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English is not so alien

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DOLPHINS

Dolphins are regarded as the friendliest creatures in the sea and stories of them helping drowning sailors have been common since Roman times. The more we learn about dolphins, the more we realize that their society is more complex than people previously imagined. They look after other dolphins when they are ill, care for pregnant mothers and protect the weakest in the community, as we do. Some scientists have suggested that dolphins have a language but it is much more probable that they communicate with each other without needing words. Could any of these mammals be more intelligent than man? Certainly the most common argument in favor of man's superiority over them that we can kill them more easily than they can kill us is the least satisfactory. On the contrary, the more we discover about these remarkable creatures, the less we appear superior when we destroy them.

ARTICLE REVIEW

Title: Teaching Grammar through Multimedia to Rural Secondary School Students

Volume :Indian Streams Research Journal, Education Vol - I , ISSUE – V,June 2011

Author : Author : Kirankumar K.S.  from Kumadvathi College of Education, Shikaripura and Dr. Patil S.S.  from Kuvempu University Shankaraghatta, Karnataka .

I have picked a study entitled “ Teaching Grammar through Multimedia to Rural Secondary School Students”  which is engineered by Kirankumar K.S and Dr Patil to find out if there is any significant relationship between the use of CALL with student performance in English grammar. The purpose of the study is to develop a Multimedia Presentations for teaching grammar for the students studying in IX Standard. Research evidenced indicates that the Multimedia presentation can improve student’s performance. The study is carried by dividing homogeneously into control group and experimental, consisting of  60 students studying in ninth standard during the academic year 2009-2010 under Karnataka Secondary Education Board syllabus (Kannada Medium) in Shikaripura (Tq), Shivamogga District. The control group is treated by traditional method and the experimental group is treated by multimedia presentation. The difference between pre test and post scores of both the groups is calculated and as a result, the experimental group has a higher score than the control group for post scores. The reasons for this improvement are the variety and ease of the presentation. Besides the Multimedia Presentation provides novelty and learner friendly environment created for the students in the classroom. In addition, by using this tool the components of English grammar which involve complex ideas and concepts can be taught as mere verbal approach is insufficient and do not develop images in the minds of the learners easily. Hence, this method is viewed as an innovative approach to teach English grammar viz noun as a part of speech particularly. Through this research, it is believed that grammar is a subject which should not be taught in a mundane manner through teachers, but rather as a hands-on, experimental fashion. Students will benefit most if they are actively involved in the learning grammar process. This study believes that the best way for students to be actively involved is through the use of the computer. However, like any other studies, this study has its own inevitable limitations. First, this study is confined to the ninth grade students in the academic year 2009/2010 under Karnataka Secondary School in India. Second, it is restricted to one aspect of language which is noun. Third, the results of this study may be confined to the first secondary stage students only. Hence, the finding of the study cannot generate a general comprehensive idea about the relationship between multimedia presentation and student performance in English grammar.

            I am interested with the research because I have wanted to know if our English teachers can improve their students’ grammar using technology as a medium of learning and teaching. Grammar has always been viewed as playing an essential role in the success or failure of formal communication. And teachers usually use the traditional method such as lecture method with inductive and deductive approach but these methods are incomplete. As a result learners are facing lot of problems in learning English grammar; thus it is natural they lose interest towards learning English grammar. That is why I think this research can give us a glimpse of the implication of using technology in improving grammar and based on the positive result we have here, I think we shall consider this method in the future.

            For the research, I honestly think it is well conducted be it could better if the experimental group can use PowerPoint Presentation  more when learning grammar than once then the result might be more accurate and reliable.

            I must say, the kind of research is actually important for all educators when they wish to integrate technology when teaching grammar. This paper somehow help us to answer these questions that we have been asking ourselves for quite some times : Why using CALL somehow is more convenient in teaching grammar than using traditional method? What CALL can offer that makes it more preferable among educationist, teachers and students? What are the limitations of this program? Can CALL be used as a teaching aid? And from the research conducted, I shall say that CALL gives us more advantages despite its some glaring problems.

            First, CALL gives a new role to teaching materials. Out of the context of CALL, teaching materials – film projectors, tape recorders, marker and whiteboard- are passive. The unique property of the computer as a medium for education is its ability to interact with the student. In addition, in CALL, materials adapt themselves to the requirements of the individual student; that is, they become interactive. Besides, books and tape recordings can tell a student what the rules are and what the right solutions are, but they cannot analyze the specific mistake the student has made and react in a manner which leads him not only to correct his mistake, but also to understand the principles behind the correct solutions.  However, when using CALL like online quiz, they are allowed to control, navigate and deliver input and at the same time they get immediate output or feedback.  This situation provides interactive learning for the students that books fail to do. Besides, the integration of CALL in learning grammar which results an interactive learning is corresponding with a new grammar model CCCC (Confrontation, Clarification, Confirmation and Consolidation).  And believe me when I say this model is not as boring as it is sounded. The model emphasizes on both integrative grammar and communicative language teaching, meaning, it presupposes students’ interaction while learning. So, what is the best way to catalyst an interactive learning? Of course it can be done by using interactive materials like CALL.

            Second, using CALL can enhance intrinsic motivation in learning grammar among the students. We are all aware that many Malaysian students have been declaring a war against grammar learning in the area of second language acquisition for years because they accuse it for being monotonous, boring and difficult. This is because teachers use traditional method to teach it by having the impression that grammar can only be taught through repetition and other rote drills. According to Ellis ( 2003) traditional language teaching in classroom can be dull, boring, and even frustrating, and students can lose interest and motivation in learning. Teaching grammar does not mean asking students to repeat models in a mindless way, and it does not mean memorizing rules. Such activities can be boring and do not necessarily teach grammar. However this does not mean there is no place for drills, but drills should be used in a meaningful and purposeful way. According to Kiliçkaya (2007), drill-type CALL materials are suitable for repetitive practice, which enable students to learn concepts and key elements in a subject area. For example, a monotonous paper exercise of ‘fill-in-the-blanks’ type can be made more exciting on the screen in the self-access mode, and students can select their own material. And many other studies have proven that CALL can provide a platform to the students to learn grammar in such way. This is because young generation is more attracted in learning process if it involves the use of technology because it is something they can relate to. Their motivation, therefore, can be augmented as they usually find the learning material involving latest technology is interesting, challenging and rewarding and they receives some kind of satisfaction from learning.  Like it or not computers are popular among the students because they are associated with fun and games and they are fashionable. This is because CALL programmers can provide student ways to learn English through computer games, animated graphics, and problem-solving techniques which can make drills more interesting (Ravichandran 2000). Hence, their pessimistic perception towards grammar can be shifted via the utilization and integration of computer.

Third, it offers a powerful self-access facility and individualization, that is, it helps to generate autonomous learners who will experience freedom of choice. Brown (2002) maintained that now that the paradigm shifts from teacher – centered to learner centered instruction is firmly in place, computer use in learning English grammar as a second language may help students take ownership of their own learning. The tools that learners find in computers allow them to assume mastery of their own learning experience. Students can call up the programs held by computers whenever they want; besides, computers are sensitive to the learners level of proficiency. This situation benefits the students greatly as it allows learners to have non-sequential learning habit; they can decide on their own which skills to develop and which course to use. Furthermore, students can learn grammar at their own speed and level based on their own needs. For instance high fliers can realize their full potential without preventing their peers from working at their own pace. And then the problems rise by the differences between the slow or the fast learners can be prevented. Therefore, each learner may find his own pace to get the finest results. Not only that, shy or inhibited students can be greatly benefited by this individualized, student-centered activity.  Therefore, the use of computer program in learning English as a second language has also psychological benefits as the students feel more confident, their self-esteem will raise and they will enjoy their success. This will lead to the improvement of students’ performance in grammar as their motivation is boasted. Hence, the use of computer is believed to be conducive to learner’s active participation in his/ her own learning.

Fourth, it gives immediate feedback to students and help students eliminate their misconception at the very first stage. They are likely to have optimum benefit if feedback is given immediately. Brown(1997) stated that a delayed positive feedback will reduce the encouragement and reinforcement, and a delayed negative feedback affects the crucial knowledge a students must muster. And of course, in learning grammar immediate feedback will greatly benefit as Bertram Opitz(2011) stated  in his research ‘the gain in performance was significantly larger for the group receiving immediate feedback as compared to the group receiving delayed feedback in learning grammar’. Hence it is unquestionable that the immediate feedback is important for students to improve their grammar and the delayed feedback can give different result in their performance in grammar.

 The potential of the computer to go beyond providing simple practice and reinforcement of grammar points taught in the classroom is only beginning to be explored. This field should be expanded and discovered its potential as the world is heading towards knowledge economy and a lot of money will be invested in computer assisted language learning instructional software programs. Therefore, it is worth investigating the effectiveness of such CALL programs on the performance of learner not only in English but other areas as well. Even though many teachers still rely on chalk and talk in teaching, perhaps this is the time for them to find a space for computers to make teaching and learning process more effective. Over the years more and more technical inventions have supported the educational aids and  a good teacher should always keep abreast of the best, most modern methods of teaching and certainly CALL is one of the latest methods. 

JCROSS TASK : PLEASE GUESS THE MOVIES BASED ON THE DIALOGUES PROVIDED

Hi, we meet again once again. This is my latest exercise for you guys, I hope you can take a moment to check this out. Please click the link below.

Guess the movies

https://www.dropbox.com/s/lnyatvtmrq1bwcn/articlesbones.htm

The link above is my filling-gap exercise. I hope you can take a moment of your busy life to check it out. In my opinion using Hot Potatoes is easier than Microsoft Excel in creating new exercises. Hot Potatoes only requires you to click certain boxes and your exercise will be done in no time. However, Excel is quite complicated when you have to write certain formulas and a tiny mistake will cause you the greatest impediment to your progress.

Hi, we meet again. I hope everyone is fine. For this entry, I would like to share my two-cent opinion regarding a brilliant ESL website named englishtestscore.net. I stumbled upon this website when I was looking for a good grammar exercise online. I can go on rambling the whole day about the advantage, disadvantage of this website or its practicality and such. But let me use these questions below as my firm guidelines as to avoid me from blabbering blatantly.

Question 1
What does the website attempt to teach? Are exercise included in the website? What are the types of exercise included? Are these immediate feedbacks? Are there different level of difficulty for different proficiency levels?

Basically the said website offers everything that you could possibly expect from esl website. It provides some meaningful learning experience for your speaking, writing, reading and listening skills. Yes my reader, all of it. But the core aspect of englishtestscore.net is its grammar. You can literally do tons of exercise to improve your grammar. And the best part is, all the answers for the questions are immediately given with an adequate explanation, giving an opportunity to the leaners to aware of their mistakes and errors. The exercises included are varies, for example, for grammar you can have multiple choice questions where you just have to click your desired answers and the correct ones will pop out. And for writing maybe the exercise will require you to rewrite the certain sentence while the meaning of the sentence does not change and so on. Besides, it also has different exercise for different level of proficiency. Are you still in the beginner level in English? Don’t worry because this website has loads of exercise for you. How about intermediate and advance level? It has it covered. Do you wish to find out if you are an absolute grammar nazi? I will recommend you to try the sudden-death Super Grammar Challenge Contest where you need to have streak correct answers to proceed to the next level. Besides, the score for each exercise, test or quiz will be attached to the screen when you have finished it, so it is easier for you to check you progress in learning the language.



Question 2
What are the learners/visitors required to do with regards to learning the content of the website?

Upon laying your eager eyes on the webpage of this website, I could guess few adjectives that will probably run throughout the back of your mind : intimidating, complicated, mundane, boring, haywire, colourless and all negative words. As a frequent user of this fantastic website, I would say relax and take a deep breath. This website is not that scary, I promise. My first advice for the fellow users would be you should be clear of your proficiency level, what you wish to learn from it and your expectation after your log out.
After you have clarified these things, you can check out the boxes provided, choosing which section of the boxes you should click on. For example, I usually visit this website because I would like to do some grammar exercises for advanced level and since I don’t have specific aspect of grammar I want to practice on, I click on Super Grammar Challenge Contest and from there I can find out my performance in grammar. Or if I would like to improve my listening, I can click on the Listening section, proceeding with some provided exercises like Filling Gap, Short Conversation, Picture Description etc where the audio are attached together. This website is quite simple to be maneuvered around; you just simply need to know your level and what you want to learn.

Question 3
While you are going through the website, does it remind you of anything you do in a classroom, or with a teacher, or with a fellow classmate, or in self-study?

Browsing through the website, I admit it reminds of the exercise I did during the classroom. When I was in a high school, I still remembered my favorite English teacher distributed grammar exercise; encompassed of multiple choice questions, and just like the exercise in the website you are given some feedbacks. When doing some exercises in the classroom, often we chat with our classmates to share our opinion, to clarify things, to ask questions and so on. And guess what, you can also have little chat with registered members in this website as well. Through this online chatting you may have an opportunity to actually connect with native speakers, enhancing your language skills in the outside classroom. Having a chat may give you a glimpse of authentic communication in real life situations, improving writing skills, learning the target culture etc. So if you are a new user, don’t be shy, just hit the chat window and ask for helps or shoot any related questions to other users. You will be surprised how friendly they are.

Question 4
Does the website present learners with something that cannot be done in a textbook/workbook? If yes, how so.

This website is quite similar with the traditional textbook or work book in many levels. You are given some exercise and the answers are provided as well. And just like the textbook/workbook, you are given the immediate feedbacks. Well I guess the advantage of the website compared to the textbook probably would be: a) The website gives you the score the moment you finish your exercise within the allocated time so doing exercise in this website will give you some preparation for your actual test , b) you can do listening exercise whereby you can listen to an audio and answer the questions given, c) if you are bored with traditional exercise and drill you can play language games like English Crosswords, Basketball English Grammar, Hangman and so on and the games are interactive and fun.

Question 5
Can you pinpoint some theories of language learning and/or teaching underlying the application?

Have you ever felt that you are a letdown when your grammar level is not up to par and your teacher points that out in front of the class? Been there done that. As a second language learner, it is not uncommon to develop a language ego meaning you are easily get offended and embarrassed when someone corrects your errors and mistakes. We know that nobody is perfect and that is why we always need another pair of eyes to point out our errors and mistakes. The problem is, some ‘grammar nazis’ are quite harsh in correcting the mistakes. Perhaps the harsh feedback or cruel tone could deter you from improving the language. It is normal for second language learners especially high school students to get hurt because of the unfiltered feedback, compelling them to hate the language. However when using the website, you will feel comfortable to receive the feedback as the feedback provided are natural, nonjudgmental. So the learners can learn from their mistakes without dreading some unforgiving feedback from anyone. This whole fiasco of harsh feedback could lead to anxiety. And this issue should not be threaded lightly as according to Brown (1973), anxiety in language learning can be detrimental factor to successful learning. And I think this website could somehow eliminate the said factor. Eliminating anxiety certainly can increase one’s self-efficacy. According to a famous psychologist Bernard Weiner, who proposed attribution theory,(1986, 1992, 2000) stated that the leaners will likely to succeed in language learning if they are not judged by anyone and they will feel they are capable of carrying out the task given. And using this website can enhance ones’ self-efficacy as no one is blatantly judged here and the users can take rein on how they should proceed with their lesson.


Question 6
An important criterion for evaluating a CALL program, task, activity is the potential for language learning. Does the website fulfill this criterion? If yes, how so?

Upon using the website, I have improved my language learning by doing its exercise and playing its little games. Based on my humble opinion, I think this website has its own potential in language learning. It has spurred the users to always improve their language. I think the biggest reason why the users would likely love to learn and improve themselves could be the grade given after each exercise and test. I am motivated to learn more grammar when I am eager to increase my mark each time I do the tests.

Question 7

Would you like to use the application for yourself in your future work?

It is a booming yes! I couldn’t find any reason why I shouldn’t use this website in my future work. In fact I could give you plenty of reasons why I will continue using it.
1) This website has everything that you could possibly want to improve in English. You want to improve your speaking? Check. You want to improve your  reading? Check. You want to improve your  grammar? Check.
2) This website is quite simple to use and once I’ve bookmarked it, I can do random exercises whenever I am online. The score provided for each exercise really helps me in tracking my performance.
3) I have learned many things from this website, so I would suggest you guys to at least check out the webpage. I promise it is worth it.
4) I used to show this website to my students during my practicum and based on my observation, they enjoyed doing the exercise using computer. And they felt intimidated, pressured, and excited when they have to answer the questions based on the allocated time. Then they would squeal in delight when they were rewarded with some marks or scores for their effort, wearing a satisfying smirk after that.
I think despite all the advantages mentioned above, this website has its own glaring disadvantage. If you wish to learn something for example preposition, this website does not include the explanation or reading material for that, it only offers the exercises for that topic. And it is quite disappointing actually to know that.
I think that’s all for now. I hope whoever reads this post will find this piece helpful in finding a good esl website. Before I forgot, her is the link for the website in case if you are interested to check it out later. Goodbye.


http://englishteststore.net/