19 4.6 20 A20 1.3 B20 3.5 u m 116 APPENDIX G THE RESULT OF THE PRE-TREATMENT TEST N Experimented group Scores Unexperimented group Score A1 3,8 B1 A2 1.3 B2 0.5 A3 4.0 B3 1.3 A4 2.5 B4 1.3 A5 B5 1.5 A6 1.5 B6 1.8 A7 1.3 B7 A8 2.8 B8 1.5 A9 1.3 B9 1.5 10 A10 1.5 B10 1.8 11 A11 1.0 B11 1.3 12 A12 1.5 B12 1.5 13 A13 3.8 B13 1.7 14 A14 0.8 B14 2.3 15 A15 B15 2.3 16 A16 2.3 B16 1.5 17 A17 1.3 B17 1.5 18 A18 2.0 B18 1.5 19 A19 1.5 B19 1.3 20 A20 1.3 B20 u m 117 APPENDIX H THE RESULT OF THE POST-TREATMENT TEST N Experimented group Scores Unexperimented group Score A1 7.5 B1 4.3 A2 B2 5.5 A3 6.8 B3 4 A4 6.5 B4 5.3 A5 6.3 B5 2.5 A6 B6 4.8 A7 B7 5.5 A8 6.5 B8 A9 7.5 B9 4.3 10 A10 6.3 B10 11 A11 B11 6.8 12 A12 6.3 B12 13 A13 7.5 B13 5.3 14 A14 6.8 B14 15 A15 7.3 B15 4.5 16 A16 8.3 B16 4.5 17 A17 6.5 B17 5.3 18 A18 7.8 B18 19 A19 6.5 B19 4.8 20 A20 6.3 B20 u m 118 APPENDIX I THE DEMONSTRATION OF THE INTERACTION BETWEEN LEARNERS AND TEACHER IN THE CLASSROOM Next of school Teacher's computer (describe- comment) Learner's computer Learners' computer (lessons) computer (answers) (activities) computer computer 119 Learner's computer computer 20 ... consideration of computer- based learning, benefits of computer- based learning, challenges in applying computer- based learning, principles of computer- based learning, requirements for computer- based learning,... post treatment test for this purpose Finally, the affect of Integration of computer based activities into English grammar lessons for 10th graders was studied 1.2 Rationale In recent investigated... questions: What are 10th graders? ?? attitudes toward learning grammar through computerbased activities? To what extent does the integration of grammar activities help 10th graders to learn the grammar items