The effect of using an online-based course on the learning of grammar inductively and deductively

Abstract

This study aims at exploring the effectiveness of using an online-based course on the learning of sentence types inductively and deductively. To achieve this purpose, a computer-mediated course was designed. The sample of the study consists of four groups taught under four treatments of grammar: (1) with computer-based learning inductively, (2) with computerbased learning deductively, (3) with non-computer-based learning inductively, and (4) with non-computer-based learning deductively. A pre-test/post-test design (between-subject) is used to investigate the effect of two factors: method (computer-based learning vs. non-computerbased learning) and technique (induction vs. deduction) on the students' learning of sentence types. The results reveal a new manner of enhancing grammar learning based on the level of language structure complexity. The computer-based learning method is found to be functional for more complex and elaborate structures, like the complex sentence and compound complex sentence, and more complicated grammar structures need to be taught by means of the deductive technique. None of the inductive and deductive techniques is reported to be more practical with simple grammar structures such as the simple sentence and compound sentence.

Aptitude-treatment interaction effects on explicit rule learning: A latent growth curve analysis

“…Seliger (1975) also reported no significant difference between these approaches; however, the deductive group showed superiority in the three-week delayed posttest. Abuseileek (2009) reported that for simple structures there was no difference between these two methods; however, for complicated structures, the deductive method was better than the inductive method. Although Fotos and Ellis (1991) did not intend to compare deduction with induction, they reported no significant difference between the group that received an induction-based approach (consciousness raising tasks) and the group that received a deduction-based approach (traditional grammar lessons) 1 ; however, the deduction-based group performed significantly better in the two-week delayed posttests.…”

Effectiveness Study on Online or Blended Language Learning Based on Student Achievement: A Systematic Review of Empirical Studies

“…General satisfaction, positive evaluation [39] Grammar Undergraduates in Saudi Arabia Mixed [40] Language and literature K-12 students in the US Mixed [41] English for Specific Purpose Hospitality English Learners in China Positive, helpful [42] Agriculture and forestry English Graduates in China Effective, meaningful [43] Maritime English College students in China Positive [44] Overall English skills…”

“…Online English grammar learning "seems to have no or little effect" on the achievement of learners of limited language levels when they learned simple grammar structures, such as a simple sentence. Instead, when they learned complex sentences and compound sentences, online learning was more functional because they could deduce English sentence patterns from samples of the language they had mastered [40] (p. 334).…”

Effective moderation in asynchronous discussion forums in online language classrooms

“…Contact with and opportunities to practise language in real-life communication events are central to language learning theories and pedagogical approaches in most language learning settings, but especially in online contexts, which offer limitless contact with authentic language and countless communication tools to suit different learning styles (AbuSeileek, 2009;Gurzynski-Weiss & Baralt 2014;Dehkordi & Hashemian, 2017). One communication tool employed in online language learning contexts is the moderated asynchronous discussion forum and understanding the dynamics of this learning environment and the role the teacher plays there may maximise the learner's educational experience.…”