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www.internationalscholarsjournals.org © International Scholars Journals
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In: http://internationalscholarsjournals.org/download.php?id%3D820897252832435668.pdf%26op%3D1%26type%3Dapplication/pdf (2013)
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The Effect of Computer-Based Grammar Instruction on the Acquisition of Verb Tenses in an EFL Context
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In: http://journal.jaltcall.org/articles/3_1%262_AbuSeileek2.pdf
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Abstract:
This paper presents results from two experiments which used computer-based grammar and teacher-driven grammar (chalk and talk) instructional methods. Each method involves teaching verb tenses using two deductive approaches (a) the initial rule-oriented approach (involves initial presentation of explicit rules followed by illustrative examples) and (b) the structure-guessing approach (involves explicit presentation of rules in response to structure-guessing exercises). The effectiveness of these methods and approaches are compared based on the results obtained from the post-test administered at the end of the experiment. The results reveal significant differences between the four groups in favor of the computer-based grammar instructional method, and more specifically the structure-guessing approach except for the present perfect tense. However, the study shows that both methods (computer-based and teacher-driven) and both approaches (the initial rule-oriented and the structure-guessing) are effective in teaching English verb tenses. A s the use of computers in language teaching increases, they gain much of the at-tention and interest of researchers and language practitioners. Second Language Acquisition (SLA) researchers have asserted that the computer should be used to replicate what they believe ought to occur in the classroom (e.g. Quinn, 1990; Under-wood, 1993; Figueredo & Varnhagen, 2006). Many proponents of Computer-Assisted
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URL: http://journal.jaltcall.org/articles/3_1%262_AbuSeileek2.pdf
http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.458.6637
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