New Media in Language Practice
_ The
internet offers plenty possibilities for improving English language skills. I
am going to present three different websites dealing with English grammar
pupils might want to use at home. I am going to point out advantages and
disadvantages while taking into account several criteria:
Finally, I will draw a conclusion and decide which tool I would recommend to pupils.
"English Grammar Secrets"
_ This
is a screenshot of the webpage (02.12.2011/17:20). Click on it to have a look on the
page.
_
What is striking at first sight is the simple and ordinary layout of the website “English Grammar Secrets”. Yet, it is functional as it provides direct access to specific topics. Advertisements on the page are not distracting as the website only contains few. Another advantage of “English Grammar Secrets” is that the tool can be used without registration. In addition to the purposeful layout of the webpage, the content of the webpage is also well structured. This is already indicated on the introductory page since the purpose of the website is explained. The so-called “English lessons” should be used for self-study and the authors of the page advise learners to read the explanations and to do the exercises. In general, the webpage covers a huge variety of grammar topics. As already mentioned, each unit contains short explanations and exercises which are directly linked to each other. The grammar explanations are brief as only the most important rules are stated. For this reason, the given explanations can be used as a revision. On the one hand, I doubt that all pupils can understand these explanations due to their brevity and the English language. On the other hand, numerous examples might be helpful for pupils as they illustrate the grammar rules. Unfortunately, the rules are only conveyed by written texts and not by visualizations like diagrams or pictures.
As regards the exercises, the instructions are easy to understand. The task is given in one or two sentences. Additionally, self-explanatory symbols facilitate the usage of the tool. For instance, pupils can press on a button in the form of a check mark to check their results, or they can press the button in the form of a door to quit the currently opened webpage. Furthermore, pupils can have a look at demo versions of exercises. That way, it is ensured that they know what they have to do.
Pupils can find several types of exercises. Learners are supposed to label grammatical phenomena correctly. For instance, sentences written in simple past and present perfect have to be assigned to the correct “box” entitled with “simple past” or “present perfect”. Students are also expected to fill in gap texts dealing with different grammatical topics and they are expected to match clauses, phrases or words which belong together. The webpage offers primarily these types of exercises. Nevertheless, students will occasionally find different types. For instance, there are also exercises based on audio-documents, i.e. pupils have to listen to a spoken sentence in order to add a missing verb in a written sentence. In my opinion, the tool can be used for practicing grammatical phenomena as pupils have to work with grammatical structures. Moreover, the tool comprises various types of exercises and it also offers several exercises for one grammar topic.
What is striking at first sight is the simple and ordinary layout of the website “English Grammar Secrets”. Yet, it is functional as it provides direct access to specific topics. Advertisements on the page are not distracting as the website only contains few. Another advantage of “English Grammar Secrets” is that the tool can be used without registration. In addition to the purposeful layout of the webpage, the content of the webpage is also well structured. This is already indicated on the introductory page since the purpose of the website is explained. The so-called “English lessons” should be used for self-study and the authors of the page advise learners to read the explanations and to do the exercises. In general, the webpage covers a huge variety of grammar topics. As already mentioned, each unit contains short explanations and exercises which are directly linked to each other. The grammar explanations are brief as only the most important rules are stated. For this reason, the given explanations can be used as a revision. On the one hand, I doubt that all pupils can understand these explanations due to their brevity and the English language. On the other hand, numerous examples might be helpful for pupils as they illustrate the grammar rules. Unfortunately, the rules are only conveyed by written texts and not by visualizations like diagrams or pictures.
As regards the exercises, the instructions are easy to understand. The task is given in one or two sentences. Additionally, self-explanatory symbols facilitate the usage of the tool. For instance, pupils can press on a button in the form of a check mark to check their results, or they can press the button in the form of a door to quit the currently opened webpage. Furthermore, pupils can have a look at demo versions of exercises. That way, it is ensured that they know what they have to do.
Pupils can find several types of exercises. Learners are supposed to label grammatical phenomena correctly. For instance, sentences written in simple past and present perfect have to be assigned to the correct “box” entitled with “simple past” or “present perfect”. Students are also expected to fill in gap texts dealing with different grammatical topics and they are expected to match clauses, phrases or words which belong together. The webpage offers primarily these types of exercises. Nevertheless, students will occasionally find different types. For instance, there are also exercises based on audio-documents, i.e. pupils have to listen to a spoken sentence in order to add a missing verb in a written sentence. In my opinion, the tool can be used for practicing grammatical phenomena as pupils have to work with grammatical structures. Moreover, the tool comprises various types of exercises and it also offers several exercises for one grammar topic.
"English Grammar - Grammar lessons, exercises, and rules for everyday use"
_ This
is a screenshot of the webpage (02.12.2011/17:21). Click on it to have a look on the
page.
_ The concept of the website „English Grammar - Grammar lessons, exercises, and rules for everyday use” is based on the idea of sharing knowledge. As the webpage does not provide any further information, I’m skeptical about the content without knowing the source of the documents. It is not specified if everybody can post documents. Fortunately, learners can immediately use material without registering and they are not distracted by advertisements. However, users will probably be irritated by the structure of the webpage.
Although there is a menu on the left side listing different topics, for instance “conjunctions”, verbs”, “style guide”, this menu is not very helpful. If users are searching for a particular topic, they will have difficulties to find material quickly despite the menu. Even if the users have found the search button, the titles of the documents are not clearly formulated. For instance, an user searching for material about the present perfect will receive the following result: “Grammar terms beginning with P”. The title remains vague not indicating the content of the document. This document lists explanations of several grammatical terms (participial adjective, participial relative clause, past perfect, perfect infinitive). The example shows that the webpage provides explanations.
Additionally, users can find exercises. However, there are also several disadvantages. First, titles of exercises remain just as vague as titles for explanations. For instance, pupils would not know which grammatical structure they can practice doing the exercise entitled “sentence transformation exercise” as the title does not specify a grammar topic. Secondly, pupils can choose exercises from a list which is not ordered by topics, but by dates. Thus, students cannot directly find exercises they are looking for. Thirdly, exercises cannot be done immediately, but worksheets have to be printed. Hence, there is no automatic correction, but the answers are given at the bottom of the page. This is a crucial disadvantage as pupils might be tempted to have a look at the solutions before having done the exercise. Moreover, the motivating effect achieved by working with the computer might be nullified.
Although there is a menu on the left side listing different topics, for instance “conjunctions”, verbs”, “style guide”, this menu is not very helpful. If users are searching for a particular topic, they will have difficulties to find material quickly despite the menu. Even if the users have found the search button, the titles of the documents are not clearly formulated. For instance, an user searching for material about the present perfect will receive the following result: “Grammar terms beginning with P”. The title remains vague not indicating the content of the document. This document lists explanations of several grammatical terms (participial adjective, participial relative clause, past perfect, perfect infinitive). The example shows that the webpage provides explanations.
Additionally, users can find exercises. However, there are also several disadvantages. First, titles of exercises remain just as vague as titles for explanations. For instance, pupils would not know which grammatical structure they can practice doing the exercise entitled “sentence transformation exercise” as the title does not specify a grammar topic. Secondly, pupils can choose exercises from a list which is not ordered by topics, but by dates. Thus, students cannot directly find exercises they are looking for. Thirdly, exercises cannot be done immediately, but worksheets have to be printed. Hence, there is no automatic correction, but the answers are given at the bottom of the page. This is a crucial disadvantage as pupils might be tempted to have a look at the solutions before having done the exercise. Moreover, the motivating effect achieved by working with the computer might be nullified.
"englisch-hilfen.de - Learning English Online"
_
This
is a screenshot of the webpage (02.12.2011/17:19). Click on it to have a look on the
page.
_Fortunately, students do not have to register in order to use the tool
“englisch-hilfen.de – Learning English Online”. They might be distracted by advertisements,
but the website is not overloaded with advertisements. The clear structure of
the website is a huge advantage. Due to a structured list of grammar topics,
students can quickly find material they are looking for. The tool contains
material dealing with a variety of topics: tenses, adverbs, reported speech,
conditionals, etc. The instructions are easy to understand as they are brief
and as examples are given. In comparison to the first webpage, the tool lacks
variety of exercises. Students are always
expected to fill in gaps in texts or in tables. After having typed the answers,
pupils can press the button “correct” and they receive a feedback. If their answer was wrong, the
right solution is given. A strong point is the button “comment”. Clicking on
this button, students can read a brief explanation or tip. Another advantage is
a specific label showing the level of the exercise. A number indicates if the exercise
is suitable for learners who have been learning English for 1, 2, 3, 4, 5, or 6
years. Furthermore, the tool offers several exercises for one grammar topic.
In addition to grammar exercises, the website also includes grammar explanations which are directly linked to each other. The explanatory unit is also very well structured allowing pupils to use it as a work of reference. For instance, the chapter dealing with the present perfect is subdivided into the following parts: summary, use, signal words, form of affirmative, negative sentences and questions, spelling, special verbs, diagram, long forms and short forms. Furthermore, the explanations are easy to understand due to the use of different colors and visualizations like diagrams, as the following example shows:
In addition to grammar exercises, the website also includes grammar explanations which are directly linked to each other. The explanatory unit is also very well structured allowing pupils to use it as a work of reference. For instance, the chapter dealing with the present perfect is subdivided into the following parts: summary, use, signal words, form of affirmative, negative sentences and questions, spelling, special verbs, diagram, long forms and short forms. Furthermore, the explanations are easy to understand due to the use of different colors and visualizations like diagrams, as the following example shows:
This is a screenshot of the webpage (03.12.2011/16:22). Click on it to have a look on the page.
My Recommendation
_ In
my opinion, the website “English Grammar - Grammar lessons, exercises, and
rules for everyday use”
is not useful for pupils who would like to practice English grammar at home due
to the lacking structure of the website. The main disadvantage is the lacking
user-friendliness. In contrast to this webpage, I would recommend the webpage “English Grammar Secrets” as
well as “englisch-hilfen.de –
Learning English Online”. Both webpages have specific advantages. The
first tool stands out because of the variety of exercises and the
self-explanatory use of the tool. In contrast to “English Grammar Secrets”, the tool “englisch-hilfen.de –
Learning English Online” provides better grammar explanations. For this reason,
both tools are useful for students who want to improve their language skills at
home. Nevertheless, it has to be emphasized that such tools can only be used to
practice grammatical language patterns as the exercises are drill exercises.
Although I’m convinced that such exercises can be useful, I also think that
language learning cannot be reduced to such exercises. Hence, these tools
cannot replace English lessons in school. Pupils have to write texts, they
should have the possibility of using the foreign language creatively. These
approaches can fulfill principles of constructivist learning approaches.