#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.