SKKN The Application of Technology in Teaching Grammar to EFL Learners

TABLE OF CONTENT 

PART 1: INTRODUCTION 1

1.1. Reason for choosing the topic 1

1.2. Aims of the study 2

1.3. Scope of the study 2

1.4. Organization of the study 2

PART 2: CONTENT 2

2.1. Background to the study 3

2.1.1. Grammar and vocabulary technology-mediated instruction 3

2.1.2. Switching grammar and vocabulary instruction to the online mode 3

2.1.3. Teacher literacies and skills for the emergency transition to online teaching 3

2.2. Some Useful Tech Tools Used in Teaching Grammar 5

2.2.1. hhtps://wordwall.net/ 5

2.2.2. hhtps://pp.classkich.com/ 5

2.2.3. hhtps://Kahoot.com/ 6

2.2.4. hhtps://www.blooket.com/ 8

2.2.5. hhtps://www.liveworksheets.com/ 9

2.2.6. Classroomscreen 10

2.2.7. Mentimeter 11

2.5.8. Baamboozle.com 11

2.3. Solutions and Discussion 12

2.3.1. Demonstration of Using Tech Tools in Teaching Grammar 12

2.3.2. Discussion 32

PART 3: CONCLUSION 39

REFERENCE 40

APPENDIX 1: TEST 41

APPENDIX 2: QUESTIONNAIRE 42

PART 1: INTRODUCTION 

1.1. Reason for choosing the topic. 

Technology impacts language education in the skill areas of listening, speaking, reading, and writing as well as all competencies (grammatical, sociolinguistic, discourse, and strategic). Given its role in all these areas, grammar teaching with technology offers unique challenges as well as opportunities. Before exploring considerations and options for teaching grammar with technology, it will be useful to define key terms as used in this entry. Many of the technological affordances for grammar instruction are made possible through the ability to analyze grammar in the context of larger discourse as well as through expanded opportunities for learners to engage in the negotiation of meaning. Structuring these learning environments, or grammar teaching, can be defined as “any instructional technique that draws learners’ attention to some specific grammatical form in such a way that it helps them either to understand it linguistically and/or process it in comprehension and/or production so that they can internalize it” (Ellis, 2006, p. 84). Grammar instruction has thus moved beyond the memorization of rules or dialogues and is more firmly situated in helping learners develop their communicative competence, necessitating tasks that allow for noticing and consciousness-raising of grammatical forms and their usage. 

Communicative competence can be expanded to include technology and considered as “the ability to communicate using readily accessible L2 technology aids, the ability to make appropriate linguistic choices in face-to-face, remote, written, and oral modes, and the ability to choose appropriate technologies for communication and language learning” (Chappelle, 2009, p. 750). Educators are now looking to technology to address many of the challenges related to teaching gram mar from a meaning-based and communicative perspective, as well as to teach English more efficiently and effectively. 

Using materials which are multidimension text containing both visual and audio content would be very effective. According to Harmer (2001) there are two reasons why technology can add a special dimension to the language learning experience. First, by seeing language in use learners’ comprehension will be greatly enhanced since meanings and moods are often conveyed through visual clues. Second, applications on the internet offer opportunities to learners to look at situations far beyond their classroom, thus raising their progress in learning. CelceMurcia (2002) suggests that using media in the classroom serves as an important motivator. It also lends authenticity to the classroom situation and exposes students to multiple input sources. More importantly, activities applied technology help students learn the language features in their real context. By creating a contextualized situation for presenting and practicing language forms, not only do language learners see how effectively and practically grammar points taught in the classroom are used in real life but also their negative perceptions and attitudes toward grammar will change. This is likely to result in students looking at grammar from a far more positive and practical perspective. 

This paper aims at exploring the application of technology in teaching grammar and its effectiveness in teaching and learning process through lessons for learners at upper secondary schools. That is the reason why I choose the topic “The Application of Technology in Teaching Grammar to EFL Learners”. Hopefully with this study, teachers can use them as a useful source of reference. 

1.2. Aims of the study 

The aims of the study are as follows: 

• To provide a brief review of the application of technology in teaching grammar to EFL learners 
• To suggest some applications used in grammar lessons 
• To explore the perception of teachers and learners to this approach in practice 

1.3. Scope of the study 

The study pay attention to the applications which are used for grammar class at upper secondary level. Therefore, the study is conducted on the subject of teachers and learners coming from some high school. The discovery of this study is that the application of technology is beneficial to be applied in the language classroom as it presents more effective active learning. 

1.4. Organization of the study 

The study will consist of the following parts: 

Part 1: Introduction 

This part consists of the rationale, aims, scope, and organization of the study. Part 2: Content 

This part mentions the theoretical background of the topic with an overview of application of technology in teaching grammar. It also suggests some applications used in English lessons to promote. The application of these application is on the scale of units for students at high school. Additionally, the perception of teachers and learners to this approach will be discussed and identified. 

Part 3: Conclusion 

In order to convey an overall conclusion of the study, Conclusion reviews the main findings of the study. As for the implication of the study, some suggestions are recommended to contribute to the success of assessing students’ outcomes. 

PART 2: CONTENT