Computer-enhanced grammar teaching: using computer technology to teach first years

1. Computer-enhanced grammar teaching: using computer technology to teach first years David Barr University of Ulster EUROCALL 2006 - Granada, Spain

2. Background • The transition between school and university can be difficult: students often require a period of readjustment and training to encourage them to become more active, constructivist learners (Fry and Ketteridge, 1999:37). • An explosion in packages that teach grammar • BUT Engel & Myles (1996:10) point towards the decline in the standards of grammar among students entering higher education. • Studies looking at the use of computer-based grammar packages often compare the use of a computer-based approach to a traditional teacher-directed approach to determine whether one is better than the other. (Nutta: 1998) • Student attitudes towards learning grammar EUROCALL 2006 - Granada, Spain

3. Background (2) EUROCALL 2006 - Granada, Spain

4. Project stages • The completion of computerised diagnostic tests to identify strengths and weaknesses in the area of grammar early in semester. • To change the environment in which grammar classes take place by moving teaching from seminar/lecture rooms to multimedia learning laboratories. • Encouraging students to use CALL exercises online outside class in an effort to strengthen key grammar concepts. • Repeating the computerised diagnostic tests at the end of semester. EUROCALL 2006 - Granada, Spain

5. Results of Diagnostics Tests EUROCALL 2006 - Granada, Spain

6. Class Format • Classes took place in multimedia learning labs. • Divided into two parts: • Theoretical explanations • Opportunity for practice, using CALL software, including CETL Materials developedHot Potatoes • Support notes uploaded to VLE (WebCT) EUROCALL 2006 - Granada, Spain

7. Student Performance EUROCALL 2006 - Granada, Spain

8. Performance on each question EUROCALL 2006 - Granada, Spain

9. Quantitative findings • Generally, students performed better in the second test, although there was some degree of variability depending on the question BUT: • General improvement would be expected as these areas of grammar studied in class between tests 1 and 2 • Short test period (one semester) • Performance did not improve in every question EUROCALL 2006 - Granada, Spain

10. Reaction of students • Initially, some concerns about how students would react to the technology: • Students not enthused by grammar classes • Would technology help? Danger of psychological resistance? EUROCALL 2006 - Granada, Spain

11. Reaction of students (2) • BUT Feedback positive at end of semester • 70% of respondents felt technology made positive contribution to learning grammar • Students wanted more exercises, especially those available online • Motivational Value. Students appreciate why they studied the areas they did as the diagnostics test revealed their weaknesses. EUROCALL 2006 - Granada, Spain

12. Reaction of students (3) • “I think that Hot Potatoes was an excellent way to learn main grammar points” • “I think Hot Potatoes is a really good way of practicing grammar points” • “I liked it, was clear and helpful and easy to use and interesting” • “…like the way you have to keep working before you are given a clue or answer” EUROCALL 2006 - Granada, Spain

13. Evaluation: Why positive? • Importance of looking at student reaction to use of technology in LL : The value of the technology is not necessarily measured on its technological excellence or astounding quality (Thornbury et al, 1996:19) • Technology not too drastic a culture shock • Students use technology when they feel it makes a difference. Rapid feedback/practice • Technology not taking them to too far outside their comfort zone • Technology as a means of supporting NOT replacing the teacher • Use of a multi-faceted approach. Retains interest. • Affective benefits of technology (Stepp Greenay, 2002 and Beauvois, 1998) EUROCALL 2006 - Granada, Spain

14. Maximising the potential – future developments • Use of data from this year group to inform planning of next year’s grammar classes • Creation of a database to enable tutor to track student performance quickly EUROCALL 2006 - Granada, Spain

15. Conclusion • Quantitatively, it is very difficult to say with any conviction whether the technology made any significant difference to student performance • BUT The technology motivated the students • Students need their comfort zone • Students still need teacher to have a central role in grammar, especially in Year 1 EUROCALL 2006 - Granada, Spain

16. References • Beauvois, M (1998). ‘Conversations in Slow Motion: Computer-mediated Communication in the Foreign Language Classroom’ In Canadian Modern Language Review54 (2) Retrieved from the World Wide Web on 20 January 2006: http://www.utpjournals.com/jour.ihtml?lp=product/cmlr/542/542-Beauvois.html • Engel, D and Myles, F (1996). ‘Grammar Teaching: The Major Concerns.’ In D Engel and F Myles (eds.) Teaching Grammar: Perspective in Higher Education London: Association for French Language Studies and Centre for Information on Language Teaching and Research, 9 – 19 • Fry, H, Ketteridge, S and Marshal, S (1999). ‘Understanding Student Learning’. In H Fry, S Ketteridge and S Marshall (Eds.), A Handbook for Teaching and Learning in Higher Education, London, Kogan Page, 21 – 40 EUROCALL 2006 - Granada, Spain

17. References (2) • Nutta, J (1998). ‘Is computer-based grammar instruction as effective as teacher-directed grammar instruction for teaching L2 structures?’ In CALICO, 16(1): 49–62 • Stepp-Greany, J (2002). ‘Student perceptions on language learning in a technological environment: Implications for the new millennium.’ Language Learning and Technology, 6 (1): 165 – 180 • Thornbury H., Elder M., Crowe D., Bennett P. & Belton V. (1996). ‘Suggestions for successful integration.’ In Active Learning, 4, 18-23. EUROCALL 2006 - Granada, Spain

18. For more information… Please visit the Centre for Excellence in Multimedia Language Learning website at: http://www.arts.ulster.ac.uk/lanlit/cetl EUROCALL 2006 - Granada, Spain