The Effects of Web-based Language Learning on University Students’ Grammar Proficiency

Yusof, Nor Ashikin Mohamed; Saadon, Norkamruzita

doi:10.1016/j.sbspro.2012.11.344

Cited by 11 publications

(9 citation statements)

References 4 publications

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“…For instance, the findings support the positive impacts of utilizing Web 2.0 platforms for improving students' writing skills (binti Shukor & Noordin, 2014;de Paiva Franco, 2008;Casteleyn, & Mottart, 2012;Laire, Miyazoe, & Anderson, 2010;Shih, 2011); the findings add up one more Web 2.0 platform, namely WriteAbout. The findings also support the effect of integrating Massive Open Online course (MOOC) on developing listening skills (Freihat, 2014), the enhancement of reading comprehension through computer-assisted language learning (Marzban, 2011), and the positive effect of Web-based language learning on learners' grammar proficiency (Yusof & Saadon, 2012).…”

Section: Discussionsupporting

confidence: 53%

“…Learners' reading comprehension appeared to be improved through computer-assisted language learning (Marzban, 2011). Web-based language learning affects learners' grammar proficiency at university level (Yusof & Saadon, 2012). One of the benefits of technology-enhanced instructions is the opportunity to accommodate students' multiple intelligences and develop autonomous learning inside and outside classroom (Ezza & Bakry, 2014).…”

Section: Literature Review Ict Integration In Elt and Course Designmentioning

confidence: 99%

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Learning Outcomes of a General English Course Implementing Multiple E- learning Technologies and Active Learning Concepts

Waluyo¹

2020

The Journal of AsiaTEFL

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This study attempts to initiate discussions on integrating the concepts of smart classroom and active learning into general English course design. It examines students' learning outcomes after studying a general English course involving ICT integration, integrated-skills approach, and formative assessment, developed from the concepts of smart classroom and active learning. The data were collected during the 3rd academic term (January-May 2018) that consisted of students' pre-and posttests scores on vocabulary, listening, grammar, reading and writing. There were 983 students (77.8% female and 22.2% male) involved with various educational backgrounds and English proficiency levels. The data were examined by using paired-samples t-test, independent t-test, one-way ANOVA and analyses of students' improvement by changes of levels. The results indicate significant differences in students' scores in total and across skills. These results shed light on curriculum and course design with regards to the integration of ICT, integrated-skills approach, and formative assessment.

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Section: Discussionsupporting

confidence: 53%

Section: Literature Review Ict Integration In Elt and Course Designmentioning

confidence: 99%

Learning Outcomes of a General English Course Implementing Multiple E- learning Technologies and Active Learning Concepts

Waluyo¹

2020

The Journal of AsiaTEFL

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“…It was also found that the level of the students changed towards improvement after the use of the integrated method, thus results of the post-test significantly differed from the results of the pretest. This study allows us to see that educators should use web-based material as they do improve their students' level using a free and easy to use tool [21].In their articles, Arslan et al, Lomicka et al and Miyazoe et al discuss the use of blog software and Tweeter are tools that can help students practice written language, engage with the language they wish to learn and of course to share their thoughts or feelings and reflect on them. Promoting writing instruction through such an entertaining way enables more production of written language which might not have been produced otherwise.…”

Section: Writingmentioning

confidence: 99%

ICTs in English Learning and Teaching

Drigas

Charami

2014

Int. J. Recent Contrib. Eng. Sci. IT

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A great number of articles have been written about English language teaching and the use of ICTs (Information and Communication Technologies) during the last decade, achieving a laudable outcome. Recent literature has shown that the use of ICTs in the language classroom has a lot to offer to both learners and teachers, with learners enhancing their vocabulary, improving their reading and speaking skills, and with teachers having to hold a double role; the role of the educator and that of the facilitator, while having to cope with complex situations which include lack of training or lack of equipment in the language classroom. In this paper we shall review and present some representative studies on this field during the last decade.

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“…As one of the purposes of this review paper is also to provide readers with the information on WBLL research design, how the researchers designed their empirical studies will also be reported, rather than simply stating the results (e.g. Luo, 2013;Yusof & Saadon, 2012).…”

Section: Resultsmentioning

confidence: 99%

Web-Based Language Learning (WBLL) for Enhancing L2 Speaking Performance: A Review

Cong-Lem

2018

ALLS

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The advent of Web 2.0 technology has afforded language educators more useful technology for English as a foreign language (EFL) teaching. This article reviewed 31 empirical studies investigating the employment of web-based technology to enhance EFL learners’ speaking performance. The findings indicated that overall, web-based language learning (WBLL) could be classified into five major groups: general websites providing linguistic inputs, blogging platforms, communication tools, project-based learning tools and learning management systems. While the available linguistic input online, e.g. web articles and videos, helped to enhance learners’ linguistic and background knowledge, other communication/chat tools facilitated peer interactions and collaborative learning. Audio- and video-based blogging provided convenient platforms for learners to practice their speaking through sharing their personal experiences. Moreover, Web 2.0 technology as a learning management system helped to create a ubiquitous learning environment, where L2 learners could engage in the language learning process without time and space constraints. WBLL was also found to reduce L2 learners’ learning anxiety while making them become more active, motivated language learners. In addition, the role of language instructor in web-based technology implementation was also found to be crucial, e.g. monitoring L2 learners’ learning progress and providing feedback. Further research, however, is warranted to address existing methodological drawbacks of previous studies by recruiting larger sample size, conducting long-term research and controlling for confounding factors, e.g. prior L2 speaking ability and technology usage experience.

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The Effects of Web-based Language Learning on University Students’ Grammar Proficiency

Cited by 11 publications

References 4 publications

Learning Outcomes of a General English Course Implementing Multiple E- learning Technologies and Active Learning Concepts

Learning Outcomes of a General English Course Implementing Multiple E- learning Technologies and Active Learning Concepts

ICTs in English Learning and Teaching

Web-Based Language Learning (WBLL) for Enhancing L2 Speaking Performance: A Review

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