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Incorporating research-based teaching techniques in E-learning to teach English articles

This article presents evidence about research-based teaching techniques that aided making the e-learning tool designed for this research more effective than traditional teaching methods when teaching English articles (e.g. ‘a’, ‘an’, and ‘the’). The techniques employed were: Master’s binary schema...

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Main Authors: Gillian, Edward, Lew, Robert
Format: Article
Language:English
Published: Penerbit Universiti Kebangsaan Malaysia 2018
Online Access:http://journalarticle.ukm.my/12871/1/22122-71734-3-PB.pdf
http://journalarticle.ukm.my/12871/
http://ejournal.ukm.my/3l/issue/view/1076
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spelling my-ukm.journal.128712019-05-09T11:03:25Z http://journalarticle.ukm.my/12871/ Incorporating research-based teaching techniques in E-learning to teach English articles Gillian, Edward Lew, Robert This article presents evidence about research-based teaching techniques that aided making the e-learning tool designed for this research more effective than traditional teaching methods when teaching English articles (e.g. ‘a’, ‘an’, and ‘the’). The techniques employed were: Master’s binary schema, explicit instruction, chunking, and direct feedback. Master’s binary schema (Master 1988, 2003) is an easy-to-grasp and detailed method of teaching English articles. Explicit instruction is the provision of clear and simple instruction of specific target structures (Troia & Graham 2002); in this study, the focus is on English articles. Chunking is the splitting of longer instructions into smaller segments for easier processing (Coufal 2002). Direct feedback for written texts is when responses are placed above, below, or near the inappropriate target structure to guide students towards appropriate use of structures (Bitchener & Knoch 2010). The main study results strongly indicated that the elearning tool was more effective than the traditional teaching techniques employed in this study. For the overall results by stage and group, the e-learning group achieved significantly better results than the control group. The main study results provide valuable quantitative evidence about the research based teaching techniques incorporated into the e-learning tool for English article usage teaching and for the effectiveness of e-learning in the English grammatical structure teaching. Penerbit Universiti Kebangsaan Malaysia 2018 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/12871/1/22122-71734-3-PB.pdf Gillian, Edward and Lew, Robert (2018) Incorporating research-based teaching techniques in E-learning to teach English articles. 3L; Language,Linguistics and Literature,The Southeast Asian Journal of English Language Studies., 24 (1). pp. 16-28. ISSN 0128-5157 http://ejournal.ukm.my/3l/issue/view/1076
institution Universiti Kebangsaan Malaysia
building Perpustakaan Tun Sri Lanang Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Kebangsaan Malaysia
content_source UKM Journal Article Repository
url_provider http://journalarticle.ukm.my/
language English
description This article presents evidence about research-based teaching techniques that aided making the e-learning tool designed for this research more effective than traditional teaching methods when teaching English articles (e.g. ‘a’, ‘an’, and ‘the’). The techniques employed were: Master’s binary schema, explicit instruction, chunking, and direct feedback. Master’s binary schema (Master 1988, 2003) is an easy-to-grasp and detailed method of teaching English articles. Explicit instruction is the provision of clear and simple instruction of specific target structures (Troia & Graham 2002); in this study, the focus is on English articles. Chunking is the splitting of longer instructions into smaller segments for easier processing (Coufal 2002). Direct feedback for written texts is when responses are placed above, below, or near the inappropriate target structure to guide students towards appropriate use of structures (Bitchener & Knoch 2010). The main study results strongly indicated that the elearning tool was more effective than the traditional teaching techniques employed in this study. For the overall results by stage and group, the e-learning group achieved significantly better results than the control group. The main study results provide valuable quantitative evidence about the research based teaching techniques incorporated into the e-learning tool for English article usage teaching and for the effectiveness of e-learning in the English grammatical structure teaching.
format Article
author Gillian, Edward
Lew, Robert
spellingShingle Gillian, Edward
Lew, Robert
Incorporating research-based teaching techniques in E-learning to teach English articles
author_facet Gillian, Edward
Lew, Robert
author_sort Gillian, Edward
title Incorporating research-based teaching techniques in E-learning to teach English articles
title_short Incorporating research-based teaching techniques in E-learning to teach English articles
title_full Incorporating research-based teaching techniques in E-learning to teach English articles
title_fullStr Incorporating research-based teaching techniques in E-learning to teach English articles
title_full_unstemmed Incorporating research-based teaching techniques in E-learning to teach English articles
title_sort incorporating research-based teaching techniques in e-learning to teach english articles
publisher Penerbit Universiti Kebangsaan Malaysia
publishDate 2018
url http://journalarticle.ukm.my/12871/1/22122-71734-3-PB.pdf
http://journalarticle.ukm.my/12871/
http://ejournal.ukm.my/3l/issue/view/1076
_version_ 1643738912707837952
score 13.211869

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