TOPIC: THE EFFECT OF USING THE INTERNET IN TEACHING GRAMMAR
Technology is now becoming the powerful source of information for all people around the world and can improve students’ proficiency in language particularly in grammar. Grammar is basically the root for English language as this is the most important part in language learning. Thus, in order for a person to be able to use the language effectively, there should be a need to brush up their grammar knowledge. It is undeniable that the best way to learn the language is by practising as well as by using the language. For my literature review, I would like to focus on the effect of using the internet in teaching grammar. There are two important variables for my literature review. The first variable is the independent variable which is using the internet. Meanwhile, there are three dependent variables highlighted in my selected researches which are the grammar competence, gender and motivation. It is crucial for me to investigate the relationship between both dependent and independent variables as it will determine the effect of using the internet in teaching grammar.
There are five interesting studies that I chose for this assignment which are ‘The Effect of the Internet on King Saud University Students' Grammar Achievement’ by Dr. Mohammad Akram Al-Zu’bi, ‘Teaching Vocabulary to EFL College Students Online’ by Reima Al-Jarf, ‘Integrating the task-based approach and Grammar Translation Method with computer-assisted instruction on Taiwanese EFL college students’ speaking performance’ by Yang Ju Yin, ‘Internet-based Grammar Instruction in the ESL Classroom’ by Faizah Mohamad, and last but not least, ‘The Effect of computer Assisted Language Learning in teaching English Grammar on the Achievement of secondary Students in Jordan’ by Abdallah Abu Naba’h, Jebreen Hussaian, Aieman Al-Omari, and Sadeq Shdeifat’. All five study used the same methodology in determining the effect of using the internet in teaching grammar which is by grouping the students into two groups which are the first group is the control group and the second group is the experimental group. Students who were in the control group were taught by using the traditional method of teaching or the conversational method which is by face-to-face or lecturing. Meanwhile, in the experimental group, students used the internet to learn on grammar items. The teachers or lecturers act as facilitators where the selected websites were chosen for the students and the websites are linked to other grammar websites where it allows the students to explore more on particular topic. By the end of the day, the students have to sit for pre-post tests to determination their performance.
Effect of Using the Internet on Grammar Competence
All the five studies agreed that by using the internet, students’ grammar competence increased as all the results from the test conducted, compared to the result from the students who were taught by using the conversational method. Dr. Mohammad Akram Al-Zubi in his study said that grammar improvement is probably due to the characteristics of the internet strategy where all members work individually. Students obviously cannot learn grammar just by listening to lectures or by studying the theory of grammar (Godwin-Jones, 1998). Students need to practice the language. The internet provides numerous sources of websites that allow the students to test on the knowledge of the grammar. This, this is the reason why students’ grammar competence were higher for students who used the internet to learn the grammar compared to students who learn grammar by the conversational method. Faizah Mohamad through her study stated that teaching grammar via the internet provide opportunities for knowledge construction as the students experimented with the grammatical items visually presented to them in the online environment.
Effect of Using the Internet on Gender
Reima Al-Jarf in her study ‘Teaching Vocabulary to ESL College Students Online’ and the research entitled ‘The Effect of computer Assisted Language Learning in teaching English Grammar on the Achievement of secondary Students in Jordan’ by Abdallah Abu Naba’h, Jebreen Hussaian, Aieman Al-Omari, and Sadeq Shdeifat’ touched on how teaching grammar via the internet effects on gender. Unfortunately, both studies came out with different result. For Reima Al-Jarf, the result shows that female freshman student scored higher than male freshman students. This is due to the usage frequency where it is believe that students who use the internet frequently score higher than students who rarely use the internet. Meanwhile, for the second study which touched on the gender shows significant differences the students’ achievement mean scores in grammar attributed to gender (male and female). The difference was in favour of the males. But unfortunately the other three studies did not mention about the effect of using the internet in teaching grammar on gender.
Effect of Using the Internet on Motivation
Reima Al-Jarf once again did touch on another area which is on motivation. In her study via the questionnaires revealed positive attitudes towards online learning and the vocabulary course under study. All the students found that the online vocabulary course useful and fun, and considered it a new way of learning English vocabulary and doing homework. It heightened their motivation and raised their self-esteem. Yang Ju Yin on the other hand also received the same result as according to interview of the students, they said that they were more motivated and obtained more knowledge learning English with computer-assisted instruction. But unfortunately, the other three studies did not mention about this area.
In a nut shell, it is believe that there is significance in the effect of using the internet in teaching grammar where those students who used the internet received higher result compared to those students who studied using the conventional method. The ESL websites particularly teach grammar serve more refreshing and interactive way of teaching. It enables the students to explore and learn through trial and error where human being not able to serve.
References
Abu Naba’h, A., Hussain, J., Al-Omari, A., Shdeifat, S., (2007). The Effect of Computer Assisted language Learning in Teaching English Grammar on the Achievement of Secondary Students in Jordan. Retrieved from http://www.ccis2k.org/iajit/PDF/vol.6,no.4/452.pdf
Al-Jarf, R. (2007). Teaching Vocabulary to EFL College Students Online. Retrieved form http://callej.org/journal/8-2/al-jarf.html
Al-Zu’bi, Dr. M. A., (2010). The Effect of the Internet on King Saud University Students’ Grammar Achivement. Retrieved from http://www.ulum.nl/The%20Effect%20of%20the%20Internet%20on%20King%20Saud%20University%20Students%27%20Grammar%20Achievement.pdf
Faizah, M., (2009). Internet-based Grammar Instruction in the ESL Classroom. Retrieved from ProQuest. International Journal of Pedagogies & Learning, Retrieved from http://proquest.umi.com.ezaccess.library.uitm.edu.my/pqdweb?index=0&did=2011796501&SrchMode=1&sid=2&Fmt=3&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1298825123&clientId=28403
Yang, J.Y (2008). Integrating the task-based approach and the Grammar Translation Method with computer assisted instruction on Taiwanese EFL college students’ speaking performance. Retrieved from ProQuest. Retrieved from http://proquest.umi.com/pqdweb?did=1514964971&Fmt=2&clientld=28403&RQT=309&VName=PQD&cfc=1
