USAGE OF WEB 2.0 TO FACILITATE GRAMMAR ACQUISITION AMONG SELECTED SECONDARY SCHOOLS
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CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
In the past, English lessons were normally learnt and taught through conventional classroom instruction, in which, most often than not, the teacher would teach in front of the classroom, while students were passive recipients of knowledge. However, presently technology has a great influence on the educational practices in the classrooms in which Web 2.0 is very much in use now to enhance instruction and transfer the focus from the teacher to the students in the teaching and learning process. The importance of Web 2.0 in the learning of grammar is advocated by the National Council of Teachers of English (NCTE, 2011). Incorporating Web 2.0 in the classroom is beneficial to the students in a number of ways: assisting students’ understanding of concepts, enhancing students’ motivation in exploring, investigating, conjecturing, creating and discovering principles, and making generalization and connections, engaging students involvement in the learning process (Guha, 2003), stimulating students’ interest in learning more complex grammar and developing students’ problem-solving abilities in grammatical analysis by allowing them to analyze and decompose a problem by using systematic trial and error to find solutions to any English problem.
English grammar is known as the rules of a language set out in a terminology which is hard to remember, with many exceptions appended to each rule. The writing of a grammar is basically an attempt at systematization and codification of a mass of data which may at first sight appear amorphous but within which recurrent regularities can be discerned. The way in which this systematization is approached depends on the convictions of the grammarian about the nature of language. The fact is that grammar would exist even if there were no books about grammar because it is essentially the unwritten agreement among speakers of the language about the ways they will express idea most efficiently. The grammar of a language covers such points of usage as tenses, spellings, punctuation, agreement, parts of speech, lexis and structures.
In education today, the web is increasingly used both as a learning tool to support formal programmes and as a means of delivering online learning programmes. For language learners to participate in an increasingly digital world, they will need to use the technology via English to meet their social, personal and educational needs. To do this, they need to learn to navigate the Web, using it to find information and often to provide information, (Dennis Murray, 2004).
Technology, especially the emergence of the internet, is affecting every aspect of education and changing the way we teach and learn (Shiao, 2002). The need for technological innovation has brought about communication revolution and rapid development of technological application in language teaching and learning (Njamanze, 2012). Information and Communication Technologies (ICT) today have transformed the way humans communicate, as well as do things (Shardama, 2016). Communication has never been so easily available and fun. In every step of our lives the significance of technology is seen and enjoyed these days. Students learn faster and easier than before because of the use of technology in schools. Technology plays a vital role in improving teaching/learning process. It changes the traditional ways of teaching and makes teaching/learning process more attractive and interesting.
Moreover, it is widely accepted that advances in information technology and new development in learning provide opportunities to create well-designed, learner-centered, interactive, affordable, efficient, flexible e-learning environments (Khan, 2005: 168). It is no longer a question of whether to take advantage of these technologies in language instruction, but how to harness them and guide our students in their use (Paulson, 2001). Therefore, the use of technology in various fields has been successful and beneficial for teachers to reach some particular goals in education. As explained by Pennington, (2006). “Technology in language education can increase the variety or diversity of learning opportunities and the quality of the learning experience in making input of more varied kinds learnable and accessible to each individual learner” (p.89).
Goodluck (2016), states that ICT has various forms and role which it performs in learning, especially in the teaching and learning of language. Most lecturers, teachers, technologists and students who are supposed to use the ICT tools are ignorant of what they are and their uses. Information and Communication Technology (ICT), Virtual Learning Environment (VLE), digital media and software as such have heralded a new era in many aspects of our lives to which education is no exception. As a result of the application of cyber technologies, both teaching and learning are facilitated. In recent years, the internet has become a powerful tool for enhancing learning because it is considered as easy, user-friendly and a popular approach in learning at higher education level (Pacheco, 2005). “The barrier of location for people in different parts of the world has been removed by some of the latest technologies such as the web, internet, mobile devices such as Personal Digital Assistant (PDA’s), iPhone etc” (Sarica & Cavus, 2008). For this reason, it could be suggested that going through the internet is an alternative way to studying English.
The World Wide Web (www) is a technology which is the most popularly used Internet tool, which serves increasingly as a communication facilitator. Scholars have defined Web-based learning as “a hypermedia-based educational program which utilizes the attributes and resources of the World Wide Web to create a meaningful learning environment where learning is fostered and supported” (Khan, 2000). Maddux (2006) identified two main features of web: information available on World Wide Web (www) are examples of two communications and, there is use of different technological devices such as Multimedia, graphics and sound etc.
The web also serves as an instructional delivery medium. Web-based learning is an important medium for designing and delivering instruction by addressing a variety of learning strategies. Web-mediated communication is a powerful interaction medium, (e.g., e-mail, group conferencing, internet relay chat) that enables students to communicate with peers, teachers, and experts and conduct collaborative efforts to provide various new possibilities for the development of educational technology.
In education, the web is increasingly used both as a learning tool to support formal programs and as a means of delivering online learning programs. Numerous web sites provide digital educational activities and network based courses for all grade levels in a large number of subjects. What can educators do to ensure that the potential of the web is used effectively to support both their own learning and that of their students?
English is the only language that has attracted many people around the world, for the most part due to globalization. In addition to globalization, the interest in the global trade, scientific resources available in English and other reasons are responsible for the worldwide appeal in learning. For language learners to participate in an increasingly digital world, they will need to use the technology via English to meet their social, personal and educational needs. To do this, they need to learn to navigate the Web, using it to find information and often to provide information, (Dennis Murray, 2004).
Websites provide various new possibilities and latest trends for teachers and learners. Although, the internet is the worldwide network of computer networks that connects computer users who gain access through an Internet Service Provider (ISP), which may be provided by school or work, for which learners can sign up in the same way as for a telephone service, the World Wide Web on the other hand, is a hypertext-based system for Web-based learning which allows students and teachers the flexibility of access, from anywhere and usually at anytime; essentially, it allows participants to collapse time and space accessing a variety of resources on the internet (Dennis, 2004). Web based learning is so called for the reason that it includes online course content; conversation forums via email, videoconferencing, and live lectures (video streaming) all which are possible through the web. Web based learning may also provide static pages such as printed course materials (McKimm et al, 2003).
Learning English through the web and using new trends in education in schools make students willing to learn better (Amiri et al., 2012). It is possible to navigate the Web at work, school, library or internet café without having a personal internet account. Although, the learning materials must be designed properly to engage the learner and promote learning (Judy et al, 2003). Many of us use the internet or the “web” (World Wide Web) as a source of information.
Many English language websites have been developed worldwide, but few researches have been conducted concerning the development of a comprehensive evaluation criteria. According to Li and Hart (2006), the web’s multimedia capabilities and interactive functions have made it an attractive medium to conduct instruction. Among the reasons for using the web in ESL learning; increased student motivation, authentic language, and global awareness have been cited (Meloni, 2008).
However, there are still many problems with the application of the internet in the classroom including the reliability of the information on the web, “the cost of the equipment needed to connect to the internet, inequality of access between the haves and have-nots, and frustrating slow connection (Lyman, 1998; Sussex & White, 1996; Warschauer, 2000). Interestingly, many of the literatures on web-based learning show that one of the main barriers to the effective use of teaching materials is the technology rather than the design of the learning materials themselves.
Furthermore, these days it can be very difficult to tell if a site is trustworthy or not. Many intrustworking sites are being designed to look respectable. Thus you should always make sure that a site is not dangerous by using multiple approaches. This is especially important to consider before providing a site with sensitive information such as credit card numbers, banking information, your email address, etc. (Chiron, 2014). Visiting a website that infects you computer with a virus, malware or spyware is a considerable inconvenience (William Mccoy, 2014).
Also, one of the problems in its usage is that students have a poor understanding of how to choose reliable sources and create citations when given a particular topic (Berad, 2009 p.13). As it is generally known, technology is developing and changing very fast, however, Web sources can be created by anyone and therefore are riskier in terms of their credibility and authority (especially in determining the credible sites for the teaching and learning of English).
Also, it is believed that .org, .edu, .net, .gov are more reliable than .com. This is basically because commercial websites base their information around selling their products. .com, .net, .org and other website suffixes are known as “top-level domains” (TLDs). While we normally see only a few of these, there are hundreds of them like .gov. edu. etc. and there may be thousands more soon. Top-level domains are managed by the Internet Assigned Numbers Authority (IANA), which is run by the Internet Corporation for Assigned Names and Numbers (ICANN). Besides, there top-level domains all offer open registration – anyone can register a .com, .net, or .org domain for a website (for a fee). The distinction between the domains has largely been lost, although there are still non-profit organizations that prefer .org.
Considerably, the Web has potential for both types of authenticity. It provides learners with unlimited opportunities for accessing authentic language. However, this very access may be a disadvantage. Learners may find a site with language beyond their current linguistic profienciency, or they may find sites that use inappropriate language or culture for the particular learners (for example, pornographic sites), or they may come to rely on the internet for accurate information, but use information from a site written by school children or a site that uses propaganda or a site with advertising dressed up as information. Many sites selling a particular product or idea may present biased or incorrect information. It is therefore necessary for learners to learn the skills for a practice evaluating websites (Dennis, 2004).
Additionally, since the Web is now an essential part of the fabric of work, personal life and education in many countries, using the Web to find information for classroom tasks mirror what many learners will need to do in their lives. However, for learners to be able to apply their classroom learning outside the classroom, teachers will need to guide their students through its use.
However, many web-based learning packages are offered in modules, which students work through individually, at their own pace. Moreover, an electronic forum enables students to meet with teachers in one-on-one sessions. The ability to work through the material at the student’s own pace is a dramatic advantage over traditional teaching methods. Some teachers (for example, Mansfield, 2002) have developed a series of structured activities that have helped learners acquire the skills to search and navigate the Web by themselves. Others (for example, King, Koi, 2002) have structured learning by choosing websites and categorising them using a learning management system. Yet another teacher (Puetter, 2002) has designed his own websites for learners to use, while others (for example, Blatnik, 2002; Unat, 2002) have chosen only ESL sites where learners can learn the language through structured activities. Teachers also need strategies for determining appropriate sites, in terms of language, content and web design. Moreover, the fact that a document appears on the Web does not make it accurate or objectives. The upshot is that web-based learning cannot replace, and will probably never replace, traditional learning. However, it is in some ways far superior, so students who meet certain criteria will find it invaluable. In order to maximize its effectiveness, educators must develop new teaching techniques designed to overcome the limits of e-learning. Therefore, this research focuses on a survey of Using WEB 2.0 to facilitate grammar acquisition among selected secondary schools.
1.2 Statement of the Problem
The spread of English grammar as an international language and the emergence of the Internet as a fast communication channel that has no boundaries, are mutually enforcing trends in an age of globalization. Since its conception, the Internet has, so it seems, revolutionize the ways of human communication as well as English grammar in a global context. Learners of English language today need a new set of critical and interpretive skills. However, students spends lots of their vital times on the Web 2.0 in the course of learning and learnt a lots of bad English grammar and languages. The aspect of vulgar languages in grammar, usage of slangs when communicating, issues of words abbreviations and fun catching on the internets.
1.3 Purpose of the Study
The main purpose of this study is to examine the usage of WEB 2.0 to facilitate grammar acquisition among selected secondary schools. Other specific purposes includes:
- To ascertain the availability of WEB 2.0 tools and grammar acquisition.
- To examine the accessibility to Web 2.0 facilities by students
- To find out students Web 2.0 facilities usage for learning purposes.
- To determine the difference in learning process of students who use Web 2.0 facilities and those who do not use the Web 2.0 facilities.
- To examine the challenges facing students usage of Web 2.0 and their learning process.
1.4 Research Questions
This study will provide answers to the following questions:
- Is there any availability of WEB 2.0 tools and grammar acquisition?
- How accessible is Web 2.0 facilities to students?
- What are the students Web 2.0 facilities usage for learning purposes?
- Are there differences in learning process of students who use Web 2.0 facilities and those who do not use the Web 2.0 facilities?
- What are the challenges facing students usage of Web 2.0 and their learning process?
1.5 Significance of the Study
On completion, the study would be of great importance to both teachers and learners of the English language. To the teachers, the study will highlight credible website where teachers can contribute, give assignments to students, learn from other teachers, get advice on improved instructional materials, take English professional exams and so on. To the students, the study will bring to them the importance of visiting educational websites for the purpose of learning and improving on their knowledge of the English language, help them in their English assignments, speak to other English teachers from all over the world, learn from other learners who visit the sites and so on. Also, the study aims at highlighting the credibility of some websites as against some others, as well as the credibility of some web domains as against some others. The study also aims at highlighting some websites that can be useful for both the teachers and learners of English.
1.6 Scope of the Study
In view of the research study, this study focuses on a survey of usage of WEB 2.0 to facilitate grammar acquisition among selected secondary schools.
1.7 Definition of Terms
These words, in order for the readers of this work to understand are defined below:-
Grammar: This is known as the rules of a language set out in a terminology which is hard to remember, with many exceptions appended to each rule.
Academic Performance – This is the level of academic education attainable by an individual at a particular point in time as depicted by the subjects’ performance.
Teaching – This is a process of imparting knowledge or the transferring of knowledge from somebody who knows (the teacher) to an individual who does not know (the learners or students).
Attitude – This refers to an organization of motivational, perceptional and cognitive process with respect to some aspects of the individual’s world. The attitude one has on something determines to a great extent, how he/she would be involved in that thing. Attitude affects all we do in human life.
Education- it is the aggregate of all the processes by means of which a person develops abilities, skills and other forces of behavior of positive (and sometimes of negative) value in the society in which he lives.
Senior Secondary School (S.S.S.). This level leads to the award of Senior School Certificate Examination and also a stepping stone to further studies at the Higher Institution of Learning,
Technological: The study of or a collection of techniques; relating to, involving, or caused by technology.
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