The Effects of Online Grammar Instruction on Low Proficiency EFL College Students’ Achievement
Title
The Effects of Online Grammar Instruction on Low Proficiency EFL College Students’ Achievement
The Effects of Online Grammar Instruction on Low Proficiency EFL College Students’ Achievement
Keywords: grammar, second language learning and teaching, online courses, technology, EFL, college
Authors
Reima Sado Al-Jarf
College of Languages and Translation, King Saud University
Reima Sado Al-Jarf
College of Languages and Translation, King Saud University
Bio Data
Reima Sado Al-Jarf is a professor of ELT and translation at the College of Languages and Translation, King Saud University, Riyadh, Saudi Arabia. She has been teaching ESL, translation and linguistics courses for undergraduate students and ESP courses for graduate students for 18 years. Her areas of interests are: Use of technology in language teaching and learning, reading curriculum design, reading in ESL and spelling and translation error analysis.
Abstract
Technology is not currently used in EFL classrooms at King Saud University in Riyadh, Saudi Arabia. Therefore an online course was used in the teaching of English grammar from home. The aim of the present study was to find out whether integration of online learning in face-to-face in-class grammar instruction significantly improves EFL freshman college students’ achievement and attitudes. Two groups of freshman students participated in the study. Pre-test means scores showed significant differences between the experimental and control groups in their grammatical knowledge. Following online instruction with Nicenet, comparisons of the post-test means scores showed significant differences in achievement. The study concluded that in learning environments where technology is unavailable to EFL students and instructors, use of an online course from home as a supplement to in-class techniques helps motivate and enhance EFL students’ learning and mastery of English grammar.
Technology is not currently used in EFL classrooms at King Saud University in Riyadh, Saudi Arabia. Therefore an online course was used in the teaching of English grammar from home. The aim of the present study was to find out whether integration of online learning in face-to-face in-class grammar instruction significantly improves EFL freshman college students’ achievement and attitudes. Two groups of freshman students participated in the study. Pre-test means scores showed significant differences between the experimental and control groups in their grammatical knowledge. Following online instruction with Nicenet, comparisons of the post-test means scores showed significant differences in achievement. The study concluded that in learning environments where technology is unavailable to EFL students and instructors, use of an online course from home as a supplement to in-class techniques helps motivate and enhance EFL students’ learning and mastery of English grammar.
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See pages: 166-190
[/private]Category: Main Editions, Volume 7 Issue 4
