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.