COMPUTER ASSISTED LANGUAGE LEARNING THROUGH ENGLISHCLASS101.COM: TO UNRAVEL THE UNDERPINNING METHODOLOGY
DOI:
https://doi.org/10.33323/l.v1i1.3Keywords:
CALL, Contextual Grammar Teaching, MethodsAbstract
English Language Teaching (ELT) is supposed to assist learners in actual life at the marketplace. Computer Assisted Language Learning (CALL) globally has flourished with tremendous products to address the purpose, e.g., EnglishClass101.com. Though this website includes a few aspects of ELT, the learning platform draws our attention for its affordability of price, feasibility of use, and recency of topics. The present study aims to unravel the underpinning teaching methodology of the website, with a particular focus on English grammar teaching. The present study employs a qualitative study design with two instruments of data collection: observation and transcription of lesson videos. The results indicate that contextual English grammar was used and integrated with lessons (newest and favorite); vocabulary (lists, words of the day, common words, key phrases); teacher assistance (explanation, assessment, tests). Majorly, two methods have been elaborated throughout the lessons on the website, i.e., Communicative Language Teaching, and Direct Method. Additionally, a few techniques are performed including teachers' gestures for meaning, annotation, repetition, drill, elicitation, option matching, deductive and inductive approach. The findings imply that any CALL products remain in use when the aspects of lessons involve daily topics and select feasible ELT methods
References
Abdukarimova, N. A., & Zubaydova, N. N. (2021). Deductive and inductive approaches to teaching grammar. International Scientific-Practical Conference on Cognitive Research in Education (pp. 372-377). Uzbekistan, 15 April 2021, Samark and Educational Centre for Retraining and Advanced Training of Public Education Staff, Uzbekistan.
Aziz, I. N., & Dewi, Y. A. S. (2019). The implementation of contextual teaching and learning on English grammar competence. ALSUNA, 2(2), 1-29. https://doi.org/10.31538/alsuna
Benitez-Correa, C., Gonzalez-Torres, P., Ochoa-Cueva, C., & Vargas-Saritama, A. (2019). A comparison between inductive and deductive approaches for teaching EFL grammar to high school students. International Journal of Instruction, 12(1), 225-236. https://doi.org/10.29333/iji.2019.12115a
Benati, A. (2018). Grammar Translation Method. Retrieved from https://onlinelibrary.wiley.com/doi/10.1002/9781118784235.eelt0153
Billah, M. (2015). Eclectic Approach to Teaching Language. Retrieved from http://www.observerbd.com/2015/02/13/72233.php
Brandl, K. (2019). Communicative language teaching in action: Putting principles to work. San Diego: Cognella Academic Publishing.
British Council. (2015). Methodology. Retrieved from https://www.teachingenglish.org.uk/article/methodology
Brown, H. (2000). Principle of language learning and teaching (4th Ed.). New York: Longman, Inc.
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed method approaches (5th Ed.). Los Angeles: Sage Publishing.
Dykes, B. (2007). Grammar for everyone. Practical tools for learning and teaching grammar. Victoria: Australian Council for Educational.
Edisherashvili, N. (2014). Communicative language teaching in Georgia: From theory to practice. Netherland: Leiden University.
English Study Program. (2015). English course syllabus. Kupang: Artha Wacana Christian University.
Gill, A. K., & Kusum. (2017). Teaching approaches, methods, and strategy. Scholarly Research Journal for Interdisciplinary Studies, 4(36), 6692-6697 , https://doi.org/10.21922/srjis.v4i36.10014 .
Harmer, J. (2007). The Practice of English language teaching. Cambridge, UK: Pearson Longman.
Hasanova, N., Abduazizov, B., & Khujakulov, R. (2021). The main differences between teaching approaches, methods, procedures, techniques, styles, and strategies. JournalNX- A Multidisciplinary Peer Reviewed Journal, 7(2), 371-375. Retrieved from https://repo.journalnx.com/index.php/nx/article/view/2517.
Khan, A. B., & Mansoor, H. S. (2016). The effectiveness of grammar translation method in teaching and learning of English language at an intermediate level. International Journal of Institutional & Industrial Research, 1(1), 22-25. Retrieved from https://www.researchgate.net/publication/328578620.
Larsen-Freeman, D. (2015). Research into practice: Grammar learning and teaching. Cambridge, UK: Cambridge University Press.
Mallillin, L. L. D., Laurel, R. D., Mallillin, J. B., Arroyo, P. A. C., Carag, E. A., Guingab-Carag, C., Macapallag, M. P., Galasiano, L. S., Dalupang, F. L., & Tarayao, D. Z. (2021). Strategies, trends, methods, and techniques of teaching in the new normal learning perspective of students. East African Scholars Journal of Education, Humanities, and Literature, 4(7), 265-274.https://doi.org/10.36349/easjehl.2021.v04i07.001.
Togatorop, F. (2016). The use of the direct method in teaching speaking descriptive in the second year of SMA Negeri 2 Pematang Siantar. Journal of English Teaching as a Foreign Language, 0(00), 73-94. Retrieved from https://www.uhn.ac.id/files/akademik_files/2004230932_2016.
Rao, P. S. (2019). The role of grammar in English Language Teaching (ELT) technique. Research Journal of English, 4(2), 239-250. Retrieved from https://www.researchgate.net/publication/334807485.
Spahiu, I., & Kryeziu, N. (2021). A contrastive study of grammar translation method and direct method in the teaching of English language to primary school pupils. Linguistics and Culture Review, 5(2), 1022-1029. https://doi.org/10.21744/lingcure.v5nS2.1663
Thornbury, S. (1999) How to teach grammar. England: Longman Ltd.
Vin-Mbah, F. I. (2012). Learning and Teaching Methodology: What Teacher Should Know and Should Able to Do. Journal of Education and Social Research, 2(4), -. Retrieved from https://www.tiemporealbolsa.com/images/stories/JESR-Special-Issues/JESR-January2012
