INTRODUCTION
Introduction
Teaching English as a foreign language (EFL) involves a lengthy process, particularly when it comes to mastering grammatical items This requires significant effort and adaptable teaching methods to meet learners' varying levels and needs The importance of grammar in achieving English proficiency cannot be overstated, and integrating computer-based activities into grammar lessons for grade 10 is crucial for enhancing learners' interest and self-directed learning While numerous studies highlight the positive impact of grammar courses on learners' attitudes toward English grammar across four skills, research on effective methods for teaching grammar to grade 10 students remains limited.
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 investigates 10th graders' attitudes towards learning grammar through computer-based activities and evaluates the effectiveness of these activities compared to traditional teaching methods Two groups participated in four grammar lessons, with one group utilizing computer-based activities while the other followed conventional classroom methods The outcomes were analyzed to determine which approach facilitated better understanding of grammar concepts Additionally, the study assessed learners' perceptions of grammar learning through technology, ensuring that specific grammar points practiced during the course were excluded from both pre-treatment and post-treatment tests Ultimately, the research highlights the impact of integrating computer-based activities into English grammar lessons for 10th-grade students.
Rationale
Recent studies reveal that many high school students perceive English grammar as a stressful subject focused solely on exam preparation, rather than a tool for effective communication They often rely on teachers for assistance due to a lack of confidence and self-directed learning skills Despite this, grammar is essential for constructing basic sentence structures across all language skills Consequently, various teaching methods, from traditional approaches to modern technology, are being explored to enhance grammar learning As a result, incorporating computer-based activities into English grammar lessons is gaining attention.
The integration of computers in education has garnered significant attention, particularly regarding their role in enhancing grammar learning in the classroom Muir-Herzig (2004) highlights that technology fosters a constructive classroom environment, positively influencing grammar teaching and learning Jules Van Belle and Soetaert (2001) emphasize the necessity of modifying educational goals when implementing computer-based grammar learning Educators believe that diverse computer activities can effectively address students' grammar challenges Warschauer and Healey (1998) assert that understanding the conditions for using computers is crucial, as having advanced technology alone does not guarantee effective grammar learning Means (1994) stresses the importance of planning computer-supported activities to maximize student benefits, while also categorizing computer use as a tutor, exploratory environment, tool, and communication medium The success of computer-based grammar activities relies heavily on well-structured lessons and culturally relevant tasks, as found by Warschauer (2000) Ultimately, teachers play a vital role in creating a successful computer-based learning environment, and as Egbert and Jessup (1996) found, computers significantly influence language instruction, providing an authentic learning experience that enhances English language acquisition beyond traditional classroom settings.
Aims of the study
The integration of computer-based learning environments in classrooms has gained significant attention, particularly for teaching grammar This study explores 10th graders' attitudes towards learning grammar through computer-based activities and examines how these activities enhance their understanding of grammar lessons By conducting classroom observations and analyzing recorded computer-based activities in English as a Foreign Language (EFL) settings, the research concludes that incorporating authentic computer-based activities into grammar lessons can significantly improve students' opportunities to learn English grammar effectively.
Scope of the study
The study was conducted at Tran Dai Nghia High School in Tay Ninh City, focusing on two groups of 40 Grade 10 students, including both average and weaker learners The research involved teaching four grammar lessons on the passive voice, conditionals, and attitudinal adjectives through computer-based activities Participants were selected from various areas in Tay Ninh, with the prerequisite that they possess basic computer skills.
Research questions
The approach to which the teacher helps students promote their interest and self- paced learning will be addressed through the following research questions:
1 What are 10 th graders’ attitudes toward learning grammar through computer- based activities?
2 To what extent does the integration of grammar activities help 10 th graders to learn the grammar items being taught?
Thesis design
The thesis consists of five chapters
Chapter 1 is the introduction, which provides a brief introduction, rationale, aims, scope and research questions of the thesis
Chapter 2 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 computer-based activities, criteria for choosing a computer-based grammar activity and principles for teaching grammar through computer-based activities
Chapter 3 aims to research questions, participants, instruments including Pre- treatment test (and general test) and post-treatment test, questionnaires and procedures
Chapter 4 consists of results, pre-treatment test and post-treatment test results, questionnaire results, discussion, the effects of computer-based learning on learners’ grammar knowledge, the participants’ attitudes and summary of main findings
Chapter 5 contains conclusions, limitation of the research, suggestions for future research and the discussion and conclusions.
LITERATURE REVIEW
Grammar
Chomsky's theory posits that grammar comprises a set of rules that can generate an infinite variety of sentences It includes phrase structure (PS) rules that dictate how words combine to form sentences; however, these rules alone cannot address all syntactic phenomena To overcome these limitations, transformational rules were introduced, which manage the movement of elements within sentences and explain the relationships between different sentence types, such as active versus passive and declarative versus interrogative.
In the 1980s, various linguistic theories, such as Lexical Functional Grammar (LFG) and Generalized Phrase Structure Grammar (GPSG), emerged, highlighting the necessity to modify phrase structure (PS) rules.
English grammar, as defined by Close (1982), is primarily a system of syntax that dictates the arrangement and order of words in sentences Scrivener (1994) emphasized that the grammatical knowledge within a learner's mind serves as a dynamic resource, enabling effective communication and comprehension According to Dickins and Woods, understanding these principles is essential for language mastery.
According to 1988, knowing a language involves the ability to produce grammatically correct sentences and use them appropriately in different contexts This highlights the importance of mastering grammar, as it enables learners to communicate accurately with others.
2.1.2 The roles of grammar in Language learning:
Grammar, as highlighted by Canale & Swain (1980), is essential for mastering a language, serving as the foundation of its rules and regulations Despite ongoing debates about its influence in English language learning, it is clear that grammar is crucial for developing the four fundamental language skills: Listening, Speaking, Reading, and Writing Effective communication in English relies on correct grammar usage, as it helps eliminate mistakes and enhances overall language proficiency While first language acquisition often occurs unconsciously, mastering a second language's grammar requires intentional learning Canale & Swain emphasized that grammatical competence is vital for communicative competence, underscoring that effective communication cannot occur without a solid understanding of grammar Thus, the role of grammar is pivotal across all language skills.
Grammar is essential for improving speaking and writing skills, as it forms the foundation for effective communication Many undergraduate students overlook fundamental grammar concepts, which hinders their ability to speak English fluently A solid understanding of basic grammar, including tenses, articles, prepositions, and verbs, is crucial for clear expression Research indicates that learners who receive grammar instruction demonstrate significant progress in their speaking abilities.
Grammar plays a crucial role in enhancing written communication, which encompasses letters, emails, notices, meeting minutes, reports, articles, documents, and journals Incorrect sentence structure can alter the intended meaning, resulting in misunderstandings and ineffective communication While English is the primary language in some countries, not all individuals may write flawlessly Therefore, both general and technical writing must be free from grammatical errors to ensure clarity and precision.
So learners should pay attention to grammar for their good communication
The impact of grammar on learning passive skills is significant, as students often emulate their teacher's grammatical accuracy When teachers speak incorrectly, students may internalize these mistakes, hindering their ability to improve language accuracy Reading also serves as a crucial passive skill, allowing learners to grasp prepositions and basic structures through various materials like articles and newspapers Thus, both listening and reading are essential for language acquisition We can liken grammar rules to the body’s structure, while the application of these rules resembles the movement of body parts Initially, learners should prioritize listening and speaking skills alongside foundational grammar instruction, as grammar must be explicitly taught rather than acquired naturally Ultimately, grammar is vital for effective, accurate, and fluent language learning.
2.1.3 Grammar acquisition vs grammar learning
Pedagogic grammar plays a crucial role in second language acquisition (SLA), though some linguists argue that foreign grammar cannot be taught explicitly Larsen-Freeman emphasizes the importance of grammatical morpheme acquisition for second language learners, while Krashen differentiates between acquisition and learning Various theories explore the differences in grammar acquisition between first and second languages, highlighting the properties of Universal Grammar (UG) that facilitate foreign language learning.
Noam Chomsky's theory of Universal Grammar (UG) suggests that grammar knowledge relies on two components: universal principles shared across languages and the variations of these properties Rather than learning entirely new rules, second language acquisition (SLA) follows the Natural Order Hypothesis, which posits that grammatical structures are acquired in a predictable sequence Research shows that children learning English, whether as a first or second language, tend to acquire certain grammatical morphemes before others, and this sequence remains unaffected by differences in their native languages Notably, both children and adults exhibit a similar order of grammatical acquisition, highlighting its significance in enabling learners to use grammar flexibly for effective communication.
Research indicates that students in foreign language learning environments find error correction and grammar instruction beneficial Schulz (1996) found that students generally have a more positive view of grammar instruction compared to their teachers, believing that mastering a language requires a solid understanding of grammar Similarly, Peacock (1998) noted that learners preferred error correction and grammar exercises over the instructors' emphasis on pair and group work, which may negatively impact students' progress, satisfaction, and confidence in their teachers Kern (1995) emphasized the importance of understanding students' beliefs about grammar's role in language learning, suggesting that prior language learning experiences influence these beliefs Consequently, teachers' awareness of these beliefs can shape their teaching methods and enhance students' attitudes toward learning grammar effectively.
Mechanical test questions fail to accurately assess students' grammar proficiency in real-life contexts, just as mechanical drills do not effectively teach language To authentically evaluate grammar skills, assessments should reflect genuine uses of language and serve a purpose beyond mere evaluation This involves creating activities that require students to demonstrate their grammar proficiency through meaningful tasks To develop these authentic assessments, focus on the types of real-world tasks students will need to perform, utilizing communicative drills and activities similar to those used in the teaching process.
Assessment is a crucial component of teaching, as highlighted by Chapelle and Brindley (2002) It plays a vital role in evaluating a student's grammar proficiency in a language, allowing teachers to identify learners' strengths and weaknesses Continuous assessment is essential for understanding how well students grasp grammar concepts Formative assessments, which occur throughout the teaching process, and summative assessments, conducted at the end or during the course, provide valuable feedback to learners Various assessment methods, including classroom tests, observation, student journals, portfolios, error analysis, checklists, and questionnaires, enable students to gain insights into their progress and areas needing improvement.
Teaching grammar to EFL learners
For language learners, acquiring a comprehensive understanding of various skills in a specific language is essential Language teaching encompasses grammar, vocabulary, pronunciation, and other skills, making it crucial for educators to integrate these elements equally The debate among teachers and researchers about whether grammar should be explicitly taught or learned through contextual structures continues However, it is important to not only grasp the technical aspects of grammar but also to consider the psychological factors involved in teaching As highlighted by Rutherford and Sharwood, a balanced approach that addresses both technical knowledge and learner psychology is vital for effective language instruction.
(1988) describe grammar as: “Instructional strategies which draw the attention of learner to specifically structural regularities of the language
Teaching grammar is a crucial process that helps learners understand the forms and features of a target language through various methods and activities, ultimately enhancing their language proficiency (Dolunay, 2010) Researchers continue to debate the most effective approaches to grammar instruction, particularly whether explicit teaching or allowing learners to discover grammatical structures independently is more beneficial Beyond mere memorization of rules, effective grammar teaching empowers English as a Foreign Language (EFL) learners to interpret and apply these rules, fostering their overall language comprehension skills (Dolunay, 2010).
2010) Supporting the effectiveness of formal instruction in grammar teaching, Nassaji and Fotos (2004) have listed the following arguments:
“1 Some researchers, such as Schmidt (1990), proved that ‘noticing’ is one of the necessities for learning to take place
2 Some researchers, such as Pienemann(1984), found that grammar instruction can accelerate the process of learning some structures
3 Swain (1985) and his colleagues concluded that the most effective way to improve the ability to use grammar accurately is formal instruction
4 During the last twenty years, considerable empirical classroom teaching research has demonstrated that grammar instruction affects EFL learners.”
Incorporating grammar instruction into formal education is essential, as highlighted by Celce-Murcia and Hills (1988), due to the necessity for learners to pass formal exams, such as university entrance tests, which require a solid understanding of grammar in second language acquisition Proficiency in grammar not only enhances communication skills but also enables learners to construct comprehensible sentences by understanding the rules of the target language (Swan, 2002) Furthermore, research indicates that studying the grammar of a foreign language can improve learners' comprehension of their native language structure (Weaver, 1996).
According to Brown (1972), a balance of both inductive and deductive learning is essential for effective education He noted that excessive reliance on either approach can result in student disengagement, as deductive explanations may become overly lengthy and abstract, while classroom discussions might focus too narrowly on details that interest only a few Additionally, he pointed out that even well-structured inductive drills can lack the energy needed to maintain student interest and engagement.
Scheffler and Cinciała (2011) advocate for explicit grammar instruction in language teaching, highlighting that simple rules can enhance learners' awareness of L2 features and aid in processing input Their research indicates that many learners can accurately apply these rules in discussions, fostering a deeper understanding of their grammatical output This understanding not only builds learners' confidence and sense of achievement but also significantly contributes to the overall learning process Therefore, effective English teachers must be skilled in helping students comprehend grammar.
2.2.2 Methods to teach grammar to EFL learners
In grammar teaching, particularly during the presentation stage, the choice between inductive and deductive methods significantly impacts the course's effectiveness Lecturers have traditionally leaned towards one of these approaches, but it's crucial to select the most suitable method based on students' interests and their language learning goals While some learners benefit from discovering grammatical structures through contextual practice, others require a clear presentation of rules to grasp the topic effectively.
Grammar teaching methods can be categorized into two main approaches: direct and indirect Direct grammar presentation emphasizes structure over meaning, while indirect presentation focuses on the meaning of the target structure Instructors must decide on either a direct or indirect methodology when planning grammar lessons With a direct approach, teachers utilize deductive methods to introduce and explain concepts, leading to a teacher-centered classroom In contrast, indirect methods employ inductive strategies, fostering a more student-centered learning environment Each approach has its own advantages and disadvantages, making it essential for educators to choose the most suitable style for their classrooms.
Inductive instruction, as highlighted by Goner, Phillips, and Walters (1995), involves presenting new grammatical frameworks within authentic language contexts, allowing students to learn through observation This approach emphasizes "noticing," where teachers provide numerous examples instead of direct explanations, enabling learners to discern how concepts function through practical application Scrivener (1994, cited by Adrian Tennant, 2005) advocates for the "discovery technique," reinforcing the idea that students should actively engage with examples to uncover grammatical rules independently.
“discovery technique” is to engage students in discovering a generalized grammar rule or pattern
Research by Herron & Tomasello (1992) highlights the mixed effectiveness of inductive and deductive grammar teaching methods While some studies suggest the inductive approach may be more beneficial, others advocate for the success of the deductive method Additionally, Abraham (1985), Rosa and O’Neill (1999), and Shaffer (1989) indicate that the distinction between these approaches is often blurred Historically, the audio-lingual method aligns with the inductive approach, emphasizing habit formation and unconscious learning, while the deductive method is linked to cognitive-code learning In the audio-lingual method, learners acquire language through repeated exposure to examples, leading to automatic usage of grammatical structures.
In the realm of language acquisition, Shaffer (1989) highlights that learners can naturally absorb a target language without explicit rules, often realizing their understanding only at the course's conclusion The deductive approach to grammar instruction is more teacher-centered, where educators introduce concepts, explain rules, and guide students through practice Critics of this method, such as Rivers and Temperley (1978), note its tendency to isolate grammar, neglect meaning, and promote mechanical practice Despite these criticisms, Krashen (1982) argues for the deductive method's clarity and efficiency, suggesting that teachers should clearly present rules and facilitate practice until students internalize them This approach begins with rule presentation, followed by examples that demonstrate the target structure (Thornbury, 1999; Norris & Ortega, 2000).
In language education, students apply general rules to specific examples, highlighting the deductive and inductive approaches to learning (Gollin, 1998) While Staatsen (2009) argues that the inductive approach often yields better learning outcomes, Shaffer (1989) found no clear distinction in effectiveness between the two methods This suggests that both approaches can be valuable, and teachers should select the most suitable method based on learners' levels, needs, and learning objectives.
2.2.3 Challenges in teaching English grammar to EFL Vietnamese learners
When considering students' attitudes toward grammar instruction, it's essential to address three key aspects: grammar as rules, grammar as form, and grammar as a resource For many L2 learners, grammar often equates to understanding the rules, which teachers believe serves as a foundation for language proficiency However, a more effective approach is to view grammar as a valuable resource that enhances communication This perspective emphasizes the relationship between grammar and the intended message, as well as how others interpret our language use.
According to Morelli (2003), students perceived themselves as having a better attitude towards grammar instruction in context, while performing slightly better after having experienced the traditional grammar instruction Elkilic and Akca
A study conducted in 2008 revealed that students in a private primary EFL classroom generally held positive attitudes towards learning English grammar, with over 50% expressing enjoyment and only about 10% reporting difficulties Despite a shift in focus from grammar instruction to fostering communication since the 1970s, grammar continues to pose challenges for L2 learners, often undermining motivation and fluency Many learners struggle to apply grammatical rules flexibly in real-life situations, even when they understand the rules theoretically To address this issue, it is essential to provide learners with diverse contexts that encourage the practical application of grammar in their communication.
2.2.4 New trends in teaching English grammar to EFL learners
According to The TESOL President’s Blog, there are trends that teachers should follow
Trend 1: Change in the Goal of Teaching English There are two key changes in the purpose of teaching English Firstly, as Penny Ur (2009) noted the goal is “Learners focus on English as a means of communication” Secondly, English is not viewed as an end in itself but as a means to learn content such as science and mathematics Content and language integrate learning (CLIL) is an approach where the English teacher uses cross-curricular content and so the students learn both the content and English
Trend 2: Early Start in Teaching English Many countries have started teaching English in earlier grades at school For example, since 2011, Saudi Arabia and
Vietnam began teaching English from Grade 4, while Japan implemented English instruction at the primary level in 2011 In 2012, Dubai introduced English at the kindergarten stage instead of starting in Grade 1 The teaching approach emphasizes grammar in various simple contexts, allowing learners to practice and imitate from provided examples.
Computer-based learning
Computer-based learning (CBL) refers to learning facilitated by computers, utilizing interactive software and diverse media This method offers significant advantages, such as allowing users to learn at their own pace and eliminating the need for a physical instructor CBL is also commonly known as computer-aided instruction.
Computer-Assisted Language Learning (CALL) encompasses a variety of definitions, with Levy (1997) describing it as the study of computer applications in language teaching and learning Egbert (2005) emphasizes its role in supporting language education, while Beatty (2003) defines it as a process where learners use computers to enhance their language skills CALL is closely related to terms like Computer-Aided Instruction (CAI), Computer-Assisted Learning (CAL), and Technology Enhanced Language Learning (TELL), among others Beatty (2003) notes the complexity of defining CALL due to its diverse activities, including materials design and pedagogical theories Despite the evolving definitions, Egbert (2005) suggests that CALL should prioritize language learning over technology, viewing technology as a facilitator in the process Thus, CALL is broadly interpreted to include various related terms, highlighting its multifaceted nature in language education.
2.3.2 Underlying consideration of computer-based learning
Computer Based Learning (CBL) is the integration of computers into the educational environment, serving as a fundamental tool for teaching This approach encompasses structured settings where computers play a central role in the learning process, distinguishing it from other computer uses, such as gaming or casual web browsing, where education is not the primary focus.
Computer Based Learning (CBL) has sparked significant debate, with supporters highlighting its ability to provide immediate feedback and measurable progress in a structured environment, which can reduce stress and enhance pedagogy It is particularly effective for distance education, allowing learners to study at their own pace through online platforms or installed software Some advocates suggest that CBL should complement traditional curricula, fostering interest while developing essential technical skills However, critics like Neil Postman argue that a computer-centric curriculum promotes a "technocratic" mindset, focusing on vocational training rather than critical thinking and general skills Conversely, proponents like Jonathan Bishop assert that CBL can promote social justice and effective learning, especially when integrated with reflective tools like web logs.
2.3.3 Benefits of computer-based learning
Since the 1960s, computers have played a significant role in language teaching, particularly in grammar instruction, evolving through three main stages: behaviorist CALL, communicative CALL, and integrative CALL Each stage reflects advancements in technology and corresponding pedagogical theories The benefits of Computer-assisted Language Learning (CALL) include experiential learning, increased motivation, improved student achievement, access to authentic study materials, enhanced interaction, personalized learning experiences, independence from a single information source, and a broader global perspective.
Research indicates that when implemented effectively, network-based technology can greatly enhance educational outcomes Firstly, it fosters experiential learning by allowing students to engage with a vast array of human experiences online, enabling them to learn through hands-on activities and become active creators of knowledge This non-linear presentation of information also enhances critical thinking skills as users choose their own learning paths Secondly, network-based technology boosts student motivation, as computers are often associated with entertainment and trendiness The variety of engaging activities available increases students' sense of independence Lastly, it enhances student achievement by improving linguistic skills, positively influencing learning attitudes, and helping students develop self-instruction strategies that build their self-confidence.
Students can enhance their grammar skills using authentic materials available online, accessible 24/7 at a low cost This non-linear approach to learning fosters greater interaction, allowing EFL students to communicate with peers and new contacts through email and newsgroups Additionally, various internet activities provide immediate feedback by automatically correcting online exercises, making computer-based learning a valuable tool for mastering grammar.
2.3.4 Challenges in applying computer-based learning
Barriers to Computer-assisted Language Learning (CALL) can be categorized into four main types: financial constraints, limited access to necessary computer hardware and software, insufficient technical and theoretical knowledge, and a lack of acceptance of the technology.
Financial barriers in language education are often highlighted by practitioners, encompassing costs related to hardware, software, maintenance, and staff development Froke (1994b) noted that the financial challenges posed by technology are unique, while Hooper (1995) suggested that the decreasing costs of computers will make them widely accessible in schools and homes Lewis et al (1994) identified three conditions under which Computer-assisted Learning (CAL) becomes cost-effective: when CAL costs are comparable to traditional instruction but yield higher student achievement, or when it enables students to reach the same level of understanding in less time However, many cost analyses of educational technologies often overlook critical factors such as faculty time and equipment utilization, as pointed out by McClelland.
Herschbach (1994) asserts that new technologies are often additional expenses that do not significantly lower educational service costs or enhance teacher productivity, as they typically supplement rather than replace educators The limited usage of technologies, such as computers and interactive instruction TV, as noted by Kincaid, McEachron, & McKinney (1994), contributes to high cost barriers, with these tools being utilized only a few hours weekly or monthly To achieve cost-effectiveness, there must be a substantial increase in either the number of learners or the duration of technology application Ultimately, there are more affordable methods to reduce costs than relying solely on technology, regardless of its initial low expense.
The availability of high-quality computer hardware and software is crucial for implementing new technologies in education, yet it remains a significant challenge A lack of understanding regarding which software elements facilitate various learning types contributes to this issue, as few educators possess the skills to design effective software due to its costly and time-consuming nature Additionally, ensuring sufficient access to hardware for learners is complicated by financial constraints Compatibility between hardware and software continues to pose problems, and the multitude of available systems, coupled with rapid technological advancements, complicates the selection process for educational delivery.
A significant barrier to the effective use of Computer-assisted Language Learning (CALL) technology is the lack of technical and theoretical knowledge among instructors Many educators are unfamiliar with the development and application of learning software, as well as the integration of these technologies into comprehensive teaching plans According to McClelland and C Dede (1995), advanced technologies like artificial intelligence have the potential to enhance higher-order cognitive skills, which current evaluation methods may overlook, leading to an underestimation of their pedagogical benefits Additionally, improper use of these technologies can negatively impact both teachers and learners (Office of Technical Assessment, 1995).
In today's rapidly evolving landscape, the acceptance of new technologies is crucial Gelatt (1995) emphasizes that the nature of change has transformed, becoming swift, turbulent, and unpredictable, a phenomenon he refers to as "white water" change This highlights the importance of adaptability in navigating the complexities of modern advancements.
In 1998, it was noted that rapid changes can dismantle established norms while simultaneously creating new opportunities However, organizations often resist change due to misconceptions about technology, which can stifle innovation and jeopardize job security for educators (Zuber-Skerritt, 1994) Additionally, instructors are often reluctant to adopt technologies that demand significant preparation time, making it challenging to ensure both teachers and students have access to user-friendly technological tools (Herschbach, 1994).
Computer-assisted Language Learning presents ongoing challenges that demand time and dedication As we enter the 21st century, it's clear that technology alone isn't the solution to our educational issues; rather, the effectiveness lies in how we utilize it While computers cannot replace teachers, they provide valuable opportunities for enhanced language practice and can significantly enrich the language learning process This technology could play a pivotal role in reforming educational systems The upcoming generation will be more adept with information technology, enabling them to leverage the Internet for more effective grammar learning through practical activities, ultimately facilitating the resolution of language learning challenges.
2.3.5 Principles of computer-based learning
Computer-based activities in grammar teaching
2.4.1 Definition of computer-based activities
Computer-based activities are engaging tasks aimed at effectively practicing grammar These activities include multiple-choice and true/false quizzes, gap-filling exercises, matching tasks, re-ordering or sequencing challenges, crossword puzzles, game simulations, writing and word-processing exercises, web quests, online searching, web publishing, and online communication.
Research by Egbert, Paulus, and Nakamichi (2002) highlights that the curriculum and teacher planning significantly impact the effective use of computers in education Kern and Warschauer (2000) emphasize that computers, like any teaching tool, can only benefit students when their practical applications are thoroughly examined and appropriately implemented Warschauer (2000) further found that language classroom activities succeed when students recognize their purpose and relevance to their cultural and social contexts The design and type of classroom activities are crucial for the effective integration of computer-based learning Additionally, while teachers play a vital role in facilitating a successful computer-based learning environment, Mooij and Smeets (2001) note that other factors, such as administration, resources, and space, also significantly influence this educational approach.
The English language curriculum promotes a transition from dependent to independent learning among students Observations revealed that classroom activities were conducted in three distinct environments, utilizing diverse teaching approaches that shifted from teacher-centered to student-centered methodologies Teachers strategically integrated computers to enhance these activities, which were tailored to align with planned learning outcomes derived from the curriculum and syllabus Most activities encouraged interactive use of English, effectively engaging students in the learning process.
2.4.2 Criteria for choosing a computer-based grammar activity
Computers serve as valuable tutorial aids by directly teaching students grammar through information, demonstrations, and practice opportunities (Means, 1994) In this study, the use of computers was limited, with the Smart School Management System (SSMS) being the primary program utilized, provided by the Ministry of Education to enhance teaching and learning The English language software aligned with the syllabus and targeted various proficiency levels, including advanced, intermediate, and beginner Students engaged with this software individually in the computer laboratory, logging in with their assigned usernames and passwords to access lesson tasks The system automatically recorded completed exercises and results in students' files, with the expectation that tasks be finished during class hours Overall, the computer-based activities facilitated by SSMS allowed students to practice and improve their English grammar skills.
Computers serve as essential tools for accomplishing various tasks, as highlighted by Means (1994) They are utilized for purposes such as writing, where they assist users in ensuring correct grammar and enhancing overall communication effectiveness.
Computers serve as exploratory tools that promote active learning in grammar, as classified by Means (1994) However, there is a limited number of computer-based activities aimed at exploring the Internet beyond simply gathering information for tasks Most exploration occurs during group work, where students search for grammar-related materials online to enhance their understanding and knowledge The information collected is then utilized to prepare for group presentations, serving as a guideline for their project work.
Computers serve as essential communication tools, encompassing e-mail, computer conferences, computer-collaborative learning systems (CCLS), and the Internet, as identified by Means (1994) However, observations reveal that their usage for communication purposes is limited, primarily due to time-related factors rather than a lack of facilities Teachers are bound to closely adhere to the syllabus, which they must complete within a specified timeframe, often prioritizing this over the integration of additional computer-based activities Interviews with teachers highlight their commitment to finishing the syllabus and achieving planned learning outcomes, further compounded by the pressure of examinations, which restricts the inclusion of extra English language computer-based activities in their lessons.
2.4.3 Principles for teaching grammar through computer-based activities
Research indicates that computer-based activities for teaching grammar focus on student-centered learning, emphasizing meaningful purposes and comprehensive input These activities provide adequate cognitive and emotional stimulation, incorporate multiple modalities to cater to diverse grammar learning styles and strategies, and promote high levels of interaction, both between humans and machines as well as among peers.
METHODOLOGY
Research context
A study conducted at Tran Dai Nghia High School in Tay Ninh Province, located about 100 kilometers northwest of Ho Chi Minh City, reveals significant challenges in English language education English is a compulsory subject taught three times a week, yet the school lacks essential resources such as language laboratories and modern teaching equipment Despite having studied English since the sixth grade, most students possess only elementary knowledge and struggle with grammar Additionally, while they have access to computers, they do not utilize them for English learning, leading to disinterest and reliance on teachers for assistance These factors contribute to poor English competence and a negative attitude towards learning, raising concerns among educators.
In modern English teaching, many educators are shifting towards a learner-centered approach, encouraging student independence by assigning tasks to complete before class and promoting group discussions However, not all teachers can implement these methods effectively, and the time allocated for such activities is often limited Consequently, traditional teaching methods still dominate reading lessons, with teachers primarily serving as the main speakers who explain vocabulary and grammar, while students remain passive recipients of information The effectiveness of this approach largely depends on the teacher's adaptability to meet lesson requirements.
The textbook 'Tieng Anh 10' is structured around a task-based approach, featuring 16 units and 6 "Test Yourself" sections Each unit comprises five components: Reading, Speaking, Listening, Writing, and Language Focus, ensuring comprehensive coverage of essential grammatical and lexical items alongside language skills The curriculum encompasses six key topics aligned with national educational standards.
The textbook for Tran Dai Nghia High School covers essential topics such as Personal Information, Education, Community, Nature, Recreation, and People and Places However, the grammar lessons focus solely on various tasks without integrating grammar into the four key skills: listening, speaking, reading, and writing, as well as real-life applications As a result, students struggle to connect with grammar lessons, finding them challenging and the practice tasks unrealistic, despite having a solid understanding of grammatical forms and structures.
Research approach
Action research is a scientific study conducted by educators to address practical classroom issues According to Cohen, Manion, and Morrison (2007), it serves as a powerful tool for local change and improvement, applicable in various settings where solutions are needed for problems involving people, tasks, and procedures The integration of "action" and "research" makes it appealing to both researchers and teachers Tsui (1993) emphasizes that action research effectively encourages teachers to reflect on their practices and develop alternatives for enhancement Zuber Skerritt (1996) adds that the primary goals of action research are to foster practical improvements, innovation, change, or social practice development Additionally, Cohen and Manion (1994) describe it as a small-scale intervention that closely examines the effects of such interventions in real-world scenarios.
Action research, as defined by McTaggart (1992), involves a systematic process of planning, acting, observing, and reflecting, which goes beyond everyday practices This approach aims to address specific issues and improve individual practices while enhancing the competencies of participants Additionally, action research is characterized by its collaborative nature, fostering teamwork and shared learning among those involved.
“participatory” (McKernan, 1991) In terms of procedure, the linguists concerning action research show different models or procedures For example, Zuber Skerritt
(1996) sets action research into a cyclical process of “(1) – strategic planning, (2) – implementing the plan (action), (3) – observation, evaluation and self-evaluation,
Critical and self-critical reflection on research outcomes is essential for informing future research cycles In line with this, Altrichter and Gstettner (1993) outline a four-step model of action research: first, identifying a starting point; second, clarifying the situation; third, developing and implementing action strategies; and fourth, sharing teachers' knowledge publicly.
The author of this thesis is in favor of seven steps in the action research cycle by
Step 1: Initiation (The teacher raises a problem in his classroom)
Step 2: Preliminary investigation (The teacher collects baseline data)
Step 3: Hypothesis (The teacher gives first explanation for the problem)
Step 4: Intervention (The teacher devises a number of strategies in solving the problem) ( see chapter 3)
Step 5: Evaluation (The results after several weeks of intervention) (chapter 4)
Step 6: Follow-up (The teacher investigates alternative methods of motivating students) (see chapter 5)
In short, action research is a useful means for the teacher to develop his profession
He would enhance his teaching skills by independently identifying and addressing his challenges through scientific methods, demonstrating his dynamic approach, active engagement, and creativity in the classroom.
This study utilizes action research to evaluate how the integration of Context-Based Activities (CBA) into grammar lessons enhances 10th graders' grammar competence and to explore students' attitudes towards learning grammar through the Integrated Context-Based Approach (ICBA) The researcher implemented the initial five steps of Nunan's (1992) action research cycle to conduct the investigation.
In the first term of the school year, the researcher observed that students exhibited a lack of interest in grammar lessons and struggled to apply grammar concepts correctly, often relying heavily on teacher support Additionally, they showed little motivation to utilize available online grammar software, both at school and at home, which limited their opportunities to practice grammar in appropriate contexts Consequently, these issues contributed to a restricted output of grammar knowledge in their communication Addressing these challenges is essential for enhancing students' grammar skills and overall engagement in learning.
To evaluate the learners' proficiency in English grammar, the author administered a general knowledge test (see appendix A) followed by a pre-treatment test (see appendix B) to gauge their understanding of grammar concepts prior to the experiment The results of these assessments allowed the author to analyze and assess the learners' grammatical knowledge effectively.
The general test assessing four skills—listening, communicative function, reading, and writing—yielded disappointing results, with only two learners from the treatment group scoring 5 or above, and just one learner from the control group achieving an average score This indicates a significant lack of proficiency in English and a disinterest in learning among students Furthermore, the pre-treatment test revealed that very few learners possessed a solid understanding of grammar, which was the focus of the upcoming experiment To evaluate students' English achievement prior to the experiment, both a general test (see appendix A) and a pre-treatment test (see appendix B) were administered to two groups, aiming to assess their current English levels and grammar knowledge.
Integrating computer-based activities into grammar lessons enhances learners' understanding and application of grammar in context, supporting the development of all four language skills This approach fosters positive attitudes towards six key grammar lessons through the use of computer-based activities.
The integration of computer-based activities into six systematically designed grammar lessons using the Next of School software focused on key grammar topics, including tenses, passive voice, conditionals, comparative forms, adjectives of attitude, and articles After receiving guidance on these grammar items, learners engaged in interactive discussions and collaborated on answers through their computers.
The researcher analyzed data from pre-treatment and post-treatment tests, along with questionnaire surveys, to assess findings Results indicated a significant improvement in learners' grammar competence, evaluated using the Cohen criterion and t-test, while learners also exhibited a positive attitude toward grammar lessons through Context-Based Assessment (CBA).
Data collection procedure
The study aimed to seek the answers for the following questions:
1 What are 10 th graders’ attitudes toward learning grammar through computer- based activities?
2 To what extent does the integration of grammar activities help 10 th graders to learn the grammar items being taught?
The experiment involved 10th-grade students from Tran Dai Nghia High School in Tay Ninh City, primarily average and weaker learners with a solid understanding of computers All participants had successfully passed the grade 10 entrance examination, which included an English test, and most had been studying English since grade 6 They followed a curriculum set by the Ministry of Education and Training, encompassing reading, speaking, listening, writing, and grammar, with approximately four periods dedicated to English each week The study included two groups: a treatment group and a control group, each consisting of 20 skilled computer learners who received guidance on using the relevant software.
To assess learners' general knowledge of English, two groups participated in a comprehensive test evaluating four skills: listening, speaking, reading, and writing, along with language use In the listening section, participants listened to a talk about the football player Pelé and completed sentences by filling in missing words, earning 1 point for correct answers The phonetics portion required learners to focus on stressed syllables and pronounced sounds, with a maximum score of 0.75 for accuracy in three sentences For the communicative function, learners answered three sentences correctly to receive another 0.75 points Additionally, they completed 14 sentences related to vocabulary and grammar, contributing 3.5 marks In the reading section, learners answered comprehension questions for a score of 2, and finally, they completed an email for an additional 2 marks.
The research involved six predetermined grammar lessons to assess learners' understanding of specific grammar items Participants completed a pre-treatment test focusing on tenses (active and passive voice), conditionals, adjectives of attitude, comparison, and articles The test consisted of four parts: Part 1 featured multiple-choice questions worth 3.75 marks, Part 2 required learners to match sentences for 2.5 marks, Part 3 involved filling in missing words for 1.25 marks, and Part 4 tasked learners with rewriting sentences without altering their original meaning for 2.5 marks.
Following the ICBA experiment, two groups participated in a post-treatment test to assess the impact of the ICBA on grammar lessons This evaluation concentrated on four key grammar components: multiple-choice questions worth 3.75 points, matching sentences worth 2.5 points, verb forms valued at 1.25 points, and sentence rewriting also scoring 2.5 points.
Finally, to determine the treatment group's attitude toward to CBA, they had to complete the questionnaire survey with 10 questions of multiple choice
To evaluate learners' grammar competence, participants completed a pre-treatment and general test, followed by a post-treatment test, with each session lasting 45 minutes The tests were designed to assess general grammar knowledge without revealing the focus on grammar skills Initially, participants took a general test and a pre-treatment test that progressed from easy to difficult questions related to everyday life During the treatment phase, learners engaged in computer-based activities after the researcher provided grammar explanations Additionally, a survey was conducted through questionnaires following the experiment to gather further insights.
The grammar components of the software program were implemented practically, focusing on a lesson plan that emphasized the passive voice in both simple present and simple past tenses The teacher identified essential grammar items for instruction and encouraged students to prepare at home by formulating questions for the upcoming computer-based activities During the lesson, learners received explanations of grammatical structures and vocabulary with the help of an online dictionary The treatment group engaged in 11 clearly defined tasks, including identifying active or passive sentences, matching present simple passive verbs, and completing sentences with the correct verb forms After each task, students interacted with the teacher and peers through a computer-linked program called Next Of School and a smart TV, fostering discussion and collaboration to determine the best answers.
In the second grammar lesson plan focusing on Type 2 conditional sentences, learners were instructed to prepare the topic at home and formulate questions to enhance their understanding The lesson incorporated computer-based activities, ranging from simple to complex tasks, where students received explanations of grammatical structures and vocabulary with support from an online dictionary The treatment group completed five detailed tasks: listening and numbering pictures, arranging words to form correct responses, matching responses, completing sentences with the appropriate verb forms, and reading a text to identify correct answers After each task, students engaged in discussions with the teacher and peers using a computer-linked program called Next.
Of School and smart TV They discussed and agreed on the best answer
The grammar lesson plan focused on conditional sentence type 3, where learners were instructed to prepare at home and formulate questions prior to engaging in computer-based activities that ranged from simple to challenging During the lesson, students received detailed explanations of the structures and vocabulary, utilizing an online dictionary for assistance The treatment group completed four specifically designed tasks to enhance their understanding of applying conditional sentences in real-life scenarios: circling correct answers, listening to scenarios and ticking what actually happened, answering questions after a second listen, and matching numbers Following each task, learners interacted with the teacher and peers through a computer-linked program called Next Of School and a smart TV, fostering discussion and collaboration to determine the best answers.
In grammar lesson plan template 4, participants engaged with attitudinal adjectives by utilizing computers connected to the internet, both inside and outside the classroom They learned to form and use V-ing and V-ed verbs before completing five computer-based tasks that ranged from simple to challenging Throughout the lesson, learners received explanations of structures and vocabulary, supported by an online dictionary The activities included listening and writing about specific subjects, ticking correct sentences, completing sentences with provided information, collaborating in pairs to recall adjectives, and filling in conversations with appropriate adjectives, as well as describing pictures.
In the grammar lesson plan template 5, students engaged with countable and uncountable nouns and articles, focusing on the correct usage of "An, A, The." Through interactive tasks and the ICBA method, learners actively practiced ten exercises designed to enhance their understanding Activities included identifying countable and uncountable nouns, labeling pictures, circling correct options, listening to sentences, and completing conversations with appropriate articles This comprehensive approach ensured that students effectively grasped the concepts while utilizing online resources for additional practice.
The grammar lesson plan focuses on teaching comparative and superlative forms, ensuring that learners have prior knowledge of these grammar items before engaging in Classroom-Based Assessment (CBA) Through CBA, students can reinforce their understanding and application of these concepts, fostering critical thinking and enhancing academic quality During the lesson, students utilized computers to complete nine tasks, with the teacher managing 20 devices via a smart TV for effective instruction Activities included completing questions with comparative and superlative forms, describing differences between bedrooms, selecting correct answers from a telescope table, rephrasing sentences, and matching pictures through listening exercises.
The study emphasized communicative grammar rather than traditional structure learning Participants were randomly assigned to two groups: one consisting of twenty students who received six grammar lessons using traditional methods without computer-based activities, and another group of twenty students who engaged in the same number of lessons but incorporated computer-based activities.
Before conducting the experiment, several preparatory steps are essential First, ensure that the computer room is fully equipped, with the Oxford Grammar for Schools 5 software installed on all computers This involves navigating through the setup process, agreeing to the terms, and completing the installation for specific units, including Present and Past Simple Passive, Second and Third Conditionals, Adjectives, Countable and Uncountable Nouns, and Comparative and Superlative Forms Next, set up a smart television with the Spark driver to facilitate software operation, and connect the teacher's computer to the smart TV via HDMI for enhanced audio and visualization Finally, install the Next of School software on the teacher's computer and link it to 20 learners' computers to promote interaction among students and between the teacher and the learners.