#9: Role of the Educator

Just as we do not think students should take a passive approach to their own learning, neither should we want the same for educators. If we are to transition into the new digital classroom, more than application and training is required. Perhaps teachers should be involved in the actual design of these web based programs.

As I looked for games, web based tools, etc. most of what I found was off of teacher blogs or websites created by teachers. Very few tools I found were for sale and I think this research, what is not there, is important to note. Obviously there are barriers, especially if you have a strict curriculum, but you can still take the standards students need to meet, and create multimedia experiences for students.

I mention the attitude of teachers as a problem in my earlier post, but teacher's attitudes can also be a driving force for these new changes in grammar instruction. It is true that new technologies have contributed to redefiniton of roles for learners and students but if we can embrace and recognize these shifts, we can create a student centered classroom that is meanigful. I mentioned also that individualization is a major advantage of web-based grammar instruction, but what I did not mention was the role of the educator in this process. It is the job of the educator to assess students needs, abilities and interests in order to provide effective resources and materials. This is no different than what teachers in a traditional classroom do everyday but there is a need to update concepts of multimedia, tailoring instruction to different student's needs for languge/grammar learning.

In an experimental study on the effectiveness of multimedia tools, the researcher argues that teachers should "offer visual audio impact, that is, teachers organize materials that are used to help in their lesson preparation, providing texts, sound, digital video grammar or vocabulary exercises that can be used in class"(93) in order to be able to explore individually and present findings. In addition, the software itself should integrate virtual real situations, collaboration, conversation and meaningful construction. No matter what your position on the grammar debate, I think it is important to recognize the shifts in roles. To put students at the center of the classroom, more in control of their learning, requires a step back from teachers but also a step forward when it comes to training and research of these new mulitmedia web based tools.

Works Cited:

1. Garcia, Mercedes Rico and Filomena Vinagre Arias. "A Comparative Study in Motivation and Learning through Print-Oriented and Computer-Oriented Tasks." Computer Assisted Language Learning. Vol. 13. No. 4-5. pp 457-465.

2. Liu, Jing. "An Experimental Study on the Effectiveness of Multimedia in College English Teaching." English Language Teaching. Vol. 3. No. 1. March 2010. pp 191-194.

#2: Multimedia Versus Web-Based Instruction

When beginning my research, I came across an interesting study on multimedia database applications, focusing on issues and concerns for classroom teaching. In this study, the authors define multimedia instruction/tools and discuss the variances from the term web-based. Since I am researching web-based instructional tools and methods to grammar instruction, I found this study essential for guiding my research.

What I refer to as simply the umbrella term "web-based" (in my mind I mean on the internet, offering interactive instruction with sound, visual, text, etc.) is esentially multimedia instruction. Multimedia is still obviously "web based" but I think it is important to note that to narrow this term web based down to more specific terminology can help identify and make more distinct the instructional tools and approaches of teaching grammar in the 21st century classroom. The authors of this study, conducted in February 2011, defines multimedia as a "combination of different media (i.e., text, pictures, sounds, video, animations, etc) used to present multimodal information in conjunction with computer technology (2).

In addition, the authors point out that the term "multimedia" is now associated with computer, or web, based delivery, although the term has not always been associated with computers. The major point here is that "multimedia cannot be experienced without technology because it is the technology that creates the experience"(2). When educators use multimedia approaches to teaching grammar, we are providing opportunities for creating engaging learning environments, helping students to acquire creative, communicative and collaborative skills; we are not just "using the computer". There are many options to educators by way of tools and technologies, and these are more than simple grammar checkers. Some of these technologies, that CAN be used to teach grammar, are social networking sites, blogs, YouTube, and Podcasting. Each of these technologies are excellent tools for teaching grammar in a richer, more applicable and real world environment; making learning more meaningful overall, which ironically enough are what many of the grammarian debaters bring up as what grammar instruction needs to be. The next step, embracing mulitmedia web based tools. I find it interesting that even though educators see the benefits of using social media and multimedia tools/approaches to instruction, there is still a division of thinking when it comes to the grammar debate.

I say this as I read a recent article from TechNews Daily entitled "Teachers Embracing Social Media in the Classroom." This article is a feature on several schools that began using social media tools in the classroom. What I found interesting was in the interview with the a New Jersey Principal. When asked if social media was replacing current curriculum, he states, no, it is a "transformation", that "you have to have a solid pedagogical foundation. You still need to teach things like writing, spelling and grammar." What I wonder is why he states grammar as a separate concern, an assurance of pedagogical foundation; there is a sense of fear here in my opinion. The entire article highlights the great benefits of using social media in the traditional classroom, but seems to stay away from any mentions in the changing of grammar. Why this mindset of so many educators?

I think attitude and perception are again very important factors. Since most traditional classrooms are face-to-face, multimedia approaches to grammar instruction can actually "foster and develop cognitive engagement through the ability to attract and hold students attention and focus"(3) by making this learning more applicable. The visual and auditory aspects of multimedia instruction reach all learning styles, which is especially important in K-12 education. Multimedia strategies increase educators ability to execute teaching strategies to meet all of these student needs and styles. Students can KNOW and embrace their learning styles. Students do not just sit as repostitories of knowledge, they are activley engaged and as the researchers of this study support, "sound or auditory applications in teaching may actively engage students in analyzing, synthesizing and evaluating information and constructing knowledge"(4). Students ask questions, interpret responses, interact and participate.

This participatory nature of learning mimiks that of the new landscape of the internet. Everyone is an author, everyone participates in a variety of conversations, with freedom of choice. What would happen if students entered into this kind of conversation with grammar? Shaping teachers and students perceptions of using multimedia approaches in the traditional setting is key, and perhaps the first step in full implementation of multimedial grammar instruction.

Works Cited: 1. Ned Smith, TechNews Daily. "Teachers Embracing Social Media in the Classroom". May 4 2010. Date Accessed 21 March 2011.

2. Brandenburg, Teri and Chien, Yu. "Multimedia Database Applications: Issues and Concerns for Classroom Teaching." The International Journal of Multimedia & Its Applications (IJMA). Vol.3, No.1, February 2011.

#8: Advantages and Gaming

While there are problems and barriers to implementing various web-based instructional approaches to teaching grammar, there are many advantages. One web based mutlimedia tool gaining a lot of attention, and reaping many benefits, is teaching grammar through web based gaming.

In a recent 2010 study by Luu Trong Tuan and Nguyen Thi Minh Doan, researchers examined the use of games and the advantages gaming and web-based instructional technolgoies had on grammar instruction.

Some advantages as listed by the researchers: 1.) From a functional viewpoint, "opens a number of enancements supporting educational processes" 2.) "promoted several kinds of motivational strategies that can be used individually or in combination" (meaning the visual and interactive features) 3.) "Computers don't get patient of disgusted looks when students give wrong answers", building confidence 4.) "Feeback from computers can remain unbiased, accurate, and non-judgemental" 5.) Immediate, accurate feedback, saving teacher time 6.) Flexible learning environment enabling individualized pacing 7.) Raises learner awareness.

As discussed throughout this blog, technology has the capability to allow grammar lessons to be more effective, motivating, and interesting, allowing more opportunity and flexibility. The next step is how to implement? Games are a great way to use multimedia approaches and web based strategies to teaching grammar. The element of fun, as discussed as a motivating factor, is the main advantage for students.

There are obviously different types of games that will have different outcomes, depending on your students levels. Some classifications of language games are sorting, ordering and arranging games, information gap games, guessing games, search games, match games, labelling games, exhanging games, board games and role play games. Each of these clasifications can be adapted, and most already are, to the web. No matter what method you choose, it should be noted that language learning is hard work, it is acquisition of a skill, not memorization, and that is one obvious reason grammar is such a debated issue. Effort is required and "games help and encourage many learners to sustain their interest and work"(70).

Games are collaborative, or competitive, however you may set it up , and because all students have to use effort, games can be a way to motivate and sustain this learning longterm. Games are fun, lowering anxiety and making acquistiton of the skill more likely. When working collaborativley, in this setting, meaningful conversation is exchanged. One of the advantages of web based grammar instruction that I mentioned earlier is individualization and learner autonomy but at the same time, collaborative principles and the opportunity for collaborative is another important advantage that multimedia web based grammar instruction can offer. When students are required to complete a task, talk about it in a strategic way, and then implement and utilize these strategies to win a game, skill acquistion is much more likely. Flashcards, exercises and memorization have been and will continue to be ineffective.

Gaming and web based mulitmedia approaches are multi faceted and non linear. Students are using a number of skills at once, from listening to speaking to writing and reading, versus just writing or just listening to a grammar lesson. Although I mention earlier that we need not make assumptions on what we see as the digital natives, I do agree that "we are teaching a new generation of students, which requires unconventional teaching strategies be put into practice in the classroom"(72).

Works Cited: 1. Tuan, Luu Trong and Nguyen Thi Minh Doan. "Teaching English Grammar Through Games." Studies in Literature and Language. Vol. 1. No. 7. 2010. pp 61-75.

#4: Is Individualization the answer?

"According to the Constructivism theory, knowledge is not taught but is learned by the learner himself through constructin new knowledge on the bases of old knowledge, under a certain setting, with the help of others, such as teachers or study partners, utilizing certain resouces" (Liu 192). This statement comes from a study completed by researcher Jing Lui and published in March of 2010.

In this study, the researcher studied the effectiveness of multimedia instruction in the teaching of college English. Again, half of the participants were English language learners, but her findings point to what I think could be an important epiphany for grammar instruction. Most of the studies and reserach behind web based multimedia grammar instruction support or reference the Constructivist theory which vies for a student-centered methodology. The key is not only putting the student at the center of their own learning here, it is individualizing instruction to the student. A common complaint of traditional grammar instruction is a lack of differentiation, a lack of interactivity and involvement and participation of the student. Most of the time, grammar is learned FROM the teacher and the students practice this information with drills as a way to acquire these skills.

The problem as I see it though would be many students simply memorize or repeat this information; no knowledge building is gained without acquisition of the actual skill. I feel a multimedia, web based approach to grammar instruction can put the student in the role they are intended.

In a research article conducted by Joseph Collentine, of Northern Arizone University, "Insights into the Construction of Grammatical Knowledge Provided by User-Behavior Tracking Technologies" (January 2000), Collentine argues that "students should be 'agents' who manufacture rather than recieve knowlege"(44). Grammar instruction at times falls into this problematic category of instruction. This study by Collentine, although a bit dated, sets a nice backdrop for the promotion of student centered approaches to web-based grammar instruction. The purpose of this study in using behavior tracking devices along with web-based instruction, is to raise student awareness of what they are doing and why.

"Approaches to grammar instruction such as consciousness-raising tasks acknowledge the cenral role learners play in the acquistition process, engaging students in activities where they must hypothesize their own rules..."(44); I think this approach to not only allowing students be centered in their learning but also in their acquisition process is an important one. What are some ways outside of the classroom that students play central roles and what does affect does this control have on that task? This is an important question to ask that could help transpose these ideas outside the classroom, better understanding students needs. Students can take a more active role in their learning. A lot of work goes to the teacher when implementing these multimedia web based approaches; the design of the software, accessibility, time in and out of class training; all of these are barriers but small in the scheme of things. Peraps teachers can "update their concept of multi-media, base their teaching planning on theory of constructivism, tailor to a different students' needs.."(Lui 193).

Introducing exploration and presentation can peak interest of students and make individualization of grammar instruction possible. Finding software that integrates virtual real situations, collaboration and meaningful construction could in fact be the next step for some teachers of grammar, especially at the college level. Perhaps teachers can take a more proactive role in not only finding these software technologies and programs, but even designing and helping to create.

Works Cited:

1. Collentine, Joseph. "Insights into the Construction of Grammatical Knowledge, Provided by User-Behavior Tracking Technologies". Language, Learning & Technology. Vol.3. No.2. January 2000. pp 44-57.

2. Lui, Jing. "An Experimental Study on the Effectiveness of Multimedia in College English Teaching." CCSE. Vol. 3, No. 1. March 2010. 191-194. Date accessed March 24th 20101.

#5: Motivation

Motivation is an important factor in grammar instruction, whether traditional or web-based. Motivation is an important factor in overall education, but for grammar, because there is a level of independent study and skill acquisition involved, so motivation really becomes more of a necessity. So, how do we motivate students to learn the rules of grammar?

In our everchanging world of text talk, emails, Twitteer and Facebook posts, our students are writing less, quantitativley, but at the same time, they are actually writing MORE frequently. I think is the key to unlocking the issue of motivation by way of grammar instruction; recognizing students are not always just "lazy" with writing, but that they truly do not understand WHY they need to know the rules of grammar if they are "never going to use them." We need to show them grammar is more than rules, it is the control and understanding of language, it is something that has to be learned and acquired to apply to all situations. They apply rules of grammar everyday, we just need to make them aware, as I stated earlier.

While researching the linkage between levels of motivation and grammar instruction, I came across another research blog entitled Digital Learning Environments, where the author, Leslie Wilson, comments on what she refers to as "what's old is new" in the way of grammar instruction. In her blog, she cites the 11 year old study of Garcia and Arias, whom I mentioned in an earlier post. After discussing the results of the study, which studied the effects of, then new, technologies on language skills acquistion, the blogger asks, "are students today more saturated with technology tools and thus less likely to be as motivated?" I think although this study is dated, she brings up a good point, that demands attention.

Web-based grammar instruction offers a multisensorial experience, increasing its attractiveness as a learning and research venue but what about the effectiveness of this experience? This may be an issue of novelty. As I discussed earlier in my post on games and grammar, there is a certain "fun factor" attached to these tools that can sometimes overshadow the purpose, but then we should ask, what is the purpose? With grammar, I think the purpose is to create interest, build a student centered classroom where the student has choice, and therefore more incinitve and motivation in their own learning. If the software/games/etc. are "fun", what is the harm? If our students today are more saturated with tools of technology, then why not keep changing it up? To motivate students means to create interactive, authentic learning experiences.

One interesting study, printed in 1999 in WORLDCALL, discusses web-based instruction as a window to the authentic world. The authors, Swets and Zeitlinger argue in their introduction that "there appears to be a gradual shift from teacher-centered approaches, largely reflected in the explicit teaching of a grammar, which exploit the technicial potential of the Web, to student-centered learning, reflected in meaning task-based activities, which exploits the new medium's unique potential for authentic learning experiences"(1). I think this statement supports much of the recent research on web based approaches to grammar instruction because although a dated study (1999), this still rings true today.

Perhaps it does not matter how you teach grammar, but why you teach grammar. The grammarian debate focuses on pedagogical arguments and methods and traditions of instruction, but with web-based delivery, maybe these issues are not the focus. Perhaps "the web should most sensibly be used for the unique potential it offers"(1), the potential to use this medium as a way to create a student-centered task-based and collaborative learning environment that is an authentic setting. For our students, the web and mulitmedia technologies are the authentic setting. Adaption to this setting will create motivation in students; we are meeting them where they are.

Works Cited:

1. Felix, Uschi. "Web-based Language Learning: A Window to the Authentic World". WORLDCALL. Monash University, Austrailia. 1999.

2. Wilson, Leslie. "What's Old is New" Digitial Learning Environment Blogs: Tech and Learning. New Bay Media, LLC. 2011. Date Accessed 20 March 2011. http://www.guide2digitallearning.com/blog_leslie_wilson/what_s_old_new

#7: Problems and Barriers

When thinking of web based multimedia approaches to grammar instruction, or using web based tools for grammar instruction, I realize am making a few assumptions, that I realize actually lead to a series of problems and barriers.

Some of these assumptions: -Teachers want to be able to utilize digital resources (some may be resistant) -Students would be more interested and more motivated using online tools (again, the argument that we make assumptions of digital native generation) -Teachers and students would have sufficient access (physically and legally/ethically) -Teachers and students would know how to use web based tools, or at least access to learn to use these tools (proactive approach and sufficient time essential) -Teachers and students would know the purpose (or at least the teachers) of online grammar tools and instuction (attitude of teachers, willingness of teachers, students, administration, etc)

In his book Multiliteracies for a digital age, Selber argues that students and teachers tend to view technology in the classroom in a troublesome way. It is esential students and teachers know WHY they use technology in the classroom in order to reep benefits which include a student centered approach to learning (agents of their own learning). Selber actually devotes an entire chapter to students as effective users of technology, again taking a proactive approach in a more student centered classroom environment.

It is important that educators know the purpose of AND effect of using web based multimedia grammar instruction and web based tools in the tradional classroom. Allowing students to take on a more independent role can be hard for some teachers, especially those teaching grammar. For years grammar instruction has been facilitated by the teacher, to the students, absorbed and then assessed through drills adn exercises. With the integration of technology into this process, it can be a hard transition so I think it is important to address those issues with accessibility as well as attitude. In regards to attitude, we need to remember that web based instruciton is not a panacea; as Selber reminds us, "all too often computer technologies are touted as the solutions to all of our problems"(4). Instead of viewing web based grammar instruction as a solution to grammarian debate, perhaps it should be viewed as a necessity to fit into and adapt to our new digital learning environment.

Works Cited: 1. Selber, Stuart A. Multiliteracies for a Digital Age. Southern Illinois University Press. January 23, 2004.

#6: Assumptions of the Digital Native

Digital Native. We throw this term around with many assumptions attached. Yet, could these assumptions may be hurting us as educators when it comes to web based, multimedia instruction?

A recent study conducted by Huw Jarvis and Marta Szymcyk published as "Student views on learning grammar with web-and book- based materials", in the ELT Journal in March of 2009, looked at student's attitudes to learning grammar in self study (independent) contexts and their preferences for the learning materials they used to do so (i.e. online or paper/pencil). What I found interesting (and I will get into the details of the study further into this post) was that "data suggests that despite the well-documented advantages of the tutorial role of computers, and the notion of the 'digital native', participants generally preferred working with paper-based materials"(Jarvis and Szymcyk 32).

With the rise of our new "digial native" students, we would assume these students would prefer web-based, multimedia, or online grammar instuction. In this study, researchers used the tutorial approaches of CALL. CALL is not 100% multimedia but is web-based instruction with a mix of visual and auditory instruction. In this particular study, the researchers cite two arguments in support of the tutorials of CALL over paper based grammar instruction; first, with instant feedback, this approach is helpful in developing learner independence, and second, the motivational value has been considered significant. I will discuss these advantages; individualized learning, motivation and a student centered classroom, later in this blog.

The materials of this study were a free website and a traditional sef-study book. For the web sites used, "the primary difference between the materials lies in the medium of delivery and the feedback (automated websites)"(34). The web-based materials used were http://www.english-4u.de/grammarI.htm and http://www.englishclub.com/grammar/verb-tenses_present-perfect.htm. For paper based materials, they used Murphy (2004) and Vince and Emerson (2006). In the study, they do site this as a limitation (needed a variety of resources), but their findings through the questionairre were interesting. After using both methods, students sited the positive aspects of web based instruction as having more variety (which is good because we know with more student choice comes better outcomes). Students did mention a lack of skills or lack of organization patterns as negative aspects of the sites used, but I think this is a key finding.

Web based instruciton does offer more variety and I think more interesting approaches to instruction. In this study, the participants were both native and non-native English speakers and perhaps that skewed the results of the study, but at the same time with our now increasingly diverse classrooms, perhaps this is the current "norm". We should never assume students are digital natives or assume they have skills necessary to make them feel comfortable with online grammar instruction. What I walked away from this study with is best stated in the conclusion of this particular study which states, "This study suggests that despite the era of the digital natives our students have not, under certain circumstances, abandoned more traditional resources and it would be a mistake for practicioners and other resource providers to slavighly follow the digitized medium route for everything"(38). Now I feel this is a bit black and white...I think teachers can use the digitized medium as a supplemental addition to courses, it does not have to be for "everything", and I would not assume anyone expects that of students or teachers. I think this also again points to the attitude of teachers and students. If there is a feeling that we are "slavishly following" anything, then that is not a positive way to look at it. The future of instruction in general is changing and implementating, integration, and training are essential as I it at this point.

Works Cited: 1. Jarvis, Huw and Marta zymcyk. "Student views on learning grammar with web-and book-based materials". ELT Journal. Vol. 64, Issue 1. pp 34-44.

#10: English Grammar Practice on the Web

For my last post, I am going to list several resources for teachers. I have come to the conclusion that there is a lot of "talk" of web-based mulitmedia grammar instruction but little cohesion when it comes to programs and software. It seems most teachers create their own mulitmedia tools which I find interesting and motivating as a teacher myself.

Teachers taking grammar instruction into their own hands, embracing the 21st century classroom and shift in roles is all good news for students. In the end I see there is still little known on web based methods for grammar instruction. Most of what I found was research gathered from ELL students or language acquisition versus pure grammar instruction in the English speaking composition classroom.

I think if we could take what non-English speakers are doing to learn English and perhaps apply these methods to our own classrooms, maybe then we could see increased acquisition. I think games and mulitmedia approaches are effective despite the little research I found because we creating authentic and meaningful learning experiences that enhance skill acquisiton.

Some tools I did find are listed below:

-Grammar Fitness (by Merit Solutions): interactive grammar exericsis with program tracking, for lower and upper grades. Not free.

-Grammar Slammer (Windows): helps students and references rules as needed, not just a grammar checker. Free.

-WEBGRAM: Language practice with mulitmedia supported web based grammar revision material; Not free.

-Road to Grammar; More than 300 interactive exercises and section for younger learners; Free

-Grammar Safari: "hunt" and "collect" examples of specific words and structures as they are used in documents accessible to anyone on the internet; Free

- NetGrammar: lesson plans on grammar contents with explanations, exerices and skills practice

-English-Only Games Zone: more of an ELL site but offers language games to download and play online; Free

Although many sites offered are for non-English speakers to learn English, I actually found many very effective for high school students and younger (maybe not college level). The software technologies I found were the most applilcable to college level students.

#3: Why?: "The Digital Imperative"

It is nothing new that as our world's needs change, so do the needs of our students. Educators should be preparing students for what awaits them outside the walls of the classroom. It only makes sense to assume that if traditional methods of grammar instruction have not been working in the past, then these methods will especially fall flat in the digital classroom of the 21st century.

Everyone can be author now, and every blog post and social media update have some control of grammar, some knowledge of sentence structure by the author. There are varying definitions or grammar; whether it is an instrinsic set of rules acquired or learned set of rules applied to writing. I would argue that no matter what your view, students use and know commands of grammar and conventions daily, we simply need to make them AWARE of it, aware that without the teacher sitting at their arm, they created a correctly structured sentence. As Yancey presents in her NCTE publication "Writing in the 21st Century", writing in the 21st century is a "call to action, a call to research and articulate new composition, a call to help our students compose well, and through these composings, become the citizen writers of our country, the citizen writers of our world, and the writers of the future"(1). Our students are authors everyday, that should be the digital imperative for teaching and using multimedia web based instruction for teaching grammar. There seems to inconsistencies between our traditional "essayisitic literacy" in our now very digital culture, explores J. Elizabeth Clark, in her 2009 article, "The Digital Imperative: Making the Case for a 21st Century Pedagogy". In addition to her emphasis on students becoming, and acknowleding themselves as, civic authors, she essentially makes the case for online, web based grammar instruction. I think it is important to see the big picure, as Clark does. She makes an interesting analogy comparing the digital age we are now in to that of the enviornmental movement, making the case for activism. "Precisely because we are in the infomation age, we need a movement- akin to environmental movement- to preserve the public domain...The explosion of information technologies has precipitated an intellectual land grab; it must also teach us about the existence and the value of the public domain"(27).

It is not enough to acknowledge changes in the classroom, we need to acknowledge the changes of our world and learn ways in which to teach the value of these changes. Grammar is something it seems no one wants to tackle but if we are reading e-books and writing in blogs, shouldn't we be learning grammar in a way that is congruent to these changing faces of literacy? Multimedia literacy must acknowledge and include the issue of grammar instruction; again, the "why", the digital imperative, is there.

Works Cited:

1. Clark, J. Elizabeth. "The Digital Imperative: Making the Case for a 21st Century Pedagogy". Computers and Composition. Vol.27. 2010. 27-35. 2. Yancey, Kathleen Blake. (2009 February). Writing in the 21st Century. Retrieved March 24, 2011, from http://www.ncte.org/library/NCTEFiles/Press/Yancey_final.pdf

#1: How it all began & Introduction

Hey everyone, Let me tell you a little on this blog's beginnings and hopefully give you an idea of where I hope to take it. As I see it, there are multiple debates for and against various types of grammar instruction. What I am not seeing are solutions; concrete solutions. There are philosophies and theories and mild solutions by way of thinking, but no real solution of how or even why grammar should be taught in the 21st century classroom.

As a high school teacher, I have my own personal views on the do's and don'ts of grammar instruction. In taking this Digital Writing course, I have come to some interesting ideas on the ways and instruction of grammar. This course has lead me to thinking; how many teachers use websites to "teach" grammar? Not just websites with grammar "exercises" and games, but how many teachers actually instruct their students on grammar using online and web based tools? More importantly, do the students like this web based approach? Are these methods effective? And what does the research say? These are my research questions leading this blog.

When I started my research, I found most information on ELL (English Langauge Learners); how teachers were using web-based grammar instruction/tools to teach English to non-English speakers. It was very hard to actually find what teachers are doing in the composition classroom by way of web-based instruction and tools. A second issue in the beginnings of research was a lack of familiarity with terms. Several journals, studies and readings used and referred to several acronymns I had no association with. For example, CALL (Computer Assisted Langauge Learning), CALI (Computer Assisted Language Instruction), MALL (Mobile Assisted Language Instruction), and TELL (Tech-Enhanced Language Learning). Needless to say, I had some looking up to do. These terms took me down many alley ways leading me away from my primary focus, but this was necessary research. I needed to know what was already out there by way of research and knowing these terms helped me to understand the results of research I came across.

So, after the preliminary research and clarification of terms, I starting coming across a variety of articles on the problems with current grammar instruction...and many solutions. A select few pointed to online grammar instruction as a possible solution. The grammar debate is nothing new and many articles and studies begin with a similar thesis in mind; what is the best way to teach grammar? I found that no matter the year of the article/study or the location, the same question was begging to be answered. This is why I was some what shocked that while I could find millions of articles and studies on effectiveness of certain types of grammar instruction; it was much more difficult to find articles and studies on solutions, specifically web based solutions.

In the context of these grammarian debates arises a debate on the actual role of computers in the teaching and learning of grammar. This is where the knowledge of the multiple acronymns came in handy. Around 1997, the researcher Levy came out with the term CALL (Computer Assisted Language Learning), and with that came new ways of teaching and learning. One such way was online tutorials and exercises using CALL. Many assumed this to be very different from a teacher, but essentially it is just the voice of a computer versus the voice of a teacher, in my opinion. Yet, even today, many argue that 'tutorial CALL' is more effective and accurate in teaching grammar. There is quite a bit of research out there on the advantages and disadvantages of CALL but I feel this as a dated argument and really a spring board for the debate on grammar today in the 21st century classroom. Not only do we have language and computing possibilities by way of internet options for grammar instruction and learning, we now have flash capabilities, videos, music, sound, visuals, interactive features, etc. The entire landscape of web based instruciton has changed, so while I mention CALL now in this post, I will not mention this as a solution for grammar instruction; it is a dated idea and evolving, and FROM this idea there are now many more options. For a not so brief introduction on CALL's background, see this piece written by Mark Warschauer in 1996; http://www.ict4lt.org/en/warschauer.htm. For a more brief history, I checked out Wikipedia and found further links for study.