Journal articles: 'Game based grammar instruction'

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Fithriani, Rahmah. "COMMUNICATIVE GAME-BASED LEARNING IN EFL GRAMMAR CLASS: SUGGESTED ACTIVITIES AND STUDENTS’ PERCEPTION." JEELS (Journal of English Education and Linguistics Studies) 5, no. 2 (January 22, 2019): 171–88. http://dx.doi.org/10.30762/jeels.v5i2.509.

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The role of grammar instruction is inevitably important for second and/or foreign language mastery. Unfortunately, in practice, many English teachers in foreign language contexts such as in Indonesia still teach grammar deductively; that is, learners are provided the grammar rules and examples, are told to memorize them, and then are asked to apply the rules to other examples. This particular method of teaching is believed to produce learners who cannot use the language communicatively although they have considerable knowledge of grammar rules. It has also been seen as contributing to learners’ passive participation and negative feelings towards grammar learning. The aims of this paper are to give an alternative solution to that problem by offering some ideas of game-based activities and to investigate students’ perception of the implementation of communicative game-based grammar learning. Using pre- and post-study questionnaire, the research study was conducted with 30 adult EFL learners taking an after-class English course. The findings indicated that these activities were effective in creating a non-threatening and more relaxing grammar classes, changing students’ negative perception of grammar learning and improving their perceived communicative skills.

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Lilić, Polona, and Silva Bratoz. "The Effectiveness of Using Games for Developing Young Learners’ Grammar Competence." ELOPE: English Language Overseas Perspectives and Enquiries 16, no. 2 (November 30, 2019): 49–61. http://dx.doi.org/10.4312/elope.16.2.49-61.

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The main aim of this paper is to explore the effectiveness of using games in teaching English grammar to young learners. Today there is an overall agreement among researchers in foreign language teaching and language acquisition that grammar should be taught at all levels of instruction, including to young learners, bearing in mind that it should be considered in the context of meaningful communication. The paper first presents a review of the literature in the area of grammar teaching and using games for language teaching purposes. The second part presents the results of an experimental study aimed at testing the hypothesis that activities based on grammar games are a more efficient strategy for teaching grammar than more traditional ELT activities. The results of the experiment prove the efficacy of using grammar games in teaching grammar to young learners.

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Setiawan, Budi, and Asrowi. "English Grammar on 2013 Curriculum: The Development of Game Based Learning Multimedia." MATEC Web of Conferences 205 (2018): 00011. http://dx.doi.org/10.1051/matecconf/201820500011.

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This Research is aimed to find out the effectiveness of game based learning multimedia in order to gain student learning outcomes on English subject with the topic of grammar in the classroom. The research development of multimedia game based learning using the procedure of Raiser and Demsey consisting of 5 stages namely: 1) Analysis which covers needs and theoretical analysis, 2) Design which includes Core and basic competence’s identification, material’s selection and submission, flowchart and story board arrangement, 3) Develop that contains production, media and material’s experts validation and students’ responses and product’s trial after the revision done. 4) Implement that covers the final product’s application towards the experiment class, 5) Evaluate becoming the last stage of all by having a test for both classes which are control and experiment class to see whether is there any differences between the class applying the multimedia game based learning and not. The trial of product development tested had passed several processes covering; the review from media’s expert which includes software changes and visual communication, the review from content’s expert covers material and instructional design, students’ responses towards products’ usage and attractiveness, small group and big group test trial. The result showed that the students at the control class taught by conventional way as in speech has less motivation and lower score compared with the experiment class applying interactive multimedia game based learning. There is an interaction between learning media and learning motivation those effects on students’ learning achievement especially in English grammar. Thus, it can be said that the result of the development of multimedia game based learning is effective to improve students learning outcomes.

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Rochmawati, Dyah. "Innovative Techniques of Teaching English Grammar at Secondary Schools." JET ADI BUANA 4, no. 2 (October 31, 2019): 152–59. http://dx.doi.org/10.36456/jet.v4.n2.2019.2077.

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Learning English grammar is always a difficult process to most of the English as Foreign Language (EFL) learners at secondary school level. Innovative ideas, interesting teaching materials, practicing and drilling learners for learning the English grammar should be done through fun and joyful ways. The main aim of this library study was to identify and describe examples of practical grammar instruction methods in an EFL which employed innovative methodologies. The process of the library-based research involves identifying and locating relevant information, analyzing what has been found, and then developing and expressing the ideas. The results revealed that songs and poems, music, games, and tasks can be employed as tools in the classroom. Using innovative methodologies in teaching English grammar in the classroom at the secondary schools has paved a positive way to students to learn the language meaningfully.

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Setiawan, Budi, Nunuk Suryani, and Suharno Suharno. "Pengembangan Game Based Learning Materi Grammar Bahasa Inggris Dalam Kurikulum 2013 Kelas X SMA Negeri 3 Sragen." Teknodika 16, no. 1 (March 15, 2018): 22. http://dx.doi.org/10.20961/teknodika.v16i1.34752.

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This Research is aimed to test the effectiveness of game-based learning multimedia in order to improve student learning outcomes on English subject with the tpic of grammar in the classroom. The research development of multimedia game-based learning using the procedure of Raiser and Demsey consisting of 8 stages namely:1) Analysis, 2) Design 3) Development. 4) Implement, 5) Evaluate. The trial of product development tested had passed several processes covering; the review from media’s expert which includes software changes and visual communication, the review from content’s expert covers material and instructional design, students’ responses towards products’ usage and attractiveness, small group and big group test trial. The results of the feasibility test of a team of experts covering media expert results obtained 4,7 categorized as very good and content experts 4,7 which is at a range of very good category. After the product is revised based on the experts’ input, it is tried and tested to the trial class students at a small group scope with the result of 4,6 for their responses to the product and improving score from the pretest which is 52,11 to be 67,55. Next, at the large scale trial at the experiment class to see the effectiveness of the game based learning multimedia shows that there is a difference on the student’s learning result. On the pretest of control class, the score is 56.00 and the final score in the posttest of the same class is 64,43.if it is compared with the pretest score from the experiment class, the score is lower which is 55.90, but it improves rapidly on the posttest after being treated with multimedia game based learning and come to score 71.65 with the significant value 0.05. thus, it can be said that the result of the development of multimedia game-based learning is effective to improve students learning outcomes.

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Kayan, Adil, and İbrahim Seçkin Aydın. "The Effect of Computer-Assisted Educational Games on Teaching Grammar." World Journal of Education 10, no. 1 (February 20, 2020): 117. http://dx.doi.org/10.5430/wje.v10n1p117.

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Discussions on how grammar should be taught have continued for decades. Previous studies have reported that today’s students called as Generation Z have shown negative attitudes toward grammar teaching with traditional methods and techniques, and that their academic achievements have failed to meet expectations. Not using methods and techniques that are consistent with the adopted philosophy of education hinders the success of this process. The study investigated the impact of computer-assisted instruction and correspondingly computer-assisted educational games on grammar academic achievement and attitudes toward grammar and Turkish course of students. In this study, a quasi-experimental design based on a quantitative study with a pretest-posttest nonequivalent group was applied. Participants of the study consisted of two classes of 6th grade students studying at a middle school. Computer-assisted educational games were designed and practiced in the experimental group within a 12-week period. For the control group, activities in the curriculum were followed during lessons. Results showed that grammar academic achievement of students between the experimental group in which computer-assisted educational games were practiced and the control group in which the existing curriculum was followed showed a significant difference in attitudes toward Turkish course and grammar on the behalf of the experimental group. Findings demonstrated that this kind of practice in teaching grammar made a significant difference on achievement and attitude of students. In addition, there was a positive, moderate and statistically significant relationship between attitudes toward grammar and Turkish course. Attitudes toward grammar of students determine attitudes toward Turkish course of students.

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Zandvakili, Elham, Ernest Washington, Edmund W. Gordon, Craig Wells, and Mzamo Mangaliso. "Teaching Patterns of Critical Thinking: The 3CA Model—Concept Maps, Critical Thinking, Collaboration, and Assessment." SAGE Open 9, no. 4 (July 2019): 215824401988514. http://dx.doi.org/10.1177/2158244019885142.

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This is a research report of teaching patterns of critical thinking using the competency-based 3CA (an acronym for the educational practices of Concept maps, Critical thinking, Collaboration, and Assessment) model of classroom instruction to change the grammar of schooling. Critical thinking is defined as the “WH questions”: “what, when, where, how, who, and why” taken from Aristotle’s Nicomachean Ethics. These questions are threaded through the practices of concept maps, collaboration, and assessment. This conceptualization of patterns of thinking is influenced by Ludwig Wittgenstein’s conceptualization of the relations between the language games of practice and language games in the mind. This study compares individual and collaborative approaches to teaching the critical thinking “WH questions” in a child development class. Students in the individual groups used more “what questions,” whereas students in the collaborative group used more “why and how questions.”

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Narváez Paguay, Joe Adrián, and Juan José Santillán. "The implementation of the Student Response System (SRS) Kahoot! in EFL classes and its effects on reading comprehension." INNOVA Research Journal 6, no. 2 (May 10, 2021): 1–21. http://dx.doi.org/10.33890/innova.v6.n2.2021.1655.

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Improvement of teacher-student class interaction has been obtaining greater progresses thanks to technological development with the addition of practical resources and modern facilities in educational institutions. The use of game-based response systems for enhancing language skills inside an EFL classroom has reported benefits mainly for certain particular skills like grammar and sentence structuring. In this study, the online gaming platform Kahoot! was used specifically for enhancing the reading comprehension skill through a period of nearly three months on students of A2 level from Universidad de Cuenca in Ecuador. The intervention of the Kahoot! website focused on the comprehension and remembering of specific details by means of quizzes. The research design of this study used a mixed-method based on the Hypothetico-Deductive approach to research and data collection instruments, as well as their further analysis and interpretation. Pre and posttests were used in order to compare the results before and after the methodology. The outcomes revealed a statistical improvement with favorable effects regarding the pre and posttests and also a general learner acceptance towards the stated methodology. Further research is suggested on the use of Kahoot! for reading comprehension improvement purposes and its continuous use as a supporting tool for remembering specific details of texts, together with other subskills which could possibly be benefitted from this methodology in the field of EFL instruction.

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Shintani, Mayu. "Image Schema-Based Instruction in English Grammar." JALT2015—Focus on the Learner 2015, no. 1 (August 1, 2016): 285. http://dx.doi.org/10.37546/jaltpcp2015-38.

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Cognitive linguistics has been aimed at revealing the very nature of language for the last several decades. One of the field’s most significant contributions has been the abstraction of the general patterns, or image schemas, underlying grammatical concepts. In this paper, we propose that English grammar-teaching methods adopting image schema theory offer strong benefits for language teaching. As schematic explanations given to learners are more visible and comprehensible than ordinary verbal-based ones, this method offers a clearer and more engaging way to understand the target grammar. We also present data collected from experiments conducted with more than 400 native Japanese-speaking students at one national and one private university that support the effectiveness of this method. 認知言語学は産声をあげてここ数十年の間，人間の言語の真の姿を明らかにすることに専心してきた。この学問分野がつまびらかにしてきた数々の言語現象のうち，最も有益な成果のひとつにイメージ図式理論の構築があげられる。イメージ図式とは文法および語彙構造のひな形となるものである。本論文は認知言語学のイメージ図式理論を応用した英文法教材の学習効果を一国立大学と一私立大学に学ぶ400人以上の日本人学部生を対象に行った実験結果をもとに実証的な知見から論じている。

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Nutta, Joyce. "Is Computer-Based Grammar Instruction as Effective as Teacher- Directed Grammar Instruction for Teaching L2 Structures?" CALICO Journal 16, no. 1 (January 14, 2013): 49–62. http://dx.doi.org/10.1558/cj.v16i1.49-62.

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.G, Singaravelu. "Video Game Based Learning In English Grammar." i-manager's Journal of Educational Technology 5, no. 3 (December 15, 2008): 49–53. http://dx.doi.org/10.26634/jet.5.3.511.

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Teoh, Swee Ai. "Grammar Instruction For Grammatical Competence." International Journal of Modern Languages And Applied Linguistics 1, no. 1 (August 1, 2017): 43. http://dx.doi.org/10.24191/ijmal.v1i1.7622.

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This paper is based on a study which investigated the effectiveness of explicit grammar instruction. The instruction was set in the context of teaching students to writeliterature reviews. A pre-test and a post-test were carried out to ascertain whether there was improvement in the students’ command of verb tenses after a lesson where the students were given instruction on the different tenses that are used in literature reviews. The findings of this study lead to the conclusion that explicit grammar instruction is most effective for students who are least grammatically competent.

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Harun, Haliza, Norhana Abdullah, Nursyuhada’ Ab Wahab, and Nurkhamimi Zainuddin. "Concept Based Instruction: Enhancing Grammar Competence in L2 Learners." RELC Journal 50, no. 2 (September 19, 2017): 252–68. http://dx.doi.org/10.1177/0033688217716505.

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Over the past decades, much of the discussion regarding grammar teaching has evolved around the identification of the best language teaching approach to facilitate effective learning of English language among second language (L2) learners. Despite the various approaches introduced and implemented in the realm of L2 teaching, the language performances of these learners are still ‘off-target’ as they are still found not able to use the correct language expressions to serve their communicative needs. Investigation of the use of concepts in the learning and teaching of grammar may provide an alternative solution in enhancing learners’ L2 grammar competence. Known as Concept Based Instruction (CBI) this pedagogical approach that is predicated on Vygotskian thought, centres on promoting the quality of the grammar rules in helping learners to understand and use the grammar concepts to achieve their communicative needs. This article focuses on the principles found in CBI with the aim of exploring CBI’s potential and hence facilitate in-depth understanding of not only the structural forms but also the semantic meaning of the target language among L2 learners.

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Mohamad, Faizah. "Internet-based Grammar Instruction in the ESL Classroom." International Journal of Pedagogies and Learning 5, no. 2 (January 2009): 34–48. http://dx.doi.org/10.5172/ijpl.5.2.34.

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Danylenko, Oksana. "INPUT- AND OUTPUT-BASED GRAMMAR INSTRUCTION IN TEACHING ENGLISH AFTER GERMAN." World Science 3, no. 6(58) (June 30, 2020): 11–17. http://dx.doi.org/10.31435/rsglobal_ws/30062020/7116.

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The article dwells on the peculiarities of instruction and the role of input and output for teaching English grammar to prospective teachers of foreign languages whose major and first foreign language is German. The aim of the survey is to analyze approaches to designing instruction for the second language grammar teaching and develop activities providing effective teaching of the grammar of English for the students with previous experience in learning German as their first foreign language. The emphasis is made on the usage of processing instruction for presenting target forms that entails input-based instruction as a means for transfer enhancement during grammar teaching and a model raising students’ grammar comprehension. As far as production skills constitute one of the aspects of our investigation, we investigated the role of output-based instruction. Grammar teaching deals with grammatical forms and their usage in a particular context. Thus, developing input-based and output-based grammatical activities, we suggested activities that demonstrate the grammatical form and clarify its structure, provide possibilities for comparison of grammatical structures in English and German. The proposed output-based task provides productive grammatical skills development. The focus on form is supported with tasks explicating meaning. Consequently, the connection between grammatical form and its meaning in a certain context is provided. Tasks are communicatively oriented.

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Gettys, Serafima. "Usage-Based Theory of Language and Usage-Based Instruction." International Journal of Information Communication Technologies and Human Development 8, no. 3 (July 2016): 1–15. http://dx.doi.org/10.4018/ijicthd.2016070101.

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The goal of this article is to describe Usage-Based Instruction (UBI), an innovative approach to teaching interpersonal communication in foreign languages. The UBI was inspired by Usage-Based view of language shared by such disciplines as Cognitive Linguistics, Cognitive Psychology, Construction Grammar, Usage-Based Grammar, and Artificial Intelligence. This approach has been used for a number of years by the Foreign Language Program at a small private Mid-Western university in teaching students to orally communicate in foreign languages in beginning foreign language courses. Students taught by the UBI demonstrate better performance, higher fluency, better accuracy and greater language gain than students taught by a more conventional, textbook-approach. In addition to this, they are more engaged in the learning process and consequently are more motivated to continue foreign language study.

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Harun, Haliza, Nursyuhada’ Ab. Wahab, Norhana Abdullah, and Nurkhamimi Zainuddin. "Revolutionary grammar learning via GLOw@CBI (Grammar Learning Online with Concept Based Instruction)." International Journal of Modern Languages And Applied Linguistics 2, no. 1 (February 5, 2020): 27. http://dx.doi.org/10.24191/ijmal.v2i1.7615.

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A great deal of discussion centers on finding the effective solutions to enhance language learners’ competency and English language-skills to achieve the target communicative competence. While grammar instruction is regarded as crucial in acquiring the target English language, many of its’ learners are still found to have poor grasps in the language. Subsequently, GLOw@CBI may offer a revolutinised approach to the teaching and learning of English grammar rules (i.e. tenses). The theoretical foundation of GLOw@CBI is based on consolidating the theory of cognitive grammar model (Radden and Dirven 2007) and Vygotsky’s Systemic-Theoretical Instruction (STI) (1978) to create online lessons and exercises on grammar tenses that are easy to understand and meaningful to serve the learners’ communicative purposes. The distinctive feature of GLOw@CBI is the emphasis given on the semantic aspect of the language, rather than only focusing on its’ structure and function as reflected in many of the traditional grammar approaches. Thus, the strength of GLOw@CBI lies in the representation of the concept of tenses that are uniquely presented through the manipulation of ‘viewing frames’ to describe the target actions, situations and events. GLOw@CBI not only allows flexibility in online language learning, but it is also cost-effective, due to its’ ability to enroll a large number of learners without any restrictions of users per-licensing. Moreover, due to its’ unique presentation of grammar-rules, GLOW@CBI has the potential to be expanded to other grammar components in its’ learning platform or even to be used to teach grammar of other foreign language courses.

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Smart, Jonathan. "The role of guided induction in paper-based data-driven learning." ReCALL 26, no. 2 (February 19, 2014): 184–201. http://dx.doi.org/10.1017/s0958344014000081.

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AbstractThis study examines the role of guided induction as an instructional approach in paper-based data-driven learning (DDL) in the context of an ESL grammar course during an intensive English program at an American public university. Specifically, it examines whether corpus-informed grammar instruction is more effective through inductive, data-driven learning or through traditional deductive instruction. In the study, 49 participants completed two weeks of ESL grammar instruction on the passive voice in English. The learners participated in one of three instructional treatments: a data-driven learning treatment, a deductive instructional treatment using corpus-informed teaching materials, and a deductive instructional treatment using traditional (i.e., non-corpus-informed) materials. Results from pre-test, post-test, and delayed post-test indicated that the DDL group significantly improved their grammar ability with the passive voice, while the other two treatment groups did not show significant gains. The findings from this study suggest that in this learning context there are measurable benefits to teaching ESL grammar inductively using paper-based DDL.

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Silva, Gláucia. "PORTUGUESE GRAMMAR INSTRUCTION: VIEWS OF HERITAGE AND FOREIGN LANGUAGE LEARNERS." Caderno de Letras, no. 35 (January 19, 2020): 179. http://dx.doi.org/10.15210/cdl.v0i35.17346.

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Research on learner perception has shown that foreign language (FL) learners consider formal grammar study quite important (SCHULZ, 1996). However, we know little about perceptions and beliefs of heritage language (HL) learners in what relates to grammar instruction. In a qualitative study on HL instruction at the college level, Schwarzer and Petrón (2005) do include the opinions of their participants on grammar instruction: that formal grammar instruction, as done in FL classes, was not useful for them. In fact, it is now accepted that HL instruction needs to be different from FL instruction (e.g., BEAUDRIE; DUCAR; POTOWSKI, 2014; PARODI, 2008). Nevertheless, most HL learners of Portuguese at the university level take FL classes, even if an HL track is available. Given this scenario, this paper discusses 1) whether HL and FL learners of Portuguese prefer formal or integrated/contextualized grammar instruction, and 2) whether they believe explicit grammar instruction helps their linguistic development in Portuguese. The methodology consisted of a survey among college students matriculated in Portuguese language classes in a U.S. university. Results suggest that HL learners tend to prefer integrated/contextualized grammar instruction, whereas the FL group does not appear to have a clear preference. However, both groups of learners see value in explicit grammar instruction, which does not necessarily contrast with contextualized instruction (ELLIS, 21016). The paper also includes a discussion of pedagogical implications based on the findings presented.Keywords: Heritage language; foreign language; learners’ views; grammar instruction.

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지현숙. "Task-based teaching method for Korean spoken grammar instruction." Journal of Korean Language Education ll, no. 20 (December 2007): 247–70. http://dx.doi.org/10.17313/jkorle.2007.20..247.

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Jungim Woo. "Teaching of writing through context-based explicit grammar instruction." English Language Teaching 19, no. 4 (December 2007): 105–5. http://dx.doi.org/10.17936/pkelt.2007.19.4.005.

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Metom, Lilly, Amelia Tom, and Awang Shuib. "The Grammar Odyssey." European Journal of Language and Literature 6, no. 1 (December 1, 2016): 54. http://dx.doi.org/10.26417/ejls.v6i1.p54-63.

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This paper presents a study of an innovation project titled ‘The Grammar Odyssey’, which is a language board game that is specifically designed for beginner and intermediate levels of learners. The board game is a handy device for learning the English grammar items, which integrates fun, simplicity and practicality in order to motivate players to learn grammar. Having mentioned this, learning the English grammar items does not stop at the classroom environment. In fact, language acquisition continues to adulthood even after years of leaving the school, college or institution. Hence, the sample of this research encompassed 22 adult staff members aged 28-57 years old from various administrative and support departments at Universiti Teknologi MARA Sarawak, Malaysia. This research aimed to identify their acceptance and feedback towards the learning of grammar items through the use of the language board game. Based on the survey conducted on the staff’s feedback after playing the board game, a huge majority of the participants responded positively to the board game, stating that it was a useful, practical and fun tool for learning the English grammar. Thus, using the right approach to learn grammar is essential to help learners of all ages and levels acquire the skills effectively.

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Thamrin, Nur Sehang, Aminah Suriaman, and Maghfirah Maghfirah. "STUDENTS’ PERCEPTION ON THE IMPLEMENTATION OF MOODLE WEB-BASED IN LEARNING GRAMMAR." IJOLTL: Indonesian Journal of Language Teaching and Linguistics 4, no. 1 (February 1, 2019): 1–10. http://dx.doi.org/10.30957/ijoltl.v4i1.552.

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Students in tertiary educational level in Indonesia, particularly at a state university in Centra Sulawesi are required to write a scientific paper as one of the requirements to complete their study period. The government even requires them to publish it in the academic online journal. It means that students construct it in the English language which students consider that writing an English article is difficult. Students produce several grammatical mistakes in their writing. They thought that learning grammar is such a difficult lesson and learning instruction is not interesting as teachers rely on one main resource. Nowadays, based on the researchers' investigation that there are several constraints that make the teaching-learning grammar is not effective and interesting; lack of references, time and space. While students need time to practice the language. Moodle as a part of information technology tools contributes to the solution to that constraint. After experiencing the grammar teaching-learning instruction, most students respond positive view toward the implementation of Moodle in the grammar teaching-learning process. Overall, almost all students respond that online learning instruction is needed.

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이윤경. "Corpus-Based English Grammar Instruction in a Korean College Context." Linguistic Association of Korea Journal 24, no. 4 (December 2016): 39–60. http://dx.doi.org/10.24303/lakdoi.2016.24.4.39.

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Rousse-Malpat, Audrey, Rasmus Steinkrauss, and Marjolijn Verspoor. "Structure-based or dynamic usage‑based instruction." Instructed Second Language Acquisition 3, no. 2 (November 1, 2019): 181–205. http://dx.doi.org/10.1558/isla.38054.

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This classroom study aims to explore the instructional effects of structure-based (SB) or dynamic usage-based (DUB) instruction with free response, communicative writing tasks after three years of L2-French instruction on linguistic complexity measures in (morpho)syntax and lexicon. We investigated data from forty-three young high school beginner learners of L2-French after three years of instruction with similar amounts of L2 exposure. The SB treatment included a traditional focus on explicit grammar; the DUB group was taught using the Accelerated Integrated Method, a highly communicative, meaningfocused method without explicit instruction, but with a great deal of exposure and repetition to induce frequency effects. Results after three years show that DUB instruction leads to more linguistic complexity in terms of various (morpho)syntactic and some lexical measures (multi-word sequences coverage). On other lexical measures (such as Guiraud index and average word length), no differences were found. The results are discussed using insights from the dynamic usage-based perspective.

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Wilson, Scott Neal, Caroline E. Engler, Jessica E. Black, Derik K. Yager-Elorriaga, William Michael Thompson, Andrae McConnell, Javier Elizondo Cecena, Ryan Ralston, and Robert A. Terry. "Game-Based Learning and Information Literacy." International Journal of Game-Based Learning 7, no. 4 (October 2017): 1–21. http://dx.doi.org/10.4018/ijgbl.2017100101.

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In the 21st century, students have access to a plethora of information. As such, the skills required to access and effectively sort through this information (information literacy skills) become ever more important for success in both academic and non-academic settings. This study sought to assess the efficacy of two educational games designed to increase high school students' information literacy skills. Using a randomized controlled trial in a high school setting, the games were integrated into a standard curriculum and tested for efficacy. Post-test results indicated that both games effectively transmit targeted skills. Additionally, improved performance (relative to controls) on end-of-instruction testing (EOI; end-of-year state testing) suggest that these skills transfer across important academic domains. The study provides strong evidence to support the use of these two educational games to supplement and enhance information literacy instruction.

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Abdulaziz, Hussam. "FORM-FOCUSED INSTRUCTION: ISOLATED OR INTEGRATED?" International Journal of Research -GRANTHAALAYAH 7, no. 6 (June 30, 2019): 276–87. http://dx.doi.org/10.29121/granthaalayah.v7.i6.2019.804.

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Research has shown that attracting foreign/second language (L2) learners’ attention to form in communicative-based classrooms will help them improve their accuracy. Form-Focused Instruction (FFI)- teaching the form of the language while the main focus of the instruction is still the meaning- seems to be the way to insert the form instruction into Communicative language teaching. This study investigates whether the L2 learners of English and English language teachers prefer the isolated or integrated FFI that are the two ways of attracting the learner’s attention to the form of the language in meaning-based activities. Language teaching has shifted from grammar-based instruction represented in grammar-translation method to meaning-based instruction represented in the Communicative Language Teaching, and then to the most recent phase where form and meaning are taught at the same time represented in FFI. The purpose of this work is to find out how the students want to learn the English grammar and then to match their preferences with those of their teachers. The results showed that both groups significantly preferred the integrated FFI over the isolated one.

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Walker, Deron. "Teaching Old Dogs "New" Grammar Tricks with Content-based Instruction: A Course Evaluation." Journal of Studies in Education 10, no. 3 (July 8, 2020): 64. http://dx.doi.org/10.5296/jse.v10i3.17204.

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What do we do when we discover that a uniform body of research speaks with virtually one voice, boldly declaring that practically everything we have traditionally experienced in school and have ever been taught about teaching grammar has been consistently found to be largely ineffective? A California school teacher, continuing her professional development and studying a graduate level English course using “contextual approaches to grammar,” might feel anxious, skeptical, or perhaps even relieved for the opportunity to be able to stop “teaching the book” in favor of exploring “new” methods and approaches, content-based instruction (CBI). This paper reports on a naturalistic inquiry in which a graduate level course instructor introduced this “new” approach and its “new” methods to his class of graduate student / teachers and encouraged them to make their own innovations to grammar instruction. As a result, both the numerical ratings and comments on course evaluations as well as the work submitted during the semester, indicated strongly that the beginning teachers and pre-service teachers taking this course learned a lot about teaching grammar more contextually, in a content-based manner. Thus, they were increasingly willing to try out those ideas when engaged in literary or writing instruction by the end of the course.

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Dabiri, Asma. "Comparing Two Modes of Instruction in English Passive Structures (Processing and Meaning-Based Output Instruction)." JEES (Journal of English Educators Society) 3, no. 1 (April 4, 2018): 67. http://dx.doi.org/10.21070/jees.v3i1.1259.

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This research compared the effects of two types of instruction: Processing Instruction (PI) and Meaning-based Output Instruction (MOI) on the interpretation and production of English passive structures. Ninety EFL intermediate tertiary level female students (PI group= 30, MOI group= 30 and control group = 30) participated in this study. The instruments were a proficiency test, a test to assess English passive structures and two instructional materials (PI and MOI). The data were analyzed by running one-way analysis of variance (ANOVA) and mixed between-within ANOVA. The study indicated the effectiveness of PI and MOI on English passive structures. PI had considerable enhancement on interpretation tasks all the time. It supported the use of PI rather than the use of traditional instructions in which mechanical components were emphasized. Also, the PI and MOI had long term effects on the interpretation and production of English passive sentences. This study supported the use of PI and MOI rather than the use of traditional instruction (TI) in EFL settings. The implication for particularly classroom teaching is that successful grammar instruction has to related to ultimate learning outcomes. Also, creating communicative tasks to offer opportunities for teaching grammar can lead to long-lasting learning effects.

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Squire, Kurt D. "Video game–based learning: An emerging paradigm for instruction." Performance Improvement Quarterly 21, no. 2 (2008): 7–36. http://dx.doi.org/10.1002/piq.20020.

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Squire, Kurt D. "Video Game-Based Learning: An Emerging Paradigm for Instruction." Performance Improvement Quarterly 26, no. 1 (2013): 101–30. http://dx.doi.org/10.1002/piq.21139.

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심예지. "Emerging Technologies; Online Learning of Grammar Instruction with Web-based Materials." Jungang Journal of English Language and Literature 56, no. 4 (December 2014): 289–307. http://dx.doi.org/10.18853/jjell.2014.56.4.014.

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Shintani, Natsuko, Shaofeng Li, and Rod Ellis. "Comprehension-Based Versus Production-Based Grammar Instruction: A Meta-Analysis of Comparative Studies." Language Learning 63, no. 2 (March 10, 2013): 296–329. http://dx.doi.org/10.1111/lang.12001.

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Herman, Rececca L., and Beverly Olsen Flanigan. "Adding Grammar in a Communicatively Based ESL Program for Children: Theory in Practice." TESL Canada Journal 13, no. 1 (October 26, 1995): 45. http://dx.doi.org/10.18806/tesl.v13i1.657.

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In an effort to improve the quality of young students' second language production, classroom teachers regularly search for more efficient ways to address grammatical form under the time pressures of a content-based school curriculum. If self-correction can be increased through"consciousness raising" (Rutherford & Sharwood Smith, 1985), then learners would seem to benefit from form-focused instruction. For the present study, 11 elementary school students aged 7-14 were pretested and then given daily formal instruction for two weeks in the use of past tense and plural noun forms in an otherwise content-based and communicatively oriented ESL program, after which they were post-tested twice. A significant difference was found between this instructed group and a matched control group receiving no instruction in the successful detection and correction of noun plural forms, but not in a similar test of past tense forms. Furthermore, the instructed group continued to perform well on noun plurals after one month of no focused instruction, suggesting that attention to form had some lasting beneficial effect. Possible reasons for the differential results are discussed.

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Fakhruddin, Afief, and Eka Nurhidayat. "STUDENTS’ PERCEPTION ON QUIZZIZ AS GAME BASED LEARNING IN LEARNING GRAMMAR IN WRITEN DISCOURSE." Wiralodra English Journal 4, no. 2 (October 3, 2020): 28–38. http://dx.doi.org/10.31943/wej.v4i2.101.

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The study is entitled the students’ perception on Quizizz as Game Based Learning as a in learning grammar in Written discourse. The aimed of this research was to investigate students’ opinion on Quizizz as Game Based Learning as a in learning grammar in Written discourse and their obstacles in the implementation. The data for this study were gained through qualitative method that used questionnaire and interview, and the respondents were four semester students who used quizziz as their learning activity. And created 10 questions relevant to the topics which are students already learned before by using Quizizz as games based learning for 20 minutes before finishing grammar in written discourse class once the students feel very tired, sleeping and bored for their grammar in written discourse class. The study revealed that the students had positive perception on the use of quizziz, and all students were very active to answer the questions which provided by researches, and more concentrated on the topic. The result of the study expected to give contribution in improving EFL teaching and learning activity, especially in learning grammar in Written discourse.

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Shintani, Natsuko. "The Effectiveness of Processing Instruction and Production-based Instruction on L2 Grammar Acquisition: A Meta-Analysis." Applied Linguistics 36, no. 3 (November 27, 2014): 306–25. http://dx.doi.org/10.1093/applin/amu067.

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Jailani, Adi Idham, Nazarul Azali Razali, Ahmad Harith Syah Md Yusuf, Ariff Imran Anuar Yatim, and Nor Atifah Mohamad. "Worchitect: An English Grammar (Parts of Speech) Card Game." International Journal of Modern Languages And Applied Linguistics 2, no. 1 (June 4, 2018): 1. http://dx.doi.org/10.24191/ijmal.v2i1.7361.

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Mastery of the English grammar is an intricate subject. Conventional teaching and learning of the English grammar have found to be an arduous task for teachers and a lacklustre one for students. The traditional pen and paper method often cause second language (L2) learners to become unmotivated in understanding this important element of the language. Thus, it is critical to provide L2 learners with the motivation to engage learning grammar in a more meaningful and purposive process. An ideal way to provide such learning experiences is through the use of language games that accommodate L2 learners’ desire to grasp grammar rules in an enjoyable way. To fill the gap for a purposive and meaningful grammar-based language game, Worchitect, a card-based game that focuses on (English) parts of speech is developed. The card game poses players/learners with questions that will foster their understanding of the rules of grammar for them to play the game and accumulate the highest scores possible. This game provides a constructive reinforcement to L2 users as it allows for the English parts of speech (and grammar) rules to be deductively attained. Furthermore, Worchitect is highly marketable as it is suitable for learners of various language proficiencies; for language teachers to be used as reinforcement or the actual learning activity; for parents who are looking to spend quality time with their children; and for any language enthusiast.

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Lytovchenko, I., Y. Lavrysh, V. Lukianenko, and O. Ogienko. "How to Teach Grammar to Adult ESP Learners at Technical University More Communicatively: Task-Based Approach." Multidisciplinary Journal for Education, Social and Technological Sciences 7, no. 1 (April 16, 2020): 54. http://dx.doi.org/10.4995/muse.2020.12419.

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<p class="Abstract">The article is devoted to comparison of the effectiveness of grammar acquisition by adult learners in two types of instruction – based on the traditional PPP (Presentation, Practice, Production) approach and TBL (Task-Based Learning) approach – in ESP university classes. We conducted a qualitative research in which we tried to incorporate grammar instruction in communicative language teaching and for that purpose selected two groups of students (the PPP group and the TBL group). They were taught five topics, each with a focus on particular grammar items. The comparison of the results we obtained showed that students’ achievement in the TBL group increased more substantially than in the PPP group. Also, the majority of students in the TBL group liked learning grammar at the point of need, which we consider particularly important, since it stimulated their motivation and contributed to the acquisition of grammatical structures. When considering the positive aspects of our experience of using TBL and task-based grammar learning in particular, we should first of all point out its learner-centeredness which provides a number of advantages in teaching adult students: the focus on real communication, addressing the students’ needs by putting them into authentic communicative situations, encouragement of students’ responsibility for their own learning, exposure of students to a wide variety of language, including grammar, ability to motivate students.</p>

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Esfandiari, Mehran. "Task-based Learning Applied: Satisfactory Grammar Coverage." International Journal of English and Cultural Studies 1, no. 1 (May 3, 2018): 68. http://dx.doi.org/10.11114/ijecs.v1i1.3104.

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Not only did the emergence of the idea of communicative competence result in grammar instruction being moved from its central position in traditional approaches, but it also helped to pave the way for the adoption of Communicative Language Teaching (CLT). As a tenet of language teaching methodology, the belief that languages are acquired through communication has appeared to be central to the development of task-based approaches to language teaching. Built upon the idea of learner-centeredness and CLT models of language learning, task-based learning (TBL) comes into play and encourages language learning through authentic acts of communication, interaction, and negotiation of meaning. With its main focus on fluency rather than accuracy, TBL has been criticized for inadequate grammar coverage. By drawing a distinction between a task and a grammar exercise and between focus on form and focus on forms, this paper argues that there are enough opportunities for satisfactory grammar coverage throughout a TBL lesson.

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Peng, Yanghua. "Scholastic Grammar in College English Teaching." International Journal of English Linguistics 7, no. 4 (July 16, 2017): 191. http://dx.doi.org/10.5539/ijel.v7n4p191.

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The research of grammar has been received much concern at home and abroad and the instruction of grammar is a focus and difficulty in English language teaching. The role of scholastic grammar has been paid little attention to for a long time. Some linguists and teachers believe that the traditional or school grammar should be the key in the classroom instruction, but others argue that scholastic grammar is a vital part in language itself. Based on the theories of second language learning and the viewpoints of Otto. Jespersen and H. Poutsma about scholastic grammar, this article conducts a research in colleges and analyzes the stylistic effect of attributive post-position from scholastic grammar perspective and finds that it is necessary to reconsider the important role of scholastic grammar in college English teaching. The paper ends with a conclusion about some implications of the present research for college English language teaching in China.

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Wu, Min Lun. "Making Sense of Digital Game-Based Learning: A Learning Theory-Based Typology Useful for Teachers." Journal of Studies in Education 8, no. 4 (September 27, 2018): 1. http://dx.doi.org/10.5296/jse.v8i4.13022.

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Digital game-based learning (DGBL) has gained traction on various educational levels in recent years as educators continue to seek best practices and researchers keep conducting studies to investigate the affordances and constraints of such technology-mediated instruction. This paper discusses the intersections between the historical development of educational digital games and contemporary theories of learning. Resultant from the review, a typology of educational digital games consisting of four genres -- edutainment and educational game applications, serious games, commercial off the shelf and massive multiplayer online role-playing games, and educational game design tools--is devised to help teachers interested in digital games better understand the pedagogical processes and cope with challenges involved in implementing DGBL. The paper concludes with the importance that the implementation of different genres of educational digital games in instruction entails teachers’ usage of different pedagogical strategies in accordance with the chosen game genre and opportunities to teach subject area content.

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Belanich, James, Kara L. Orvis, and Daragh E. Sibley. "PC-Based Game Features That Influence Instruction and Learner Motivation." Military Psychology 25, no. 3 (May 2013): 206–17. http://dx.doi.org/10.1037/h0094963.

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Roche, Jörg, and Ferran Suñer. "Metaphors and grammar teaching." Yearbook of the German Cognitive Linguistics Association 4, no. 1 (November 1, 2016): 89–112. http://dx.doi.org/10.1515/gcla-2016-0008.

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Abstract Despite the need for transparency and efficiency in explaining grammatical features to learners of a foreign language only very few systematic attempts have been undertaken to demonstrate the pedagogical added value of concept-based approaches to grammar instruction. The purpose of the paper is (1) to discuss the theoretical underpinnings of such an approach, to (2) present relevant theories of multimedia learning and (3) to summarize some empirical evidence on the efficiency of such an approach to language teaching and learning. The concept-based animated grammar, developed for German, uses a broad range of cognitive linguistic principles for foreign language learning in such areas as, for example, modal verbs or the passive voice.

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Lin, Lu-Fang. "English Grammar Instruction and the Problem-based Learning Approach: A Multiliteracies Perspective." International Journal of Literacies 24, no. 1 (2017): 17–26. http://dx.doi.org/10.18848/2327-0136/cgp/v24i01/17-26.

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Yáñez Prieto, Maria del Carmen. "Authentic instruction in literary worlds: Learning the stylistics of concept-based grammar." Language and Literature: International Journal of Stylistics 19, no. 1 (February 2010): 59–75. http://dx.doi.org/10.1177/0963947009356723.

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Over the last few years, researchers have criticized the typical divides between the lower and the higher stages of the mainstream American undergraduate foreign-language curriculum. Roughly speaking, the lower levels are commonly characterized by meaning-focused, sentence-based language instruction with emphasis on oral interaction, whereas the higher levels tend to focus on formal, text-oriented instruction with an emphasis on reading, writing, literature and content-oriented study. This division has clear repercussions for the conceptualization of communication, language, and language learning in the mainstream foreign-language curriculum. One of the most notable consequences is the idea that literature is essentially different from ordinary language, and, therefore, a less ‘authentic,’ ‘real-life’ form of discourse. The present article presents an alternative, integrative, literature-through-language pedagogy founded on a stylistics-based approach to language. The study was implemented with a group of sixth-semester students of Spanish at an American university. This study examines how the learners’ acculturation into the conventional two-tiered curricular configuration shaped their language constructs and the ways they composed meaning in texts. This article also discusses how the alternative course impacted on the learners’ linguistic development, views of language, and learning attitudes.

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Yan, Hengbin, and Yinghui Li. "A Blended Grammar Learning System Featuring Unsupervised Pattern Discovery." International Journal of Emerging Technologies in Learning (iJET) 16, no. 16 (August 23, 2021): 21. http://dx.doi.org/10.3991/ijet.v16i16.21857.

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Recent developments in cognitive and psycholinguistic research postulate that language learning is essentially the learning of grammatical construc-tions. An important type of grammatical construction with wide-ranging pedagogical implications is grammar patterns as laid out in Pattern Gram-mar. While grammar patterns have seen increasing adoption in language pedagogy, existing applications typically follow a paper-based, teacher-centered approach to instruction, which is known to be less effective in grammar learning than blended, learner-centered approaches. In this paper, we propose a blended learning model that integrates web-based technology with classroom-based instruction to facilitate efficient, personalized grammar learning. We present the design and implementation of a blended grammar learning system that provides customizable learning materials for individual learners by discovering important grammar patterns from corpora in an unsupervised manner. Preliminary evaluation shows that the proposed system achieves an accuracy in pattern discovery comparable to systems that rely on manually precompiled pattern lists and hard-coded rules. With a flexible architecture and an easy-to-use interface, the system can play a key role in the creation of a blended learning environment that can be integrated into a wide range of language learning curricula.

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Syarif, Hermawati. "LINGUISTICS AND THE ENGLISH LANGUAGE INSTRUCTION." Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa 10, no. 1 (July 3, 2016): 50. http://dx.doi.org/10.24036/ld.v10i1.6328.

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Linguistics as the scientific study of language has very crucial role in running language instruction. Changes in language teaching-learning method reflect the development of linguistic theories. This paper describes how the three broad views of linguistic theories, namely traditional grammar, generative grammar, and functional grammar work in relation to English language teaching and learning. Since both linguistics and language learning have the same subject to talk about, the knowledge of the language, then, is the core. Linguistic features analyzed are on the levels of Phonology, Morphology, Syntax, Semantics and Discourse as the basic components, supported by Psycholinguistics and Sociolinguistics. In relation to language teaching and learning, especially English, such knowledge on the English language gives learners the chance to apply in social communication and in any occasion. The use depends on the viewing of linguistic theories (English) in certain era, which reflects the need of learners in using English. It is assumed that the more linguistic competence someone has, the easier he/she can run his/her instructional activities. As the consequence, in the English language learning, the syllabus designer should notify the mentioned levels of linguistic components while constructing English instructional materials, methods, and evaluation based on the stage of learners to avoid misunderstanding in use. In this case, English instructors/teachers should also update their linguistic competence, especially on Psycholinguistic and Sociolinguistic points of view. Key words/phrases: linguistics, English, language instruction, linguistic competence

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Guci, Rizki Indra, and Nur Arifah Drajati. "Implicit Teaching Strategies on Grammar Instruction: Students’ Prevailing Stance." AKSARA: Jurnal Bahasa dan Sastra 20, no. 2 (October 30, 2019): 109–24. http://dx.doi.org/10.23960/aksara/v20i2.pp109-124.

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Grammar teaching in foreign language education has been maintained by most theories as one thing playing a significant role in facilitating the process of learning to read, write, speak, and understand a foreign language. However, scholars label that role as controversial both in the research of second language acquisition (SLA) and language pedagogy. Thus, such condition results in a potential cause of confusion to teachers and students, then leads the researchers to a thoughtful theoretical debate on the topic of the way grammar should be taught: explicitly or implicitly. The aim of the present case study was to gain an insight into the prevailing stance of Indonesian English students on grammar teaching enrolled in a senior high school. To this end, a questionnaire as well as interview sessions were developed and validated based on one construct pair from SLA literature: explicit versus implicit instruction. The findings, in general, showed that the students were found to prefer implicit over explicit instruction. Nonetheless, the stance somewhat changed depending on the proficiency level of students. As an implication, this study supported Indonesian English students to maintain their stance on implicit teaching strategies on grammar instruction, regarding the help they can get in the process of natural acquisition of language.

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Ellis, Rod. "INPUT-BASED APPROACHES TO TEACHING GRAMMAR: A REVIEW OF CLASSROOM-ORIENTED RESEARCH." Annual Review of Applied Linguistics 19 (January 1999): 64–80. http://dx.doi.org/10.1017/s0267190599190044.

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There is now a substantial body of research that has investigated the role of form-focused instruction in assisting learners to learn the grammar of a second language (L2). Recent comprehensive surveys of this research have been provided by N. Ellis (1995), R. Ellis (1990; 1994; 1997), Larsen-Freeman and Long (1991), Long (1988), Spada (1997), and Williams (1995a). However, it is becoming increasingly difficult to draw clear conclusions given the sheer amount of research now available, the problems of comparing results across studies, and the interactivity of the variables involved. Spada, for example, identifies seven questions that the research has addressed but acknowledges that “we do not yet have clear answers to any of these questions” (p. 74). One way of achieving a clearer understanding of how form-focused instruction contributes to acquisition might be to examine in detail studies that have investigated the effect of specific instructional options. This article will follow such an approach by examining one particular option–input–based grammar teaching.

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Duchastel, Philip. "Knowledge-Based Instructional Gaming: GEO." Journal of Educational Technology Systems 17, no. 3 (March 1989): 189–203. http://dx.doi.org/10.2190/5wte-m0y0-v931-6dpt.

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Games have a fascination for people which make them ideal vehicles for instruction of an informal nature. Described here is an instructional game (GEO) in which the user learns elements of Canadian geography as she chases a spy around the country. The game utilizes artificial intelligence approaches to represent and put to use various types of knowledge (knowledge of geography, of tutoring, and of the student). Our experience in designing and refining the game is discussed, as well as prospects for extending this approach to other learning situations.

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Journal articles on the topic 'Game based grammar instruction'

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