The Effects of Vietnamese High School Teacher’s Utility of Google Forms on Eleventh Graders’ Grammatical Knowledge

Authors

  • Vu Phi Ho Pham
  • Van Da Tran Ton Duc Thang University

Keywords:

grammar instruction, grammatical knowledge, Google Forms

Abstract

In Vietnam, grammar has been taught with conventional teaching methods such as the Grammar Translation Method and Audio Lingual Method, which still focus on paper-based grammar exercises in high schools. These traditional methods demotivate students' learning interest and motivation and fail to increase their independent learning and the effectiveness of grammar instruction. The purpose of this study is to explore the effects of Vietnamese high school teachers’ utilization of Google Forms on eleventh graders’ grammatical knowledge and their perceptions of Google Forms in learning English grammar. The study results emphasized the intervention of eleventh-grade students' knowledge of grammar and their perceptions of this treatment. The study's findings indicated that the integration of Google Forms successfully aided students in enhancing their achievement of grammatical knowledge. Furthermore, students have a positive attitude towards this application into grammar teaching.

References

An, Y. & Williams, K. (2010). Teaching with Web 2.0 technologies: benefits, barriers and lessons learned. International Journal of Instructional Technology & Distance Learning, 7(3), 41-48.

Bilonozhko, N., & Syzenko, A. (2020). Effective Reading Strategies for Generation Z Using Authentic Texts. Arab World English Journal: Special Issue on the English Language in Iraqi Context.121- 130. DOI: https://dx.doi.org/10.24093/awej/elt2.8.

Busyteacher (n.d.). 10 Modern Ways to Use Technology in ESL Instruction. Retrieved from https://busyteacher.org/13732-using-technology-esl-instruction-10-modern-ways.html

Chau, K. G. (2021). The Effect of ICT on Learners’ Speaking Skills Development. International Journal of TESOL & Education, 1(1), 22–29. Retrieved from https://i-jte.org/index.php/journal/article/view/4.

DeKeyser, R. M. (1995) Learning second language grammar rules: An experiment with a miniature linguistic system. Studies in Second Language Acquisition, 17(3), 379–410.

Do, T. H., & Nguyen, H. T. N. (2014). An explaratory study of ICT use in English language learning among English university students. Teaching English with Technology, 14(4), 32-46.

Fromkin, V., Rodman, R., & Hyams, N. (2017).An introduction to language (11th Ed.). The United States: Cengage Learning, Inc.

Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The Internet and Higher Education, 7(2), 95–105. doi:10.1016/j.iheduc.2004.02.001

Graham, C. R. (2006). Blended learning systems: definition, current trends, and future directions. San Francisco, CA: Pfeiffer Publishing.

Haddad, R. J. & Kalaani, Y. (2014). Google Forms: A Real-Time Formative Feedback Process for Adaptive Learning. The 121st ASEE Annual Conference and Exposition, 6(2), 902-911. DOI: 10.18260/1-2-20540.

Harmanto, B. (2013). Teaching English to Generation Z students (New concept of young learners). Contemporary Issues in Education Research, 6(1), 74-81.

Isti’anah, A. (2017). The effect of blended learning to the students’ achievement in grammar class. Indonesian Journal of English Education, 4(1), 16-30. doi:10.15408/ijee.v4i1.5697.

Khalil, M. Z. (2018). English students’ perceptions towards using Google docs and Google classroom as online collaborative tools in learning grammar. Applied Linguistics Research Journal, 2(2), 33–48. Doi: 10.14744/alrj.2018.47955.

Khuong, T. H. C. (2015). Teaching English grammar communicatively: theories, principles, and implications in English teaching in Vietnam. International Journal of English Language Teaching. 2(2), 62-68.

Nguyen, V. M. (2021). English language-learning environments in COVID-19 era: EFL contexts, English-language environments, technology-based approach, English language learning. AsiaCALL Online Journal, 12(3), 39-46. Retrieved from https://asiacall.info/acoj/index.php/journal/article/view/21

Pham, Vu Phi Ho (2021). The Effects of Lecturer’s Model e-comments on Graduate Students’ Peer e-comments and Writing Revision. Computer Assisted Language Learning, 34(3), pp. 324-357. https://doi.org/10.1080/09588221.2019.1609521

Pham, D. T. T. (2021). The effects of Audiovisual Media on Students’ Listening Skills. International Journal of TESOL & Education, 1(1), 13–21. Retrieved from http://i-jte.org/index.php/journal/article/view/3

Pham, Vu Phi Ho & Nguyen, The Binh (2014). The Effects of Communicative Grammar Teaching on Students’ Achievement of Grammatical Knowledge and Oral Production. English Language Teaching (ELT), 7 (6), pp. 74-86, DOI: 10.5539/elt.v7n6p74

Pham, D. T. (2018a). Application of Google Forms in the English classroom. The 2018 International graduate research symposium Proceedings, 3rd, 131-137.

Pham, D. T. (2018b). Integration of technology-enhanced language learning tools into teaching English for English students. The 2018 International graduate research symposium proceedings, 640-650.

Pham, P. K. M. (2015). Changes in teaching grammar in the world and in Vietnam (Matser’s thesis). Retrieved from https://www.academia.edu/16700372/Changes_in_teaching_grammar_in_the_world_and_in_Vietnam.html.

Van, L. K., Dang, T. A., Pham, D. B. T., Vo, T. T. N., & Pham, V. P. H. (2021). The Effectiveness of Using Technology in Learning English. AsiaCALL Online Journal, 12(2), 24-40. Retrieved from https://asiacall.info/acoj/index.php/journal/article/view/26.

Zhang, J. (2009). Neccessity of grammar teaching. International Education Studies, 2(2), 184-187.

Downloads

Published

2021-07-09

How to Cite

Pham, V. P. H., & Tran, V. D. (2021). The Effects of Vietnamese High School Teacher’s Utility of Google Forms on Eleventh Graders’ Grammatical Knowledge. AsiaCALL Online Journal, 12(4), 30-45. Retrieved from https://www.asiacall.info/acoj/index.php/journal/article/view/65