Computer Assisted Learning Program As A Self Learning Technique

2. How does task-based learning differ from grammar-based one in terms of improving students’ language proficiency (speaking, listening, writing, reading, use of language) ?

What specifically do you want English Learners to do in order to improve their command of the English language (such as deconstruction, expansion, function, structure/syntax, vocabulary/morphology, register)? Also, describe how you will monitor and assess their progress on these English language functions.

Thanks to the advantages of technology, teachers have difference ways to teach and share information with students. For instance, 10 years ago, white board is the only choice for teachers. The lessons are delivered by face to face communication between lecturers and students. They must come to class at the same time to study. Moreover, almost knowledge’s are selected from books. Nowadays, white board is replaced by projector and the lessons are shown on the screen

The demand of involvement of grammar in the literacy curriculum has decreased exponentially over the years, as more and more technology has been released. This could be good for many people to use proper grammar without learning it, yet could impact lives negatively as well. In a survey showed by managers "75 percent said it was worse for an applicant to have a spelling or grammar error on his application than for him to show up late or... swear during an interview..."(Fogarty). Managers state that grammar

Computer-based instruction, or CBI, is widely used to deliver content to learners of all ages. Although this form of instructional delivery has become nearly ubiquitous, levels of effectiveness of CBI vary, particularly when considering computer-based instruction for adults. In 2005, researchers Janis Lowe and Elwood Holton, III developed a theory regarding the elements necessary for an effective CBI experience with adult learners and then drew five conclusions based on their investigation. Lowe and Holton (2005) acknowledged a need for both external support and instructional support if an adult learner’s CBI experience will be deemed positive. Of their five conclusions, this one was of particular interest to me based on the different computer-based instruction experiences I have had.

Research has been conducted on implementing different interventions to increase reading fluency and reading comprehension for students with disabilities, however; little research has been done on using technology to increase reading fluency and reading comprehension for these students. Using computer-assisted instruction (CAI) can increase a student’s motivation, attention, and time on task by using different features such as sounds and animations (Mechling, Gast, & Krupa, 2007). Another feature that a student has the ability to use when using CAI is text-to-speech, which offers the student computerized speech support (Leong, 2015). With saying that, using CAI can help increase a students willingness to want to learn how to read fluently and

Furthermore, Student with two forms of linguistics can benefit from it. For example, African American English speakers the learned how to

Learning is a process that is influenced significantly by the combination and interactions of three main areas of influence: agent, activity and world. A number of writers have used other descriptions for these influencing factors. In the succeeding discussion of computer-based learning environments, we have found it useful to describe learning using a framework of three mutually constitutive elements based on these factors which represent the actions and activities of the different elements in the learning process: the learner, the teacher and the learning materials [Herrington & Oliver, 1996].

Rationale: this activity will help students practice spelling, vocabulary, grammar and text formation which differ quite a lot from speaking.

There are plenty of teaching methods that are used to teach a language, they developed over the years and centuries, in this essay two well-known teaching methods will be discussed, their principles, their advantages, and their drawbacks, these methods are Grammar Translation Method and The Direct Method.

Communication is an essential tool in our daily life, an aspect that has led to the continuous demand for learning and teaching of the English language that is widely spoken in the world. It has led to the development of interest in most people to have the desire to enhance their capacity to the use of the language, so as to have a good command of the semantic (Gupta, 2004). However, there are different approaches through which people learn the language that include the formal and informal tactics. The increased interest to learn English has led to the demand for an effective and efficient approach to teaching the subject as will be discussed in the above paper. There is need to produce students who can accurately and fluently communicate as required by the employers and the society in general.

As one of the most important part in English language, grammar gets attention from many teachers around the world. Many researchers have even debated about almost every single thing of it. Meanwhile, for the learners, learning grammar often means they have to learn the rules and patterns of grammar and also have an intellectual knowledge of grammar. Many teachers believe that learning grammar intensively can help the learners build their knowledge, so that they will be able to use the language eventually. Unfortunately, in terms of learners’ success with languages, grammar has been seen to be a quite huge problem. The English grammar acquisition does not come naturally. The learners have to go to school to learn it, dig it deeper, and know every part of it in order to be able to use it well. Many learners have difficulty doing so, few retain the knowledge for long, and hardly anyone finds it very exciting. (Tabbert, 1984: p. 39). Thus, it can be said that by identifying such

Till now, grammar has played an important role in English language teaching and learning. The Grammar Translation Method gives prominence to the role of grammar teaching and learning (Brown, 2001; Richards & Rodgers, 2001). In regards of Direct Method, grammar was still taught inductively to develop learners’ language competence (Thornbury, 1999). Following the Direct Method, the Audio-lingual Method stressed the importance of grammar teaching and learning by paying much attention to the drilling of basic patterns and the memorization of the structures in the dialogues (Brown, 2001; Richards & Rodgers, 2001). Grammar still holds an important position in the currently widespread method, the Communicative Language Teaching (CLT). In

The goal of this method is to help the students to be able to communicate in the target language. In order to achieve this purpose, the Audio-Lingual Method contains the following characteristics. Firstly, contextualized dialogs are utilized to present new vocabulary and structures in class. Secondly, the conversations are learned through drills which are considered as an integral part of the Audio-Lingual Method. In my own teaching, backward build-up drill, repetition drill and substitution drill contribute importantly the success of students’ learning. Next, grammar rules are induced from examples. By this approach, students personalize and use the grammatical points naturally like the way they acquire the native language. Based on above features, it is believed that the Audio-Lingual Method has a part in the communicative development of students in the target language.

reiterate, it calls for a reform in the manner grammar is viewed in the realm of ‘common