Digital Visual Grammar Concept Map Facilitated EFL Holistic Grammar Comprehension

Jonathan Y. Chin(1*), Ben Chang(2), Yen-An Shih(3),

(1) Graduate Institute of Learning and Instruction, National Central University
(2) Graduate Institute of Learning and Instruction, National Central University
(3) Graduate Institute of Learning and Instruction, National Central University
(*) Corresponding Author




DOI: https://doi.org/10.26858/eltww.v10i1.44939

Abstract


Form-focused deductive grammar learning approach is an effective way to facilitate language learners to memorize atomistic grammatical rules. However, beyond retaining isolated grammar rules, learners can benefit from using web based concept map, a visualized utility, to overlap grammar rules and achieve holistic comprehension. Therefore, this research looks into detail (total nodes, depth, and breadth) of how visual grammar concept map affects student’s examination score and aims to assist students to gain a holistic visual grammar learning through utilizing an online concept map software (CoCoing.info). One hundred and thirty-two college students were involved in this study for 18 weeks. The quantitative results revealed that students who created a more developed and holistic visual grammar concept map gained a better understanding of the grammatical rules. This was however not true for low achieving students. Therefore, more detailed analysis showed students with deeper depth and wider breadth achieved higher score. However, the high achieving students and low achieving students’ comparison study indicated that the depth of the visual grammar concept map is harder for students to construct and is a better indicator of achievement compared to breadth. The findings show that visual grammar concept map can facilitate traditional form-focused classroom. 

Keywords


improving classroom teaching; pedagogy issues; English as a foreign language; teaching/learning strategies; English grammar learning

Full Text:

PDF

References


Ahmed, S., & Alamin, A. (2012). The communicative approaches revisited and the relevance of teaching grammar. English Language Teaching, 5(1), 2-9. doi:http://dx.doi.org/10.5539/elt.v5n1p2

Al-khresheh, M. H., & Orak, S. D. (2021). The place of grammar instruction in the 21st century: exploring global. World Journal of English Language, 11(1), 9-23. doi:https://doi.org/10.5430/wjel.v11n1p9

Al-Mekhlafi , A. M., & Nagaratnam, R. P. (2011). Difficulties in teaching and learning grammar in an EFL context. International Journal of Instructions, 4(2), 69-92. Retrieved from https://eric.ed.gov/?id=ED522689

Amare, N., & Manning, A. (2007). The language of visuals: text + graphics = visual rhetoric tutorial. IEEE Transactions on Professional Communication, 50(1), 57-70. doi:10.1109/TPC.2006.890851

Andoko, B. S., Hayashi, Y., Hirashima, T., & Asri, A. N. (2020). Improving English reading for EFL readers with reviewing kit-build concept map. Research and Practice in Technology Enhanced Learning, 15(7), 1-19. doi:https://doi.org/10.1186/s41039-020-00126-8

Azizpour, S., & Alavinia, P. (2021). The impact of focus on form and focus on forms instruction on grammar acquisition of the subjunctive by Iranian advanced EFL learners. Teaching English Language, 15(1), 215-249. doi:https://doi.org/10.22132/TEL.2021.134368

Broszkiewicz, A. (2011). The effect of focused communication tasks on instructed acquisition of English past counterfactual conditionals. Studies in Second Language Learning and Teaching, 1(3), 335-363. doi:https://doi.org/10.14746/ssllt.2011.1.3.3

Canning-Wilson, C. (1999). Using pictures in EFL and ESL classrooms. Abu Dhabi, United Arab Emirates: Current Trends in English Language Testing Conference.

Carnie, A. (2012). Syntax: A generative introduction (3rd ed.). Malden: Wiley-Blackwell.

Chang, B., Shih, Y. A., & Lu, F. C. (2018). Co-construction concept through cloud-based social network platform design, implementation, and evaluation. The International Review of Research in Open and Distributed Learning, 19(5), 238-253.

Chang, K., Sung, Y., & Chen, S. (2001). Learning through computer-based concept mapping with scaffolding aid. Jounral of Computer Assisted Learning, 17(1), 21-33. doi: https://doi.org/10.1111/j.1365-2729.2001.00156.x

Chomsky, N. (1965). Aspects of the Theory of Syntax. Cambridge. Cambridge: MIT Press.

Cortez, M. O., & Genisan, C. E. (2021). Approaches in teaching grammar to young learners: a scoping review. British Journal of Applied Linguistics, 1(1), 29-33. doi:10.32996/bjal.2021.1.1.4

Dewey, J. (1897). My pedagogic creed. The school Journal, 54(3), 77-80.

Doff, A. (2000). Teach English: A training course for teachers. Cambridge: Cambridge University Press.

Duffy, T. M., Lowyck, J., & Jonassen, D. H. (1993). Designing environment for constructive learning. Springer Publishing Company, Incorporated.

Ellis, R. (2006). Current issues in the teaching of grammar: An SLA perspective. TESOL Quarterly, 40(1), 83-107. doi:https://doi.org/10.2307/40264512

Ellis, R. (2019). Towards a modular language curriculum for using tasks. Language Teaching Research, 23, 454-475. doi:https://doi.org/10.1177/1362168818765315

Erdogan, Y. (2009). Paper-based and computer-based concept mappings: The effects on computer achievement, computer anxiety and computer attitude. British Journal of Educational Technology, 40(5), 821-836. doi:http://dx.doi.org/10.1111/j.1467-8535.2008.00856.x

Fotos, S., & Ellis, R. (1991). Communicating about grammar: A task-based approach. TESOL Quarterly, 25(4), 605-628. doi:https://doi.org/10.2307/3587079

Fries, C. C. (1945). Teaching and learning English as a foreign language. Ann Arbor, MI: University of Michigan Press.

Halliday, M. (1973). Explorations in the functions of language. London: Edward Arnold.

Hanf, M. P. (1971). Mapping: A technique for translating reading into thinking. Journal of Reading 14(4), 225–230.

Hassan, A., Kasan, R. A., Alawawda, M., & Soliman, R. A. (2022). Metalinguistic reflective beliefs of Saudi EFL teachers in the content of. Journal of Language and Linguistic Studies, 18(Special Issue 1), 530-542.

Hedge, T. (2000). Teaching and learning in the language classroom. Oxford: Oxford University Press

.

Khan, I. (2011). Learning difficulties in English: Diagnosis and pedagogy in Saudi Arabia. Education Research, 2(7), 1248-1257.

Larsen-Freeman, D., & Anderson, M. (2013). Techniques and principles in language teaching (3rd ed.). New York: Oxford University Press.

Lee, C., Yeung, A., & Cheung, K. (2019). Learner perceptions versus technology usage: A study of adolescent English learners in Hong Kong secondary schools. Computers & Education, 133, 13-26. doi:https://doi.org/10.1016/j.compedu.2019.01.005

Liu, C.-C., Chen, H. S., Shih, J.-L., Huang, G.-T., & Liu, B.-J. (2011). An enhanced concept map approach to improving children’s storytelling ability. Computers & Education, 56(3), 873-884. doi:https://doi.org/10.1016/j.compedu.2010.10.029

Liu, P.-L. (2011). A study on the use of computerized concept mapping to assist ESL learners' writing. Computers & Education, 57(4), 2548-2558. doi:https://doi.org/10.1016/j.compedu.2011.03.015

Liu, P.-L. (2016). Mobile English vocabulary learning based on concept-mapping strategy. Language Learning & Technology, 20(3), 128-141.

Liu, Y., & Ren, W. (2021). Task-based language teaching in a local EFL context: Chinese university teachers' beliefs and practices. Language Teaching Research. doi:https://doi.org/10.1177/13621688211044247

Long, M. (1983). Does second language instruction make a difference? TESOL Quarterly, 17(3), 359-382. doi:https://doi.org/10.2307/3586253

Machado, C. T., & Carvalho, A. A. (2020). Concept mapping: Benefits and challenges in higher education. The Journal of Continuing Higher Education, 68(1), 38-53. doi:https://doi.org/10.1080/07377363.2020.1712579

Mitchell, R., & Myles, F. (2004). Second langauge learning theories. New York: Oxford University Press Inc.

Nation, I., & Newton, J. (2009). Teaching ESL/EFL listening and speaking. New York: Routledge.

Novak, J. D., & Gowin, B. D. (1984). Learning how to learn. Cambridge University Press.

Nunan, D. (1988). The learner-centered curriculum. Cambridge: Cambridge University Press.

Obeidat, M. M., & Alomari, M. A. (2020). The effect of inductive and deductive teaching on EFL undergraduates' achievement in grammar at the Hashemite University in Jordan. International Journal of Higher Education, 9(2), 280-288. doi:URL: https://doi.org/10.5430/ijhe.v9n2p280

Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching. Cambridge: Cambridge University Press.

Rutherford, W. E. (2014). Second language grammar: Learning and teaching. New York: Routledge.

Sauerland, U., & Gärtner, H.-M. (2007). Approaching UG from Below. In N. Chomsky, Interfaces + Recursion = Language? Chomsky's Minimalism and the View from Syntax-Semantics (p. 289). Berlin: Mouton de Gruyter.

Sawir, E. (2005). Language difficulties of international students in Australia: The effects of prior learning experience. International Education Journal, 6(5), 567-580.

Scheffler, P. (2009). Rule difficulty and the usefulness of instruction. ELT Journal, 61(1), 5-12.

Schmid, E. C. (2007). Investigating the use of interactive whiteboard technology in the English language classroom through the lens of a critical theory of technology. Computer Assisted Language Learning, 19(1), 47-62.

Shaffer, C. (1989). A comparison of inductive and deductive approaches to teaching foreign languages. The Modern Language Journal, 73(4), 395-403. doi:https://doi.org/10.1111/j.1540-4781.1989.tb05319.x

Skehan, P. (1998). A cognitive approach to language learning. Oxford: Oxford University Press.

Son, J.-B. (2007). Learner experiences in web-based language learning. Computer Assisted Language Learning, 20(1), 21-36. doi:10.1080/09588220601118495

Sun, Q., & Zhang, L. J. (2021). A sociocultural perspective on English-as-a-foreign-language (EFL) teachers’ cognitions about form-focused instruction. Frontiers in Psychology, 12, 593172. doi:https://doi.org/10.3389/fpsyg.2021.593172

Thornbury, S. (1999). How to teach grammar. London: Pearson.

Tuan, L. T., & Thuan, L. T. (2011). The linkages between concept maps and language learning. Studies in Literature and Language, 2(1), 128-146. doi:http://dx.doi.org/10.3968/n

Ur, P. (2012). A course in English langauge teaching (2nd ed.). Cambridge: Cambridge University Press.

Winitz, H. (1981). The comprehension approach to foreign language instruction. Rowley, MA: Newbury House Publishers, Inc.

Wu, E., Lin, W.-C., & Yang, S. (2013). An experimental study of cyber face-to-face vs. cyber text-based English tutorial programs for low-achieving university students. Computers & Education, 63, 52-61. doi:https://doi.org/10.1016/j.compedu.2012.11.018

Xu, J., & Li, C. (2022). Timing of form-focused instruction: Effects on EFL learners’ grammar learning. Studies in Second Language Learning and Teaching, 12(3), 405-433. doi:https://doi.org/10.14746/ssllt.2022.12.3.4

Yunus, M., Hudriati, A., & Abdollah, A. (2020). Development of basic English grammar teaching materials based on situational approach in English language education study program of Universitas Muslim Indonesia. ELT Worldwide, 7(2), 163-171. doi:10.26858/eltww.v7i2.15390


Article Metrics

Abstract view : 518 times | PDF view : 96 times

Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

View My Stats

Published by:

Pascasarjana, Universitas Negeri Makassar

Jalan Bonto Langkasa, Banta-Bantaeng, Rappocini, Banta-Bantaeng, Kec. Rappocini, Kota Makassar, Sulawesi Selatan 90222
elt.worldwide@unm.ac.id

E-ISSN: 2503-2291

P-ISSN: 2303-3037


ELT Worldwide: Journal of English Language Teaching is licensed under a Creative Commons Attribution-NonCommercial- 4.0 International License.