Abdallah M Abu Naba’h, The Impact of Computer Assisted Grammar Teaching on EFLPupils’ Performance in Jordan.International Journal of Education and Development usingInformation and Communication Technology (IJEDICT), 2012, Vol.8, Issue 1, pp. 71-90.http://ijedict.dec.uwi.edu/include/getdoc.php?id=5069&article=1408&mode=pdfINTRODUCTION This paper is aimed to summarize a research article conducted by Abdallah M AbuNaba’h from Al Imam Muhammad Ibn Saud Islamic University, Saudi Arabia on the impactof computer assisted grammar teaching on EFL pupil’s performance in Jordan. It ismentioned in the research paper that computer has become one of the most efficient mediumin the communication technology. Hence, computer also has taken place in the educationalsystem where its roles in teaching students are acknowledged by many people. CALL willalways function as an interactive tool for learning process. The researcher also compared thetraditional teaching in a classroom with CALL and he believed that students will learn betterthrough computer programs because it is more interesting and interactive. Besides, theresearcher also mentioned that the Ministry of Education in Jordan has provided computers inschools to enhance the English learning process.OBJECTIVE The main aim of this research is to investigate the impact of using computer assistedgrammar teaching on the performance of the students studying English as a foreign languagein Jordan.STATEMENT OF PROBLEM Although English has been taught in school from grade five to twelve, theperformance of the students in English is still weak. Thus, the researcher believed that CALLcan help to improve the process of teaching and learning English at school in Jordan.RESEARCH QUESTIONSThere are two research questions to the study:1. Are there any statistically significant differences between the students achievement meanscores in grammar attributed to the instructional method of teaching (traditional&computerized)?2. Are there any statistically significant differences between the students achievement meanscores in grammar attributed to the stream of study (scientific & literary)?SIGNIFICANCE OF STUDY
The researcher claimed that a lot of money has been used in order to develop thecomputer assisted language learning software programs. Furthermore, many research wereconducted to study the impact of computer in language learning, however, he claimed moreresearch should be conducted in Jordan. As computer contributes a lot in languageinstruction, the result of this research will obviously bring improvement in language teachingmethods.LITERATURE REVIEW Based on previous research by other researchers, it showed that using computer as alearning tool gives more benefits to students compared to the traditional instruction in classbecause it involved grammatical explanation and comprehension practice. Besides, computer-based grammar instruction has been proven can increase the English proficiency of thestudents compared to teacher-directed instruction. Computer also has become an effectivewriting and reading tool for students compared to the traditional method. After all, most ofthe previous research proved that CALL without a doubt contribute a lot in the languagelearning process of different age of students at school.SAMPLE The researcher conducted the research on 212 first secondary students from twopublic schools in the Zarqa city in Jordan whose age ranges between 16-17 years. Thestudents were divided into four sections, where two sections were assigned to theexperimental group (one from scientific stream and the other was from literary stream) andthe other was a control group (one from scientific stream and the other was from literarystream). Both groups were taught the English passive voice but the experimental groups weretaught using computers while the control group were using the traditional class methods asusual.METHODOLOGY Researcher designed an achievement test which consists of 30 multiple choice itemswith four choices of answers where the students have to choose the correct one. One markwas allocated for each correct answer, hence the total marks was out of 30. Students weregiven 50 minutes to answer the test. This test was given as pre-test in order to examine thestudents’ background knowledge on passive voice and another similar test was given as post-test after four weeks to examine the result of the study. The reliability of the test designed was examined through test-retest method which thetest was given to the pilot group of 25 students from the population of the study and was
excluded from the sample. The test was repeated on the same group after two weeks. ThePearson correlation reliability formula was used to calculate the reliability correlationcoefficient of the test-retest method and the result showed to be 0.95 and it was considered assuitable. A team of English language specialists was asked to validate the content of the test interm of the instruction, relevant, suitability, questions and time allocated to the test.Researchers made improvement of the test considering the specialist comments andsuggestions before utilizing it.The software programAn instructional program to teach passive voice was developed by the researcher usingMacro-Media Flash Professional Version 6. The software was structured to consist ofintroduction, followed by construction, use, agent, present verbs in the passive, past verbs inthe passive, modal auxiliaries in the passive, problematic issues regarding the passive voice,explanation and examples, exercises, drills and practice and end with test yourself session.Both software and the traditional method were valid. The content of the software wasvalidated by TEFL and curricula designing specialists. The traditional method theoreticallyvalid as it is approved by specialists in English language teaching in the Ministry ofEducation in Jordan.FINDINGS OF THE STUDYFindings related to the first questionTo analyse the result, the researcher used Analysis of Covariance (ANCOVA) and the resultshowed that the mean scores of the experimental groups were higher compared to the controlgroups. The researcher used 3-Way Analysis of Covariance (ANCOVA) to analysis the post-test results according to the method, gender, and stream of study. The result showed that therewas a significant effect of the use of computer on the achievement of the students.Findings related to the second questionThe results showed that the mean scores of the scientific stream students were higher thanliterary stream students. Besides, the 3-Way Analysis of Covariance (ANCOVA) to the post-test result in terms of the variables of the study, method and stream of study showed that theeffect was in favour to the scientific stream students.DISCUSSION AND RECOMMENDATIONSDiscussion on the findings related to the first questionAs there are no significance differences in the mean scores of the students’ achievement inthe pre-test, this indicates that the students have similar background knowledge of the passive
voice before the experiment. The results of post-test mean scores showed that theexperimental groups mean scores was higher than the control groups. This suggested thatstudents who used computerized software program benefit more than the students whoreceived traditional method way of teaching. This is may due to several reasons such ascomputer assisted learning enable the students to work according to their own pace, theireagerness to learn, immediate feedback, as well as the use of superior visual representationthat motivate students. These results were consistent with other results from other research asstated in literature review.Discussion on the findings related to the second questionThe result showed that scientific stream students mean scores was higher than the literarystream students and this can be explained through several views. First of all, scientific streamstudents are generally having better abilities but this does not mean that literary streamstudents have less mental abilities. Other than that, scientific stream students are much moreinterested in learning and studying and better in language learning particularly.COMMENT Overall, the research had been proven as reliable due to the fact that it used suitableand reliable methods, samples and research instruments. Besides, the objective, statement ofproblem and research questions is clearly explained and it helps the readers to understand thewhole research better. In the meantime, the organization of the software program that wasdesigned by the researcher also helps students to learn grammar in an exciting and interestingway. In addition to that, students nowadays are intrigued by the development of technologythat seems to play a vital role in our daily life. Most students today can easily get assess to acomputer and internet at home or in school. Many researches have been conducted in order toinvestigate the relevance and the consequences of computer assisted language learning in theclassroom which have given many insightful knowledge and information on this subjectmatter. In order to understand more about this subject matter and to gain benefit from it, suchresearch is welcomed and this article is an example of a research which explore the use ofcomputer software compared to the traditional way of teaching in learning grammar. Wegenerally agreed with the result of this study which we think that computer assisted languagelearning is more beneficial than the traditional way because students will engage themselvesin the process of learning as they can do the exercises and get feedback immediately so thatthey can revise the subject again. These help students to gain more input effectively.