the effect of the internet on king saud university students' grammar achievement

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The Effect of the Internet on King Saud

University Students' Grammar Achievement

Prepared by:

Dr. Mohammad Akram Al-Zu’bi

Albalqa Applied University/Ajloun College/Basic Sciences-English

Department

[email protected] , [email protected]

The Effect of the Internet on King Saud University Students'

Grammar Achievement

Abstract

This study aimed at investigating the impact of CALL strategy

(The Internet) on the King Saud University students' grammar

achievement in English. It attempted to answer the following question:

• What is the effect of using internet on grammar compared

with conventional method?

To answer the question of the study, the researcher used a program

based on CALL (on line sites) for the experimental group. Thirty male

students in Almajma'a college – English department were purposefully

mailto:[email protected]


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chosen in the 2nd semester of the academic year 2007/2008. The

participants of the study consisted of two assigned sections. The

experimental group was taught according to CALL strategy (using

internet); while the control group was taught according to the

conventional way (Lecture Method).

The researcher prepared grammar achievement test as the

instrument of this study. To establish the validity for the test, the method

of content validity was used.

The results revealed that the achievement of grammar of the

students in the experimental group significantly improved. The study also

proposed a number of recommendations and suggestions for future

research.

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The Effect of the Internet on King Saud

University Students' Grammar Achievement

I. Introduction

Background of the Study

Computers have become so widespread in universities, schools,

and homes and their uses have expanded so dramatically that the majority

of language teachers now think about the implications. Technology brings

about changes in the teaching methodologies of foreign language. A

number of pedagogical approaches have developed in the computer age,

including the behaviorism, communicative and integrative approaches.

Since the early 1960's, researchers studied the potential advantages

of using computer as teaching-learning tools. Throughout those forty

years of research, experts proved that computer assisted instruction (CAI)

improved the teaching-learning process in the academic area (Berner,

1993). However, in recent years, the area in which computers perhaps

caused the most positive impact was language learning; researches by

experts such as Stepp-Greany (2002), evidenced that computer assisted

language learning (CALL) offered an innovative and effective alternative

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for language educators. Particularly, the improvement in performance

was widely investigated in various countries.

Computer-assisted language learning (CALL) is an approach to

teaching and learning in which the computer and computer-based

resources such as the Internet are used to present, reinforce and assess

material to be learned. CALL has also been known by several other terms

such as technology-enhanced language learning, computer-assisted

language instruction and computer-aided language learning but the field

is the same (Davies, 2005). The technologies used in CALL instruction

generally fall into two categories, software and Internet-based activities.

Software used in a CALL environment can be designed specifically

for foreign/second language learning or adapted for this purpose. Most

programs designed for language learning are tutorials. These generally

are drill programs that consist of a brief introduction plus a series of

questions to which the learner responds and then the computer gives

some kind of feedback. With these kinds of programs, the material to be

learned may already be programmed in by the publisher, which is more

common, or may allow the instructor to program in the material to be

learned.

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The advent of the Internet and the wide spread of technology in our

life create new opportunities for language learning. Since most of the

Internet content is in English, the teachers of English gain access to the

enormous variety of authentic materials relating to all spheres of life at

almost no cost. The World Wide Web was launched in 1992 reaching the

general public by 1993, opening up new possibilities in CALL. Internet

activities vary considerably, from online versions of software (where the

learner interacts with a networked computer), to computer-mediated

communication (where the learner interacts with other people via the

computer), to applications that combine these two elements. Nowadays,

web sites that cater to foreign-language learners, especially those learning

English, are so numerous and varied that it can be very difficult to

determine where to begin. Computer-mediated communication (CMC)

has been around in one form or another since the 1960’s but only became

widely available to the general public since the early 1990’s. CMC comes

in two forms: asynchronous (such as email and forums) and synchronous

(such as text and voice chat). With these, learners can communicate in the

target language with other real speakers cheaply, 24 hours a day. Learners

can communicate one-on-one or one to many as well as share audio and

video files so CMC has had the most impact on language teaching.

http://en.wikipedia.org/wiki/World_Wide_Web

http://en.wikipedia.org/wiki/1992

http://en.wikipedia.org/wiki/1993

http://en.wikipedia.org/wiki/Computer-mediated_communication

http://en.wikipedia.org/wiki/Computer-mediated_communication

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A number of studies have been done concerning how the use of

CALL affects the development of language learners’ four skills (listening,

speaking, reading and writing). The present study attempts to examine the

impact of the CALL on the King Saud University students' Grammar

achievement in English. Particularly, the impact of Internet-based on the

achievement.

Statement of the Problem

The purpose of this study to assess the effectiveness of the Internet

versus conventional method on King Saud University syudents' grammar

achievement.

Questions of the Study

The study attempted to answer the following question:

• Is there a statistical difference in the grammar

achievement in English of King Saud university students who

receive CALL and those who receive conventional method?

Research Hypotheses

For the purpose of the study, the following null hypothesis was

tested:

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• There are no statistically significant differences at

(α=0.05) between the mean post test scores of the experimental

group who study grammar via the CALL and the control group

who study grammar using the conventional method.

Definition of Terms

The following terms will be defined as follows:

• Computer- assisted language learning (CALL): is an

approach to language teaching and learning in which computer

technology is used as an aid to the presentation, reinforcement and

assessment of material to be learned, usually including a substantial

interactive element (Davies, (2007).

• Internet: A global network connecting millions of

computers. More than 100 countries are linked into exchanges of

data, news, and opinions.

• Web site/ web page. A site (location) on the World

Wide Web. Each Web site contains a home page, which is the first

document users see when they inter the site. The site might also

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contain additional documents and files. Each site is owned and

managed by an individual, company, or organization.

• Computer-mediated communication (CMC). The

process by which people create, exchange, and perceive

information using networked telecommunications systems that

facilitate encoding, transmitting, and decoding messages.

• Grammar achievement: It is the score that each

student in both the experimental and control group will gain in the

post grammar test which will be immediately administered after the

completion of the program.

II. The Related Studies

Hung,(2007) conducted a study to determine whether e-mail

exchanged with American key pals can effectively improve Taiwanese

college students' English writing skills. Forty-seven Taiwanese college

juniors and seniors majoring in English participated in this study. These

47 students were separated into two groups: 23 in a control group

(traditional English writing group), and 24 in a treatment group

(exchanging email group). They used the same textbook, wrote on the

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same topic each week, and had the same instructor. Students in the

treatment group had opportunities to use computers to write to their key

pals, peers, or the instructor. The same exams were used to test the two

groups in order to determine whether exchanging e-mails with American

key pals effectively improved college students' writing skills. Results of

this study revealed that the treatment group did better than the control

group in 14 weeks (one semester). Therefore, the researcher suggests the

language teachers can use CALL (Computer-Assisted Language

Learning) teaching methods to teach ESL or EFL students in their

English learning.

Torlakovic (2004) conducted a study that aimed to examine

whether CALL grammar instruction contributes to improving learners’

performance and confidence in positioning adverbs in an English

sentence. Over a two-week period, two groups of ESL learners were

exposed to six hours of grammar instruction. One group had

teacher-fronted instruction while the other was exposed to CALL

software. The groups were given a pretest, an

immediate posttest, and a delayed posttest. Results showed a significant

improvement on the intuition task and

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a significant confidence improvement on both intuition and production

tasks for the computer group. The in-

class and the control group showed no significant gains.

Nutta (1996) carried out a study in which he compared computer

directed (CD) grammar instruction with teacher directed (TD) classroom

grammar instruction for four groups of post-secondary students enrolled

in an intensive ESL program. Achievement was measured by the students'

performance on three measures (cloze, multiple choice, and open-ended

tests) of two different structures. The CD groups had significantly higher

achievement than the TD groups on the open-ended tests. There were no

substantial differences between the CD and TD groups on the other

measures. Overall, the students' region of origin had little effect on their

success with either method of instruction, but there were indications that

students from Asian regions performed better in the CD groups and

students from Western regions performed better in the TD groups. For

levels one and two especially, students' level of proficiency affected the

amount of increase in their scores regardless of the method of instruction.

This research offers an indication that computer directed grammar

instruction can be an effective teaching method for students from varying

regions of origin and levels of proficiency.

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Gonzalez and Carlos (2005) conducted a study to determine if there

was a statistically significant difference in the writing achievement in

English of Puerto Rican university students who receive computer

assisted language learning (CALL) and those who receive regular

instruction only. By using the quasi-experimental, non-equivalent control

group design, administering a pretest and a posttest, and calculating the t -

test for independent samples, it was found that there was no statistically

significant difference in the writing achievement in English of Puerto

Rican university students who received CALL (N = 62) and those who

received regular instruction only (N = 72) [t (132) = 1.316, .191 > .05,

two-tailed]. Therefore, it was concluded that CALL did not result in

greater writing achievement in a Basic English course.

Shams (2006) examined the use of computerized pronunciation

practice as a tool in the reduction of foreign language anxiety.

Additionally, the efficacy of computerized practice on the improvement

of student French pronunciation was also evaluated. The research was

conducted as a quasi-experimental study with a pretest/posttest

comparison group design. Students in the experimental group practiced

their pronunciation using the computer while students in the comparison

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group practiced with cassettes. The data was analyzed using ANOVAs.

While there was an overall decrease in anxiety levels, the statistical

analyses indicated no relationship between method of practice and the

decrease in anxiety. Regarding pronunciation improvement, the results

showed that subjects who practiced with the computer did experience

statistically significant improvement in the quality of their pronunciation

while those who practiced with the cassettes did not.

Suda-Dunn, (2003) conducted a study aimed at investigating the

effects of animation on beginners' learning of Japanese vocabulary

(transitive and intransitive verbs). Three types of multimedia CALL

vocabulary enhancement exercises were used for the treatment:

(a) exercises with text only (TEXT), (b) exercises with text and still

pictures (PICT), and (c) exercises with text and animation (ANIME).

Forty three participants were randomly assigned to one of three treatment

groups. The results of the study suggest that there is no difference on the

posttest and the retention test in learning Japanese transitive/intransitive

verbs among the learners who used ANIME, PICT, and TEXT. The

questionnaire responses, however, indicate that the students who received

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ANIME and PICT found the learning process more interesting than the

students who received TEXT.

III. Methodology

Subjects of the study

The target population of the study was the King Saud male of

English in Kingdom of Saudi Arabia. Two sections were chosen

purposefully of second level that were learning English at Al-Majma'a

Community College. They were divided into an experimental group and

a control group, each consisting of 15 students. The experiment started

on the 10th of February and ended on 10th of April during the second

semester of the academic year 2007-2008.

Instrument of the study

For the purpose of the study a grammar achievement test

has been used. This thirty-item test was prepared by the researcher

to cover the Grammar. The general purpose of this instrument was to

compare the achievements of the two groups on the pre and posttests (See

Appendix B, p27). The test measured the students' ability to:

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1- Recognize the rules of tenses.

2- Recognize subject-verb agreement.

3- Make yes/no questions.

4- Focus on the spelling.

5- Make or form negative form.

Table 1 is a table of specifications that shows the distribution of

questions among content and objectives.

Table 1 Table of Specifications

Total Negative

form Spelling

Yes/No

Questions

S-V

agreement

Verb

form

Objectives

Content

15 - 3 - 3 9 Q1) multiple-

choices

10 2 2 1 2 3 Q2) correct

errors

5 - - 1 2 2 Q3) Completion

30 2 5 2 7 14 Total

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Validity of the test

To establish the validity for this test, the researcher used the

method of content validity. Comments and criticism on the original draft

of the test were solicited from a number of experts from Jordanian

universities as well as experts from Saudi universities.

Material of the study

The researcher selected meaningful online sites from the Internet

that can fulfill the teaching goals and that is - hopefully - interesting

from the learners' point of view. The teacher also added some

modifications to the program (a lesson plan to direct the teacher). (See

Appendix A. p.24)

Design of the study

The study employed the quasi-experimental design. The

researcher used an experimental and a control group with 15 subjects in

each. The experimental group was taught through the CALL (Internet),

while the control group was taught through the conventional way (lecture

method). The two groups were pre-post tested by an achievement test.

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The study consists of two variables, one independent variable, and one

dependent variables. The independent variable of the study was CALL

(using the internet) as a strategy of teaching. The dependent variable was

grammar competence.

Statistical treatment

The following measures were used:

1. Means and standard deviations were computed to

compare means of the two groups on the pre and post tests of

grammar.

2. Analysis of covariance ANCOVA was computed to

detect any significant differences between the two groups on

the grammar.

VI. Results of the Study

Results Related to Grammar Achievement

The question was: "Is there any difference between the mean

scores of the experimental group following the Internet and those of the

control group following the conventional instruction in the grammar?

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To answer this question, the following null hypothesis was

formulated: “there are no statistically significant differences at (α≤0. 05)

between grammar achievement of the experimental group and that of the

control group due to the instructional strategies (internet and ventional)”.

To test the significance of these differences between the adjusted

mean scores of both groups on grammar in the post-test, the ANCOVA

statistical procedure was computed as shown in Table 1.

Sourc

e

Sum

of Squares

Degree of

freedom

Mean

Squares F Significance

Pre 933.231 1 933.231 288.18

1 0.000

Group 94.210 1 94.210 29.092 0.000

Error 87.435 27 3.238

Corrected

Total 1097.467 29

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Table 1: Results of ANCOVA between the Two Groups on the

Grammar

The results of Table 1 indicate that the F value of 29.092 is

significant at (α≤0. 05). Thus, the null hypothesis which stated that there

is no statistically significant difference at (α≤0. 05) in the mean scores of

grammar between the two groups that can be ascribed to the strategy of

teaching was rejected. This means that students' grammar achievement on

the post-test was improved due to the treatment in favor of the

experimental group which was taught by CALL, where the adjusted mean

scores of the experimental group was 21.906, while the adjusted mean

scores of the control group was 18.360 as shown in Table 2.

Table 2 Adjusted Means and Standard Errors of both Groups

on the Post-test of grammar achievement

group Mean Standard

Error

Experimental 21.906 0.465

Control 18.360 0.465

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V. Discussion, Conclusion and Recommendations

The results related to the question of the study indicated that there

was a statistically significant difference at (α≤ 0.05) between the mean

scores of the experimental group and that of the control group on the

post-test regarding grammar achievement. The analysis of covariance

(ANCOVA) was also carried out at the level of significance (α≤ 0.05).

This difference was in favor of the experimental group since the adjusted

mean scores of CALL (21.906) was higher than the adjusted mean scores

of the control group (18.360).

These results in favor of the experimental group are expected

because the researcher believes that the grammar improvement is

probably due to the characteristics of the Internet strategy where all

members work individually. The use of technology inside the classroom

tends to make the class more interesting so it creates motivation.

Moreover, computers can give a new role to teaching materials. The

internet helps students to control the pace of the learning and make

choices in what and how to learn. Use of computer technology in

classrooms is reported to improve self-concept and mastery of grammar

and improve the critical thinking skills. Moreover, The Internet provides

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students natural and authentic language they will encounter inside

and outside the classroom and

the information on the Internet is usually updated.

The results of the question were in line with the findings of

Torlakovic (2004), Hung, (2007), and Nutta (1996), whose results

provided evidence for the positive effectiveness of CALL strategies on

grammar. However, the findings of Suda-Dunn (2003), and Gonzalez

(2005) did not provide evidence for the positive effectiveness of CALL

strategies on language skills due to the sample size, these studies should

be replicated with a bigger sample size.

Conclusion

The findings of the current study come in line with the theoretical

and practical studies surveyed in the previous chapters in which most of

the studies provided evidence for the effectiveness of using internet in

developing students' grammar achievement.

Recommendations

On the basis of the finds mentioned in the previous findings of the

study, the researcher offers the following recommendations:

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1. Researchers should conduct similar studies on other classes at

other levels and other language skills and aspects so that the

generalizations could become more valid and widely applicable.

2. It is recommended to provide colleges with enough materials

and instruments to facilitate the use of CALL strategy such as

decreasing the number of students in each class, decreasing the load of

teaching among lecturers, and increasing the number of computers and

availability of net laboratories.

3. Hold meetings, seminars and workshops through which they

train teachers or lecturers on how to implement a successful grammar

lesson in accordance with CALL strategy especially using internet in

teaching grammar.

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References

Davies G. (2007). Computer Assisted Language Learning: Where are

we now and where are we going?

http://www.camsoftpartners.co.uk/docs/UCALL_Keynote.htm

______ (2005). CALL (computer assisted language learning) Guide to

Good Practice 3. University of Ulster: Colerain

Gonzalez M. Carlos R., The effect of computer-assisted language

learning on Puerto Rican university students' writing

achievement in a Basic English course Ed.D., University of Puerto

Rico, Rio Piedras (Puerto Rico), 2005, 135 pages; AAT 3155315

Hung, (2007). The effects of exchanging emails with American key

pals on Taiwanese college students' writing in English. Kent State

University, 2007, 172 pages; AAT 3279481

Nutta, Joyce Watson1996. Effects of CALL instruction on the

acquisition of selected grammatical structures by postsecondary

ESL students. Ph.D., University of South Florida, 213 pages; AAT

9710808

Shams, Ashley (2006).The use of computerized pronunciation

practice in the reduction of foreign language classroom anxiety.

http://www.camsoftpartners.co.uk/docs/UCALL_Keynote.htm

http://www.llas.ac.uk/resources/goodpractice.aspx?resourceid=61

http://www.llas.ac.uk/resources/goodpractice.aspx?resourceid=61

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The Florida State University, 114 pages; AAT 3252164

Stepp-Greany, J. (2002). Student perceptions on language learning.

Language Learning & Technology. Retrieved August 28, 2002.

Suda-Dunn, Kyoko, (2003). The effects of three computer-assisted

programs on the acquisition of transitive/intransitive verbs by

beginning-level Japanese language students. University of San

Francisco, 2003, 160 pages; AAT 3114261

Torlakovic (2004). Application of a CALL System in the Acquisition of

Adverbs in English. Computer Assisted Language Learning, v17

n2 p203-235

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Appendix A

Planning a CALL/Internet-based teaching unit

CALL has traditionally involved three computer phases:

(1) Pre-computer work

1- The teacher typically explains the outline and purpose of the

program to be used (especially if it is new to the learners)

2- The teacher introduces the topic in question in the same way

that s/he would an ordinary foreign language lesson. A simple way of

doing this is to write a key word (for example the name of the topic

which is ‘the tenses’) on the blackboard and ask the learners individually

to write down all content words relating to the key word that they come to

think of (kinds of tenses).

3-After a minute or two, the learners are requested to form pairs or

small groups and to share their word lists with each other.

4-The teacher revises and/or pre-teach relevant vocabulary items

together with any necessary set phrases and/or grammar points needed by

the learners for the computer and post-computer phases.

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(2) Computer work

1- The teacher supervises and informs the learners about any

supplementary tasks to be performed during this phase (such as note-

taking or filling in worksheets).

2-The teacher must also take into consideration the fact that some

computer programs are obviously better suited for practicing specific

language skills than others.

3-the teacher's responsible to provide the students with clear

working instructions If the learners are requested to search for specific

information on the Internet (such as what to find, where and how to find

it, and what to do with it once they have found it).

4-The teacher selects a topic that has current relevance to events

that relate to the learners' interests or environment

5-While the learners are working, the teacher has ample

opportunity to move around in the classroom supervising, providing help

whenever needed, and, if relevant for the activity in question, reminding

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the learners that all conversation should be carried out in the foreign

language.

(3) Post-computer work

1-During the post-computer phase the learners practise and/or

demonstrate, in one way or other, what they have learned or found during

the computer phase. They may, for example, have to prepare individual,

pair, or group reports based on their worksheet notes to be presented

orally in class.

2- They may be requested to practise grammar points through role-

play activities (with learners from different pairs or groups forming new

pairs or groups) or one-to-one interviews relating to the topic of the

computer session.

3-The teacher transfers the emphasis onto specific grammar points

instead, for example by asking the learners to report on what they

achieved during the computer phase (practice of the past tense).

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4-The teacher asks the learners to prepare, as homework, questions

to be asked using one or several of the communication options offered

by the Internet, such as e-mail, electronic postcards, or a chat site.

Appendix B

The Grammar Test

Name: ………………………………………….

Date: …………… Section: ………...

ـــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ

A. choose the best answer to each of the questions:

1. I met my wife, Mari, while I ……… some classes at the local

college.

a. was taking c. have been taking

b. had been taking d. am taking

2. She……… a ski instructor at a resort at that time, and she was

working every weekend.

a. is c. was

b. has been d. had been

3. It ………. From la mer, the French word for sea.

a. has com c. was coming

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b. comes d. is coming

4. Her parents……... her after their profession.

a. name c. were naming

b. are naming d. had named

5. Mari……… skiing since she was ten.

a. loved c. has loved

b. had loved d. loves

6. We……… our third child now.

a. are expecting c. expected

b. were expecting d. have expected

7. Dr. Granite……… tomorrow.

a. is going to speak c. spoke

b. has spoken d. had spoken

8. The weather in the southern states……. very hot during the

summer.

a. gets c. get

b. have got d. were getting

9. A woman and her child………… waiting to see Dr. Change.

a. is c. been

b. be d. are

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10. Each of the students………….. a notebook.

a. has c. hases

b. have d. haves

11. 1-Jason………….the color purple.

a. had already seen c. seen already had

b. already seen had d. already had seen

12. Look! Ahmed is ……….. .

a. running c. runneng

b. running d. runening

13. The boy ………. The basket.

a. carryed c. carryd

b. caryied d. carried

14. My dad ……….. T.V

a. watchs c. watchies

b. watches d. watchhes

15. My son………. In U.S.A

a. livs c. livees

b. liveis d. lives

b. Correct the errors.

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1. Before I come here, I never was buying anything from a vending

machine.

2. I'm living in my cousin's apartment since I have arrived here. I'm

not able to find my own apartment yet. I look at several places for rent,

but I don’t find one that I can afford.

3. Portugal lays to the west of Spain.

4. Yuki staid home because she catched a bad cold

5. While I was surfing the net yesterday, I was finding a really

interesting Web site.

6. All of the employee in that company is required to be proficient

in a second language.

7. Listening to very loud music at rock concerts have caused

hearing loss in some teenagers.

8. Does Pedro walks to work every morning?

9. My brother don't have no job right now.

10. I hadn't never saw snow before I moved to Canada last year.

c. Use any appropriate tense of the verbs in parentheses.

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32

1. I'm getting tired of sitting in the car. Do you realize that by the

time we arrive in Phoenix, we (drive) …………………for twenty straight

hours?

2. We have been married for a long time. By our next anniversary,

we (be) ………………………….. married for 43 years.

3. It was midnight. I (study) …………………….. for five straight

hours. No wonder I was getting tired.

4. Wake up! You (sleep) ………………………………. Long

enough. It's time to get up.

5. No news (be) …………. Good news.

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