Grammar-Related Autonomous Supportive Practice (GRASP) Version 2

It is of fundamental importance to use effective techniques for learning a language since language learning is not easy work and efforts made for this purpose must be retained over time (Wright, Betteridge and Buckby, 2006). Upon realizing this issue with language learning, an English learning tool, Grammar-Related Autonomous Supportive Practice (GRASP) was invented. GRASP is a board game whose central objective is to strengthen grammar comprehension, involving several language components such as “nouns”, “pronouns”, “adjectives”, “adverbs”, “verbs”, “tenses”, “prepositions”, and “conjunctions”. As GRASP is an acronym created to represent the meaning of the English word, “grasp”, the game is intended to improve learners’ understanding and memory of English grammar via playing it. The game also involves various aspects that make it more interesting, namely the visual stimuli like the graphics on grammar question cards and a colorful board; the determination of the winner based on who is able to answer the most grammar questions correctly as well as who is the fastest to arrive at the finish line; the penalty for a wrong answer; mystery rewards; and many other fun elements. With all that GRASP can offer, it can be confidently claimed that its novelty value can benefit learners in many ways especially in serving as a fun learning tool for enhancement of grammar understanding, and retention of grammar memory without any need for complicated technical or electronic dependence. Being made of affordable light materials like papers and plastic, GRASP is easily produced and marketable for the reach of many potential users. Keywords: Grammar-Related Autonomous Supportive Practice (GRASP), grammar learning, grammar understanding, memory retention

Download Full-text

Exploring learners’ Acceptance and Attitude towards Mobile Assisted Language Learning (MALL)

Environment-Behaviour Proceedings Journal ◽

10.21834/ebpj.v6i16.2734 ◽

2021 ◽

Vol 6 (16) ◽

pp. 49-54

Author(s):

Tengku Nazatul Shima Tengku Paris ◽

Nurma Abdul Manap ◽

Hafiza Abas ◽

Lo Mun Ling

Keyword(s):

Language Learning ◽

Publishing House ◽

Variation Theory ◽

Board Game ◽

English Grammar ◽

Mobile Assisted Language Learning ◽

International Publishing ◽

The Subject ◽

Theory Of Variation ◽

Open Access Article

Two main reasons contributing to the lack of mastery in English grammar by students are their apprehension towards the subject and their difficulty understanding tenses. To alleviate the fear and trigger learners' interest in learning grammar, an interactive digital board game was designed via MALL targeted at TESL students. This paper aims to explore these students' perceptions of the game. The game uses the Theory of Variation as a theoretical basis that acknowledges that discernment is a function of variation. A questionnaire and interviews were administered to the students. The findings show that the game helps enhance grammar learning. Keywords: Digital board game, Grammar, Mobile Assisted Language Learning, Variation theory eISSN: 2398-4287© 2021. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BYNC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians/Africans/Arabians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. DOI: https://doi.org/10.21834/ebpj.v6i16.2734

Download Full-text

PERBANDINGAN PEMEROLEHAN BAHASA INGGRIS SEBAGAI BAHASA ASING ANTARA PEMBELAJAR PEREMPUAN DAN PEMBELAJAR LAKI-LAKI MAHASISWA PROGRAM STUDI SASTRA INGGRIS UNIVERSITAS DEHASEN BENGKULU

PRASASTI Journal of Linguistics ◽

10.20961/prasasti.v1i1.752 ◽

2016 ◽

Vol 1 (1) ◽

Author(s):

Silvia Erlin Aditya ◽

Djatmika Djatmika ◽

Riyadi Santosa

Keyword(s):

Foreign Language ◽

Language Learning ◽

English Word ◽

Word Formation ◽

Elementary Level ◽

Narrative Texts ◽

Male And Female ◽

English Grammar ◽

Foreign Language Acquisition ◽

Word Format

The article talks about the process of acquiring English as a foreign language between male and female learners in English department, UNIVED. Data in the form of document were collected through students writing on descriptive and narrative texts from 28th September 2015 to 31th October 2015. The data were analysed through performance analysis in order to find out learners’ acquisition in composing descriptive and narrative text in English, to observe the process of acquiring English grammatical, to investigate learners’ language learning level through their acquisition on English word formation and to compare learners’ acquisition on foreign language based on their gender differences.The findings show that : (1)Description text is a genre that have been well mastered by learners of English in UNIVED (2)Learners have a low ability in acquiring English grammar with misformation and misapplied error category (3)Learners are found in Elementary level based on their acquisition on word format (4) Male learners exceed female learners in acquiring English. In general, the study shows that the acquisition of English as a Foreign Language of male and female learners in UNIVED is in low category. Keywords: descriptive, narrative, grammar, word format, foreign language acquisition.

Download Full-text

Health Assessment and Determination of Biological Age : a teaching and learning tool.

10.31085/9785392317974-2020-8 ◽

2020 ◽

Author(s):

L.M. Markariants

Keyword(s):

Teaching And Learning ◽

Health Assessment ◽

Biological Age ◽

Learning Tool

Download Full-text

PETAH as Malay Language Learning Tools to Improve Communication Skills

International Journal of Modern Languages And Applied Linguistics ◽

10.24191/ijmal.v2i1.7363 ◽

2018 ◽

Vol 2 (2) ◽

pp. 62

Author(s):

Noor Azam Abdul Rahman ◽

Noraziah Mohd Amin

Keyword(s):

Language Learning ◽

Communication Skills ◽

Quantitative Research ◽

Language Skills ◽

Learning Tools ◽

Learning Tool ◽

Mean Values ◽

Learning Aids ◽

Foreign Speakers ◽

Skills Learning

This study was conducted to evaluate the effectiveness of the use of the Malay language learning tool called PETAH to improve its communication skills. Learning aids are among the important elements to improve one's language skills, especially for second or foreign speakers. Past studies conducted by researchers like Fa'izah et.al (2010), Khuzaiton (2012) and others have proven that there are issues of communication among speakers of languages other than English in the non-Malays in Malaysia. Based on these issues, the main objective of this study is to analyze the effectiveness of the use of PETAH learning aids on improving the communication skills of students who use it. This study uses a quantitative research method that uses a questionnaire containing 25 items aimed at the effectiveness of the use of PETAH learning aids. This questionnaire instrument was used to get feedback from respondents after they used PETAH learning aids. Data from the questionnaires were analyzed using SPSS version 21. The results showed that the majority of respondents (mean values ranging from 3.35 to 4.71) agree that PETAH learning tools have improved their effectiveness in communication Malay language, especially if used continuously. In conclusion, a learning tool PETAH has a good impact on the improvement of communication skills of Malay language among non-Malays speakers in Malaysia.

Download Full-text

How Gaming Applications of CALL influence inputs of English Grammar: كيف تؤثر تطبيقات ألعاب الكمبيوتر المساعدة في تعليم اللغة على مدخلات قواعد اللغة الإنجليزية

المجلة العربية للعلوم ونشر الأبحاث مجلة العلوم التربوية والنفسية ◽

10.26389/ajsrp.o300520 ◽

2020 ◽

Vol 4 (47) ◽

Author(s):

Atif Obaid M Alsuhaymi

Keyword(s):

Language Learning ◽

English Language ◽

Language Education ◽

Computer Assisted ◽

Computer Assisted Language Learning ◽

English Language Education ◽

Full Sample ◽

English Grammar ◽

Before And After ◽

Post Test

The present study aims to research the influences of games through Computer-Assisted Language Learning (CALL) compared to Teacher-Centered Instruction (TCI) on teenagers' achievement in English language education in Saudi Arabia. Two groups of students tested, before and after instruction, so to determine success of the application of pedagogies. The full sample consisted of 22 teenagers, divided randomly, into two equal groups. The first group was the control (TDI) group, which used a school textbook. The second group was the experimental group (CALL), which given a CALL application, based on the game ‘Kahoot.’ Two types of tests were conducted, a pre-test and a post-test, at each of two periods for each group. The pre-test administered before instruction, and the post-test taken after the instructional period. Findings indicate that both groups increased their proficiencies with English object pronouns. However, performance on the post-test by the experimental (CALL) group significantly exceeded that of the control (TCI) group.

Download Full-text

Applied linguistics

Language Teaching ◽

10.1017/s0261444805283143 ◽

2005 ◽

Vol 38 (4) ◽

pp. 239-242

Keyword(s):

Hong Kong ◽

Language Learning ◽

Applied Linguistics ◽

Sao Paulo ◽

São Paulo ◽

Proximal Development ◽

Modern Language ◽

English Grammar ◽

Language And Education ◽

Modern Language Journal

05–587Allwright, Dick (U of Lancaster; [email protected]), Developing principles for practitioner research: the case of exploratory practice. The Modern Language Journal (Malden, MA, USA) 89.3 (2005), 353–366.05–588De Klerk, Vivian (Rhodes U, South Africa; [email protected]), The use ofactuallyin spoken Xhosa English: a corpus study. World Englishes (Oxford, UK) 24.3 (2005), 275–288.05–589E, He An (The Hong Kong Institute of Education, Hong Kong, China), Use of verbs in teacher talk: a comparison study between LETs and NETs. Hong Kong Journal of Applied Linguistics (Hong Kong, China) 9.2 (2004), 38–54.05–590Erdener, V. Doǧu & Denis K. Burnham (U of Western Sydney, Australia; [email protected]), The role of audiovisual speech and orthographic information in nonnative speech production. Language Learning (Malden, MA, USA) 55.2 (2005), 191–228.05–591Hosoda, Yuri (Kanagawa U, Japan), Directives and assessments in Japanese native and nonnative conversation. JALT Journal (Tokyo, Japan) 27.1 (2005), 5–31.05–592Hu, Xiaoling, Nigel Williamson & Jamie McLaughlin (U of Sheffield, UK; [email protected]), Sheffield corpus of Chinese for diachronic linguistic study. Literary and Linguistic Computing (Oxford, UK) 20.3 (2005), 281–293.05–593Hudson, Richard (U College London, UK) & John Walmsley, The English Patient: English grammar and teaching in the twentieth century. Journal of Linguistics (Cambridge, UK) 41.3 (2005), 593–622.05–594Johnson, Greer Cavallaro (Griffith U, Australia; [email protected]), Simon Clarke & Neil Dempster, The discursive (re)construction of parents in school texts. Language and Education (Clevedon, UK) 19.5 (2005), 380–399.05–595Ohta, Amy Snyder (U of Washington, USA; [email protected]), Interlanguage pragmatics in the zone of proximal development. System (Amsterdam, the Netherlands) 33.3 (2005), 503–517.05–596Pica, Teresa (U of Pennsylvania, Philadelphia, USA; [email protected]), Classroom learning, teaching, and research: a task-based perspective. The Modern Language Journal (Malden, MA, USA) 89.3 (2005), 339–352.05–597Sardinha, Berber (Pontifícia Universidade Católica de São Paulo (PUC-SP), Brazil), A influência do tamanho do corpus de referência na obtenção de palavaras-chave usando o programa computacional WordSmith Tools [The influence of reference corpus size on WordSmith Tools keywords extraction]. The ESPecialist (São Paulo, Brazil) 26.2 (2005), 183–204.05–598Seedhouse, Paul (U of Newcastle upon Tyne, UK; [email protected]), ‘Task’ as research construct. Language Learning (Malden, MA, USA) 55.3 (2005), 533–570.05–599Spada, Nina (U of Toronto, Canada; [email protected]), Conditions and challenges in developing school-based SLA research programs. The Modern Language Journal (Malden, MA, USA) 89.3 (2005), 328–338.05–600Von Staa, Betina (Pontifícia Universidade Católica de São Paulo (PUC-SP), Brazil), Deselvomiento de interpretações literárias lógicas e coerentes [Development of loigical and coherent literary interpretations]. The ESPecialist (São Paulo, Brazil) 26.2 (2005), 157–181.05–601Wong, Jock (Australian National U, Canberra, Australia; [email protected]), ‘Why you so Singlishone?’A semantic and cultural interpretation of the Singapore English particleone. Language in Society (Cambridge, UK), 34.2 (2005), 239–275.

Download Full-text

The Use of Instagram as a Mobile-Assisted Language Learning Tool

Contemporary Educational Technology ◽

10.30935/cet.590108 ◽

2019 ◽

Vol 10 (3) ◽

Author(s):

Talip Gonulal

Keyword(s):

Language Learning ◽

Learning Tool ◽

Mobile Assisted Language Learning

Download Full-text

The development of English grammar and reading comprehension by majority and minority language children in a bilingual primary school

Studies in Second Language Learning and Teaching ◽

10.14746/ssllt.2017.7.3.4 ◽

2017 ◽

Vol 7 (3) ◽

pp. 419-442

Author(s):

Anja K. Steinlen

Keyword(s):

Reading Comprehension ◽

Foreign Language ◽

Primary School ◽

Language Learning ◽

Foreign Language Learning ◽

Minority Language ◽

Vital Role ◽

Language Background ◽

English Grammar ◽

Language Groups

Both for the first language (L1) and for all additional languages (L2 or L3), grammatical knowledge plays a vital role in understanding texts (e.g., Grabe, 2005). However, little is known about the development and interaction of grammar and reading comprehension in beginning foreign language learning, especially with respect to children with a minority language background. This longitudinal study, therefore, examined minority and majority language children’s English grammar and reading comprehension skills. The children attended a German-English partial immersion primary school and were tested at the end of Grades 3 and 4. As expected, we found grammar to affect reading comprehension but also reverse effects. Most importantly, the results did not reveal any differences between the two language groups, irrespective of the test. Therefore, immersion primary school programs seem to be suitable for minority language children, and these children do not automatically represent an at-risk group for foreign language learning.

Download Full-text

Determinants of translation ambiguity

Linguistic Approaches to Bilingualism ◽

10.1075/lab.14013.deg ◽

2016 ◽

Vol 6 (3) ◽

pp. 290-307 ◽

Cited By ~ 9

Author(s):

Tamar Degani ◽

Anat Prior ◽

Chelsea M. Eddington ◽

Ana B. Arêas da Luz Fontes ◽

Natasha Tokowicz

Keyword(s):

Second Language ◽

Language Learning ◽

Second Language Learning ◽

Lexical Processing ◽

English Word ◽

Direct Access ◽

Semantic Ambiguity ◽

Dominance Structure ◽

Translation Ambiguity

Abstract Ambiguity in translation is highly prevalent, and has consequences for second-language learning and for bilingual lexical processing. To better understand this phenomenon, the current study compared the determinants of translation ambiguity across four sets of translation norms from English to Spanish, Dutch, German and Hebrew. The number of translations an English word received was correlated across these different languages, and was also correlated with the number of senses the word has in English, demonstrating that translation ambiguity is partially determined by within-language semantic ambiguity. For semantically-ambiguous English words, the probability of the different translations in Spanish and Hebrew was predicted by the meaning-dominance structure in English, beyond the influence of other lexical and semantic factors, for bilinguals translating from their L1, and translating from their L2. These findings are consistent with models postulating direct access to meaning from L2 words for moderately-proficient bilinguals.

Download Full-text