Some ICT Tools in learning grammar

1. 17 Nov 2020
ICT TOOLS in
Grammar
English Language
Teaching and Technology

2. The Sixth Group
Novi Dyah A
(20716251028)
Devi Nurhastuti
(20716251044)
Rizky Amaliah Ulfiatun N
(20716251043)

3. ICT Tools in Grammar
About Grammar
Related Studies
Discussion
Q & A
Lesson Plan Article Source

4. "ABOUT GRAMMAR"

5. Grammar
Types of Grammar02
The Importance of Grammar03
How to Teach Grammar04
The Nature of Grammar01

6. Phonology – Organization of sounds
Morphology – Structure and form of words
Syntax – Arrangement of words into larger units
Semantics – Meaning of language
Pragmatics – Functions of language & It’s use in
context
What is Grammar, Exactly?

7. ● This term is used to refer to the
rules or principals by which a
language works, that is, its
system or structure. The
systematic study and description
of a language. A set of rules and
examples dealing with the syntax
and word structures
(morphology) of a language.
Grammar

8. —(Thompson 1983)
Understanding grammar is inseparable from
understanding the principles by which
language users decide how to package an
entire discourse.

9. Fallacies concerning grammar
One of the fallacies is that some languages do
not have grammar or have little grammar. The
grammar defines the main operations of the
language, then we can arrange that each
language has its grammar and is adequate
Another fallacy, about the change of
grammar is that it results in deterioration or
alternatively evolution.

10. Types of relations between grammatical units
Paradigmatic Syntagmatic

11. Descriptive grammar: focuses on the way a language is actually used and usage by its speakers.
descriptive grammar does not say “this is correct or incorrect”
Prescriptive grammar : A set of rules about language based on how people think language
should to be used grammatically . Unlike descriptive grammar, in a prescriptive grammar there is
correct and incorrect in language use.
Example :
“He and me were arguing about the presentation”.
A descriptive grammarian will explain this sentence as grammatical because it can be
understand by people.
A prescriptive grammarian will say this sentence is incorrect since it has violated the standard
grammar rules with the incorrect usage of ‘me’ with “He” (where it should be He and I).
2. Types of Grammar

12. Descriptive Prescriptive
How language is used. Seeking only to
understand how the language work as
tool to communication.
How language should be used.
Focuses on what we should say and
what we should not say.
Consider the purpose of language that
used by speaker.
There are formal authorities who
gave certain rules in producing
sentences and it will be taught at
school
Non- judgmental (no labeled a sentence
as correct or incorrect
There is a distinction between correct
sentences and incorrect sentences

13. 3. THE IMPORTANCE OF GRAMMAR
Widodo (2006) stated that Contradicting to current practices which treat grammar as less
important, grammar was perceived as more important than other language skills especially
for L2 learners.
1. Students need to have a good grammar foundation to communicate effectively in
English (McKay, 1987)
2. Grammar helps learners to identify grammatical forms, which serves to enhance
and sharpen the expression of meaning.
3. Having a good grammar system of language, learners will be helpful in delivering
their ideas, messages, and feelings to other listeners or readers clearly (Kalend O,
2006)

14. 4. How to teach Grammar?
If you have grammar lesson, how will you present the lesson?

15. Covert Grammar Teaching vs Overt Grammar Teaching
Covert Grammar Teaching Overt Grammar Teaching
The teacher gets the students
involved in using the structure
without drawing their attention to
grammatical rules
(grammatical facts hidden
from the students)
Example: Reading new text
where new grammar is practiced
The teacher explicitly explains
the rules when presenting the
new language
(grammar rules provided
and explained)
More detail:
Deductive vs Inductive

16. Various Techniques of Teaching Grammar
(Harmer, 2007) suggested:
Deductive and Inductive Approach

17. The Techniques
Known as top-down.
Giving rules - Giving
examples - Practice.
Known as bottom-up.
Giving example - Discover rules
– Practice.
Deductive Approach Inductive Approach

18. DIFFICULTIES IN TEACHING AND LEARNING GRAMMAR IN AN EFL CONTEXT
Haudeck has reported that many learners have difficulty in
internalizing grammar rules, although these have been taught
intensively (1996, cited in European Commission, 2006).
Moreover, Mekhlafi and Nagaratnam (2011) also found that the gap
between students’ grammatical knowledge and communicative ability
also be some problems in learning grammar.

19. Traditional Grammar Teaching
The term ‘traditional grammar teaching’ implies a focus on rules, patterns and grammatical forms. It
described as a ‘focus on forms’ [structures become more important] instead of a ‘focus on form’ [look at
the meaning]. (Ellis et al, 2002)
Drill-exercises
(Lee & VanPattern, 2003)
Grammar Translation Method
(Tornberg, 2007)
Communicative Language Teaching
communicative language teaching (CLT) places the students as the center of teaching and learning process,
involves the real communication, and meaningful tasks, and uses mixed syllabus (Richards, 2006)

20. The Use
Technology and
Teaching Grammar
ICT

21. The term ICT means Information Communications Technology, and it is
often used to talk about computers and other technology use in schools.
In this case, it deals with how to use ICT within the
teaching of English grammar
Kenning (2007: 105) suggests that two of the major advantages of ICT are
that it helps learners to gain control of their own learning and that it can
help teachers individualize teaching.

22. “RELATED STUDIES”
Some Articles in ICT and Grammar

23. Grammar and ICT
A. Virtual Communities in a secondary school - Discovering
the internal grammar of video games
B. Exploring learners’ grammatical development in mobile
assisted language learning
C. Improving ESL Learners’ Grammar with Gamified-Learning

24. Laura Méndez1,*, María Ruth García-Pernía2 , Sara Cortés (2014). Virtual
communities in a secondary school – Discovering the internal grammar of video
games. New Approaches In Educational Research Vol. 3. No. 1. January 2014 pp. 2–
10 ISSN: 2254-7399 DOI: 10.7821/naer.3.1.2-10

25. Virtual communities in a secondary school – Discovering
the internal grammar of video games
NAME OF JOURNAL RESULT
Findings of the
implemented
method
METHOD
Setting and
methodology of the
study
INTRODUCTION
Background of the
study
THE AUTHORS CONCLUSION
Suggestion

26. INTRODUCTION
The need arises to enhance multiple literacy processes
that will allow students to become active participants in
these media, able to reconstruct the messages that
they receive and to develop conscious knowledge from
those messages (Méndez, et all, 2013).

27. Method
A qualitative and
ethnographic approach
The group under
analysis included 27
students, 13 girls and
14 boys. Most of them
were used to playing
video games, but only
three of them had
previously played The
Sims 3.
Using Video games
Research design Participants & settings Instruments

28. FINDING
⎯ Through their messages in the forum, students shared their thoughts
about the game with other players and, between them, reconstructed the
system of meanings related to the content and design elements that define
the simulation genre
.
⎯ When writing on the forum and using the speech code characteristic of
this medium, collaborative learning was favored, sharing the problems
encountered during the game as well as the strategies used to solve.
⎯ In addition to this, the social network facilitated the emergence of a more
horizontal knowledge, where individual contributions helped to develop of a
joint representation of the problems and strategies adopted to solve them,
which became increasingly complex and elaborate.

29. CONCLUSION
This analysis will allow us to
conclude that the use of a social
network to support the use of
video games in the classroom
enhances the results obtained in
other studies (Méndez, et all,
2013) about the acquisition of
literacy within the framework of a
participatory culture.

30. Ghorbani, N., & Ebadi, S. (2020). Exploring learners ’ grammatical development in mobile
assisted language learning. Cogent Education, 6(1).
https://doi.org/10.1080/2331186X.2019.1704599

31. Cogent Education Findings of the
implemented method
Setting and
methodology
Background of the study
Negin Ghorbani &
Saman Ebadi
Discussion
Suggestion

32. Introduction
32
As stated by Nickel (2002),
grammatical accuracy in foreign or
second language learners can create
confidence for making communication.
In Iran, making grammatical mistakes
is common due to the differences of
sentence structures between Persian
and English, especially because of the
use of subject-object-verb.
Among learners in Iran, there has been
a growing interest using smartphones
as a form of mobile assisted language
learning (MALL).
MALL emphasized the mobility devices
for users to get access everywhere and
at any time desire (Cherian and
Williams, 2008).
● Background
● Although Ducate and
Lomicka (2013) reported
that over 50% of the English
learners in Iran uses MALL
for enhancing their language
proficiency these days, there
is no inclination that
students wanted to use
MALL as the tool of
educational tool.
● It was probably because the
lack of instruction provided
by the university professor.
● Problem
● The authors aims to explored
the development of the
grammatical accuracy as the
result of instructor feedback
in an Iranian university
through mobile immersion.
● This study aims to explored
towards using MALL
applications, specifically
Telegram, as supplementary
teaching materials in
improving the participants’
proficiency in learning the
English grammar
● Objectives

33. Method
Mix Method, with
quantitative & qualitative
data analysis. Pre-post
test & semi-structured
interviews.
30 female students
from an English
teaching Telegram
channel at a university
in Iran.
Diagnostic test using
DIALANG test.
Using telegram.
Interview processed by
thematic analysis.
Research design Participants & settings Instruments

34. Data Collection
Discussing
Data Analysis
4 531 2
First
Analyse pre-test
and post-test
Second
The-shapiro-Wilk
test for normality
of data
Third
T-test, degrees of
freedom, t-value, p-
value were evaluated
6
Determining Grouping Feedback Post-testInterview

35. Results
1. From the data, a significant relationship between the mobile immersion and the
development of the grammatical skill among the participants of the experimental
group was supported
2. The data were triangulated through member checking in which the participants
indicated that using Telegram along with the feedback they received contributed
significantly to their progress evidenced by the post-test scores
3. The focus of the second question was on the effectiveness of the method in
promoting the grammatical proficiency. The participants’ answers showed that
93% were positive about the final impact of applying Telegram in improving
grammar, and only 2% asserted the negative effect of it.
4. The largest proportion of the participants (70%) showed their interest in using
Telegram as a learning device
Briefly: the findings of this study highlighted the significance of using MALL
applications as supplementary educational tools alongside the traditional
classroom practice

36. Conclusion
It affirmed using MALL methods can be helpful in
learning a foreign language which is in contrast to
the findings of Corlet et al. (2005) which concluded
that some of MALL applications are not effective
means of learning a foreign/second language.
Discussion
MALL applications such as Telegram can be
effective for grammar learning in EFL classes.
The feedback provided by the instructor plays a
role as the reminder of the correct usage of
the language structure in later uses of the
same form.
Since this study was carried out with a limited
number of participants, similar studies with
more participants in a different chat platform
such as WhatsApp could further investigate
other language skills and components in
online programs.
Suggestion
We cannot generalizability the finding
because there are some limitations there.
Conclusion

37. Hashim, H., Rafiq. K. R. M,, Yunus M. M. (2019). Improving ESL
Learners’ Grammar with Gamified-Learning. Arab World English Journal.
DOI: https://dx.doi.org/10.24093/awej/call5.4

38. Content
Introduction Methodology Finding Conclusion

39. Introduction
 Despite being under the 21st-century umbrella, the English language
proficiency of Asian learners is still a few steps behind. Since primary school,
students are equipped with grammar knowledge, yet they still have a hard
time learning English due to limited vocabulary in the language.
 Grammar activities designed in the Malaysian English textbook for
secondary schools are catered for the conventional teaching method.
Although the curriculum in Malaysian Education has moved towards 21st-
century learning, the content is still designed in an old-fashioned way.
 Most of the English as a Second Language (ESL) learners in Asian countries
face challenges in learning ESL grammar.
This study aimed at exploring the effectiveness of using online language
games in improving ESL learners' grammar.
Data collected were recorded in frequency count and scores from the tests
were converted into percentages as standardized by the Ministry of Education
Malaysia, whereby each score belongs to a different grade.

40. Methodology
Participants:
30 students from a secondary school in Malaysia.
The students level proficiency were intermediate to low.
Research Design :
Quasi-experimental ( A pre-test and Post-test)
Instrument:
- Pre-test (Questionnaires)
- 3 interventions using various online language games (Socrative,
Power point challenge game & Kahoot)
- Post test (Questionnaires)

41. Findings
For grade A, the students who get 800-100 has increased
from 1 students to 2 students
For grade B, in the pre-test, only five participants obtained
65-79 score, while in post-test, a total of 16 participants
managed to get the good score.
Grade C in the pre-test were 15 students who get 50-64
scores and in post-test, there were only 12.
Grade D has Eight participants who have 40-49 score for
their pre-tests, but in the post-test, none of the participants
received this score. Same goes for grade E, where one
participant scored in pre-test, but none of them scored the
same grade for post-test.
In other words, online language games improve ESL
learners' grammar.

42. CONCLUSION
Based on the findings of this paper, it can be concluded that Learners are
able to obtain better results when they learn grammar using online
language games. Some of the factors involved in positive academic
achievement include motivation and fun.
Therefore, it would be best if teachers start using online language games in
teaching ESL grammar. It is crucial for teachers to effectively integrate
technology in aiding their lessons for an efficient learning outcome.
Overall, with the rapid advancement of technology and gadgets, ESL
learners will benefit massively through gamified-learning.

43. LESSON PLAN
Writing Simple Present Tense
Tenth Grade SHS
Week 3
2 * 40 minutes
ICT: Video games
The Sims 1
Model
Model: Task Based
Learning
ICT as Supporting tool
Telegram
Methods
discussion, lecturing,
assignment

44. DISCUSSION SESSION
How do you integrate
grammar and other skills in
English? Could you offer
some more tips for
integrating speaking and
listening skills with
grammar?
Group 1, 2
Based on your point of
view, how do you
make the grammar
learning process more
successful by using
technology in
classrooms?
Group 3, 4
According to your
groups, are there any
differences when
using ICT in different
level? Have you
experienced it?
Please, told one from
stories if any.
Group 5, 7

45. Q & A?
Questions? The Answers
Clarification? Suggestion?

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