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1. ENGLISH LANGUAGE TEACHING
METHODOLOGY IN A CALL
CLASSROOM:
TESTING AND EVALUATING TRADITIONAL
GRAMMAR INSTRUCTION
By: Dr. Jasmina P. Dordevic

2. PRESENTER:
SHARMAINE JOY D. DAYRIT
MAED ENGLISH

3. WHAT IS CALL?
COMPUTER ASSISTED
LANGUAGE LEARNING

4. CALL
“It is the use of computers in foreign
language learning and teaching
(word processors, Internet etc.) but not the
use of specific items of modern technology
(mobile phones, tablets and pads).”
-EUROCALL, CALICO, IALLT

5. CALL
“The search for and study of applications of
the computer in language teaching and
learning.”
(Levy, 1997)

6. CALL
“Any process in which a learner uses a
computer and, as a result, improves his or
her language.
…
A young branch of applied linguistics and it
is still establishing its directions.”
(Beatty, 2010)

7. CALL RELIES ON
3 COMPONENTS:
• Content
• Pedagogy
• Technology

8. ENGLISH LANGUAGE TEACHING
METHODOLOGY IN A CALL
CLASSROOM:
TESTING AND EVALUATING TRADITIONAL
GRAMMAR INSTRUCTION
By: Dr. Jasmina P. Dordevic
TESTING AND EVALUATING TRADITIONAL
GRAMMAR INSTRUCTION

9. LIMITATIONS
• Time
• Space
• Number of participants
• It was only related to one grammar
learning objective and a single
grammar item
• It can only serve as an illustration

10. The research was conducted two times at two
different English language departments with 25
participants each
• S.Y. 2014-2015
• Average age of participants= 20 yrs. old
• How frequently the participants use the
computer for their studies= everyday
• In each group, three 90-minute sessions
were conducted.
METHOD

11. Authors point out that students should
not be instructed to learn grammatical
use, but rather taught how to understand
and acquire the meanings conveyed by
grammatical forms and how to use them
in communication.
COMBINATION OF TRADITIONAL
GRAMMAR INSTRUCTION:
METHOD:

12. TEST A COMBINATION OF
TRADITIONAL GRAMMAR
INSTRUCTION
CONVENTIONAL
CLASSROOM
SETTING
(based on paper and whiteboard)
EXPERIMENTAL
CALL SETTING
(web-based)
The meaning of modal verbs was taught using
grammar-based teaching and communicative learning.

13. METHOD:
COMBINATION OF TRADITIONAL
GRAMMAR INSTRUCTRION:
GRAMMAR-BASED
TEACHING
COMMUNICATIV
E LEARNING

14. Richards and Renandya, 2002,
suggest various techniques in teaching grammar:
METHOD:
• problem solving
• explanations
• timelines
• drills
• written practice
• pair work
• role plays

15. METHOD:
THREE Ps MODEL
PRESENTATIO
N
PRODUCTION
PRACTICE
A grammatical item will be presented,
described and explained.
Then, it will be
practiced within an
adequate and
illustrative context.
Finally, it will be tested to ensure
proper production.

16. PRESENTATION
techniques
PRODUCTION
techniques
PRACTICE
techniques
METHOD:
THREE Ps MODEL
• Previewing, text study, problem-
solving, isolation, modelling,
explanations, writing on the board,
drawing timelines
• Drills, written practice, games,
interaction activities
• Pair work, purposeful writing

17. The separate meanings of modal verbs, types of
modals, semi- modals and modal idioms may be divided
in eight groups of meanings:
Possibility/ probability Can, could, may, might, must, can’t
Ability Can, could, be able to
Permission Can, could, may, might, be allowed to
Prohibition Must not, be not allowed to
Advice/ recommendation/
expectation
should, ought to
Obligation Must, have to
Necessity Need, have to
Absence of obligation or necessity Don’t have to, need not, needn’t have

18. The meaning of modal verbs was taught
using grammar-based teaching and
communicative learning.
CONVENTIONAL
CLASSROOM
SETTING
(based on paper and whiteboard)
Paper-based presentation
distributed as hand-outs
EXPERIMENTAL
CALL SETTING
(web-based)
Created in Hot potatoes
and Dvolver
Accesed through PBworks

19. MODAL VERBS
EXPERIMENTAL
CALL SETTING
CONVENTIONAL
CLASSROOM SETTING

20. CONVENTIONAL CLASSROOM SETTING

21. EXPERIMENTAL CALL SETTING

22. CONVENTIONAL VS. CALL

23. EXPERIMENTAL CALL SETTING

24. CONVENTIONAL CLASSROOM SETTING

25. EXPERIMENTAL CALL SETTING

26. CONVENTIONAL CLASSROOM SETTING

27. RESULTS AND DISCUSSION
Based onThornbury (2002) andWeibel & Hagen
(2011) grammar is best tested by means of discrete-
item tests.
In the case of the research presented here, the
meaning of modal verbs was tested based
on tasks, such as fill in the gaps, choose the
correct answer, match the correct forms, etc.

28. RESULTS AND DISCUSSION

29. RESULTS AND DISCUSSION

30. RESULTS AND DISCUSSION

31. RESULTS AND DISCUSSION

32. The traditional grammar
instruction proved as
comprehensive and
effective in the CALL
setting as in the
conventional one.

33. This research will contribute to clarifying
questions regarding how online and offline
tools can be utilized for the purpose of
achieving learning objectives (Stockwell,
2007).

34. GRAMMAR INSTRUCTION IN
ELT AND CALL
Coniam (2006) concluded
that the performance with
computer-based test was
generally better than with
traditional paper-based

35. Possible benefits of digital technology and
CALL in the classroom:
1. Implementation of unlimited choice of multimedia
resources, applications and authentic material
which can be adapted to fit both curriculum
requirements and student needs (Cennamo, 1993;
Vanderplank, 2010).
2. More individuality and autonomy are provided to
the students as they can contribute ideas and
material while being in charge of their own study
and research time (Murphy, 2008).

36. Possible benefits of digital technology and
CALL in the classroom:
3. Faster feedback and direct communication with the
students further self-correction and error
management skills, thus contributing to a rise in
self- confidence (Hyland, 2000; Skehan, 2003).
4. Motivation is furthered both among students and
teachers. Interesting and challenging content helps
students focus, thus motivating them to work harder
(Cheng & Dornyei, 2007; Noels, 2001).