Hegelheimer, V. (2006). Helping ESL writers through a multimodal, corpus-based, online grammar resource. CALICO Journal, 24(1), 5-32.

Summary of the article 

The authors conduct a study to evaluate an online grammar resource designed to help advanced ESL writers gain greater awareness of grammatical errors and learn how to fix them in their own writing. The study utilized iWRITE, a corpus-based online grammar resource that contains a database of essays written by non-native speakers of English. The errors in the essays have been marked and coded, and solutions for fixing each error are provided. Students view the essays on which errors have been marked and identify their own most common grammar errors. They then watch a video of an instructor annotating and discussing the errors in the essay as well as ways to fix them. The results indicated that students had a positive attitude toward the using the software, experienced increased grammatical awareness, and some improvement in students’ ability to identify and correct their own frequent errors.

Assessment of the Work

The initial testing of this software involved only nine students and took place over an 8-week class session. The authors acknowledge limitations of control regarding internal and external validity and state that internal validity can be realized when “learner performance improves as a result of their interaction with or use of the CALL program” (p. 9). While the students in this limited time study did show improvement in grammar awareness and reduction of errors in subsequent essays during the eight-week time frame, it would be important to test these students over a longer time period to determine whether the improvement is retained or whether it is just a function of the intense focus on those particular errors during this short time frame.

Key Quotations

On the rationale for using this software program

“Innovative multimodal, corpus-based, and database-driven online grammar resources may yield increased grammatical awareness and decreased error frequency” (p. 6).

On the potential value of the software to students

“However, being able to watch an instructor annotate an essay and being able to view essays of the same L1 initially unmarked and subsequently marked up for various mistakes appeals to students and may well benefit them in their quest to become better writers and roe proficient users of English overall.” (p. 22).

Annotator

Sandra Johnston (2014).

Son, J.B. (2008). Using web-based language-learning activities in the ESL classroom. International Journal of Pedagogies and Learning, 4(4), 34-43.

Summary of the article 

This study evaluated Web-based language learning activities for ESL students in terms of design and implementation. The researchers studied three kinds of activities and materials: pre-created web activities that utilize interactive exercises created by others and posted on the web, tasks that engage users in finding and utilize authentic web resources for various language learning tasks, and web activities created by an instructor that are tailored for the specific needs of his or her own students. The researchers evaluated the effectiveness of web-based language learning activities by employing a survey of student opinions on the usefulness of the activities. Survey questions investigated how much students felt they had learned, how much the activities improved their confidence in using the Web, and how willing they were after engaging in these activities to access Web activities in the future. The results showed positive attitudes and increased likelihood to utilize web activities again.

Assessment of the Work

Although it is important that students enjoy the learning activities, the effectiveness of web-based activities cannot be rated merely on how fun and engaging they were. The researchers need to demonstrate that these kinds of activities also show quantitative improvement in student understanding and performance of the language concepts being reinforced through the activities.

Key Quotations

On the rationale for using a web-based language learning approach

“Web-based language learning (WBLL) has the potential to increase learner motivation and engage learners in culturally authentic and highly interactive language experience” (p. 34).

On the value of the approach for students

“By incorporating language games such as crosswords and quizzes, students can practice and test practical skills with fun as an extension of learning activities” (p. 39).

Annotator

Sandra Johnston (2014).