Comparison of Online Learning Versus Face to Face Learning in English Grammar Learning (original) (raw)

Challenges of teaching and learning grammar in online classes at the tertiary level

ELT Forum: Journal of English Language Teaching, 2021

This paper investigates the attitude of teachers and students towards the teaching and learning of grammar for online classes. The current study aims to identify the difficulties that the students face when learning grammar through online sessions. The paper also gives an insight from teachers’ perspectives who had conducted grammar classes online. For this, 20 male and female teachers and 80 female undergraduate students of a public university in Saudi Arabia were chosen as participants to carry out the study. To find out the benefits of this shift from face-to-face classes to online classes, the instruments used were questionnaires distributed to the teachers and students who experienced online sessions for almost two semesters. Based on the findings of the results of the study, the paper concludes and gives some recommendations on how both teachers and students can cope with the challenges faced during online classes while teaching and learning grammar.

Learning English Grammar Online: The Main Resources

Репрезентація освітніх досягнень мас-медіа та роль філології у сучасній системі наук (1st ed), 2020

The survey deals with the key means of studying grammar online in a foreign language learning. Appropriate grammar is well recognised to be the foundation of effective communication and language proficiency. Notwithstanding great attention being paid to different educational issues and various aspects of language study, there is current need of a more detailed focus on learning language grammar online. Therefore, the purpose of the survey was to examine the main online resources for English grammar learning. The key online sources for learning English grammar have been explored and defined by the by the methods of monitoring and comparative analysis of internet resources. Considering the survey outcomes, further research perspectives of studying grammar online in a foreign language learning have been specified.

An Examination of Online Grammar Teaching Materials Available for Young Learners

Procedia - Social and Behavioral Sciences, 2014

The Internet is widely used in foreign language education both inside and outside language classrooms. The most important reason that makes the Internet a popular tool used in foreign language education is its great number of materials that are easy to access. Currently, theory of foreign language education supports the use of the Internet both as a tool as well as a resource bank. However, this paper posits that the Internet should not be seen as an accurate tool and resource bank especially when the place of grammar learning is taken into account. In this particular study, I critically examine grammar materials found online to understand their value from a communicative language teaching perspective. Results of this study show that although there are accurate and appropriate online materials that are prepared for the teaching of the grammar, many of these materials are traditional in nature without much communicative value. Hence, teachers and learners are invited to understand this fallacy characterized by relying on the Internet as a powerful, accurate, and appropriate tool and resource bank that can be used in foreign language education.

Exploring English Grammar Learning Strategies in Online Learning Used by Thai University Students

Parichart Journal, Thaksin University

The objectives of this study were: 1 to explore the extent to which the university students employed English grammar learning strategies (GLS) in online learning; 2. to examine the differences between the use of GLS among the students with different English proficiency levels; and 3. to investigate factors which have an impact on the application of GLS. Data was collected from a class of thirty First-Year English major students enrolling in the course called Grammar 2, using the GLS and focus-group interviews. They were classified into three groups with different grammar proficiency levels, measured by their grade obtained in a grammar course last semester, namely higher-level learners (A, B+), intermediate-level learners (B, C+), and basic-level learners (C, D+, and D). The quantitative data was statistically analyzed by frequency, percentage, means, standard deviation, and ANOVA. Thematic analysis was used to analyze data from focus-group interviews. The findings showed that the s...

The Effects of Web-based Language Learning on University Students’ Grammar Proficiency

Procedia - Social and Behavioral Sciences, 2012

Many believe that integrative grammar teaching is the best method to be used in teaching and learning English. Since Malaysian education system emphasizes on the application of ICT in all classes, many teachers and educators have integrated technology in their English classes, including the application of World Wide Web. Web-based language learning (WBLL) materials have been among the favorite materials to be used by English teachers since they are abundant, easily accessed, user-friendly and most importantly, they are provided for free. One of the objectives of the study is to determine the effects of learning passive voices in three different English classes which applied three different modes of teaching, which were the traditional face-to-face method, integrative method (traditional and webbased materials) and web-based learning method. Furthermore, it is aimed to investigate the effects of gender in each mode of teaching and also to determine the best method in learning grammar. The pretest-posttest study was conducted in a public university and it involved 93 semester two students (52 females and 41 males). All groups were exposed to one mode of teaching only for four weeks. The results indicated that there is significant difference in both tests for all modes used. Furthermore, it was found that gender did not give any effect on the students' performance in the posttest when each mode of teaching was applied. Lastly, the integration method was found to be the best method to be used among all the three teaching modes.

The Effects of Online Grammar Instruction on Low Proficiency EFL College Students' Achievement

Asian EFL Journal, 2005

Technology is not currently used in EFL classrooms at King Saud University in Riyadh, Saudi Arabia. Therefore an online course was used in the teaching of English grammar from home. The aim of the present study was to find out whether integration of online learning in grammar instruction significantly improves EFL freshman college students’ achievement and attitudes. Two groups of freshman students participated in the study. Pretest means scores showed significant differences between the experimental and control groups in their grammatical knowledge. Following online instruction with Nicenet, comparisons of the posttest means scores showed significant differences in achievement. The study concluded that in learning environments where technology is unavailable to EFL students and instructors, use of an online course from home and even as a supplement to in-class techniques helps motivate and enhance EFL students' learning and mastery of English grammar.

Computer-Mediated Grammar Teaching and its Effect on Different Language Tasks.

Learner-Computer Interaction in Language Education, 2013

When and to what extent one should teach grammar to language learners has been discussed extensively in theoretical and pedagogical literature. Even though grammar continues to hold an important place in language teaching, there is still much controversy with regard to what works best. This article looks at the question of computer-mediated grammar teaching and its effect on language acquisition over time. In particular, it reports the results of a year-long empirical study of the effectiveness of extended online practice of L2 grammar on the overall development of L2 in learners of German. The results of the study suggest that prolonged online grammar practice translated into higher scores on chapter exams. However, no effect was found with regard to written work or oral chats and we concluded that prolonged online grammar practice did not have an effect on the quality of open-ended tasks such as these over the course of a year. Implications for language learning are discussed, exploring possible explanations on the short-term effect of online grammar instruction and the apparent lack of cumulative effect on more open-ended tasks.

Enhancing Students’ English Grammar Ability with Online Website Link

2017

Today’s activities are now using technology not only on business activities but also education. There are so many facilities on technology especially for improving students’ capability in learning knowledge such as e-learning and distance learning course. Lecturers as the facilitator in transferring knowledge, it is very beneficial to master good technology when they deliver knowledge. As written by Dick et al. (2005) that students are carried together with lecturer or on-line content, and are guided through class actions such as on-line exercises, discussion board and interaction with classmates. This occurred also for English lecturers to do teaching learning process. In this classroom action research which is done at English Education Department of UNISSULA on the third semester, the researcher shows new interesting classroom website on-line activities in learning English grammar. Using useful on-line link sources of students’ classroom for two cycles makes the students’ grammar ...

The Role of Web-based Grammar Instruction in Tertiary Level EFL Students' Academic Achievement

Recent technological advances have raised the issue of how to integrate technology into language classrooms. With the emphasis on student-centred learning, the applications of the computer have enhanced not only the input but also the output in language teaching and learning. This study is an attempt to find out the role of a web-based grammar instruction system in students' grammar achievement and students' perceptions about the system. This web-based grammar instruction was provided via an online grammar lab serves as a blend of the coursebook, online, and mobile sources. It has three level series; however, for the present study its intermediate level was used. The study was conducted at the Department of English Language and Literature at a major university in northeastern Turkey throughout the academic year 2012-2013. English-majoring students with access to the online grammar lab were assigned as the experimental group (n=73), and the students who take grammar instruction in traditional whole-class environment as control group (n=57). While four achievement exams served as the quantitative data gathering instrument of this one-year quasi-experimental study, an open-ended questionnaire was conducted with 53 voluntary students so as to gain more insights into the use of web-based grammar instruction.