Grammar Practice Activities in ELT Textbooks: Types, Order, and Interrelated Series

Garth Andrew 한국영어교육학회 2022 ENGLISH TEACHING(영어교육) Vol.77 No.3

The purpose of this study was to analyze the grammar practice activities used in 14 recently published pre-intermediate and intermediate English language teaching textbooks. More specifically, this study analyzed the types of grammar practice activities that occurred, the order of such types, and the prevalence and composition of interrelated series of grammar practice activities. Results indicate that mechanical activities were less common than the other controlled alternative, meaningful activities, and also the least common type overall. Also, the results show that pre-communicative grammar practice activities were the most numerous grammar practice activities and comprised approximately 40% of all grammar practice activities. Additionally, it was found that grammar practice activities generally progressed from form-focused grammar practice activities to meaning-focused grammar practice activities. Last, it was found that multiple series of interrelated grammar practice activities were present with 54 distinct series appearing across the 42 lessons examined, and comprised almost half of all 246 grammar practice activities recorded as well.

Korean Student Perceptions of Classwide Peer Tutoring for Mechanical Exercises

Andrew Garth 한국외국어교육학회 2021 Foreign languages education Vol.28 No.1

This study examines learner perceptions into the use of Classwide Peer Tutoring (CPT) as an approach to conduct a mechanical exercise (ME). This research analyzed learner preferences between CPT and other methods of conducting MEs (i.e., oral MEs and written MEs), examined learner perceptions of CPT’s learning effectiveness, and also inquired into student perceptions of CPT’s peer corrective feedback (CF) approach. Forty-six Korean university students participated in this study by completing a survey after experiencing CPT, oral MEs, and written MEs over the course of nine lessons. The data were analyzed through chi-squared, goodness-of-fit tests and descriptive statistics. The results indicated the participants preferred CPT and perceived CPT as more interesting and motivating than the other ME methods. The results also indicated the participants perceived CPT to be more effective than alternative ME approaches. Lastly, the participants had positive perceptions of CPT’s peer CF approach and believed CPT’s peer CF approach was more effective than the CF approach in oral MEs.

English Names and Adult EFL Learners: Integrative Motivation and Student Perceptions

Andrew Garth 팬코리아영어교육학회(구 영남영어교육학회) 2017 영어교육연구 Vol.29 No.3

This study examines how English name use in an English as a foreign language class affects adult learners. Pre-post motivational surveys were completed by 42 university students who adopted English names and 31 university students who maintained their Korean names. Whitney Mann U tests were administered to determine any significance regarding integrative motivational changes. The 42 university students who adopted English names also completed a post-questionnaire regarding the students’ perceptions of the experience. This data was analyzed according to descriptive statistics and response frequencies. The results indicated English name use had no significant effect on integrative motivation levels. The results also indicated English name use decreased the affective filter and was rarely perceived to be an abuse of power (linguistic or teacher-related). The results also indicated English name use often creates a welcomed screen, or barrier, for students who wish to maintain a comfortably distanced relationship with the teacher that can be compromised by actual name use. Last, the results indicated English name use can provide a release from strict naming culture. This study s results help to better inform English teachers of adult students of likely effects when considering English name policies.

Student Attitudes toward English as a Lingua Franca Use to Teach a Third Language

Andrew Garth 한국외국어교육학회 2018 Foreign languages education Vol.25 No.2

This study examines student opinions into teacher use of English as a lingua franca as a second language to teach a third language. This research focuses on student recognition of the benefits of specific teacher uses of English as a lingua franca, student preferences of specific teacher uses of English as a lingua franca, and potential attitudinal effects of teacher use of English as a lingua franca. Thirty eight Korean university students participated in this study by completing a questionnaire. The data were analyzed through Mann Whitney U tests, a Borda count, chi-squared goodness of fit tests, and descriptive statistics. The results revealed students held the different uses in a similar and positive light but did not prefer uses that perform a social function. The results also showed students did not perceive of much positive attitudinal benefit (anxiety, connection to the teacher, and motivation). Nor did the students indicate teacher use of English as a lingua franca causes the students to lose face or feel that their mother tongue is disrespected. Classroom implications and limitations are discussed.

An Analysis of Grammar Practice Activities in Elementary ELT Textbooks

Andrew Garth 현대영어교육학회 2023 현대영어교육 Vol.24 No.-

This study analyzed the grammar practice activities present in 12 recently published elementary English language teaching textbooks. This research investigated three topics; the types of grammar practice activities, the order or sequencing of these types, and the interrelated series of such activities. The findings indicated that, although there was great variability across the 12 books, mechanical activities were the most common grammar practice type, despite strong pedagogical criticism regarding its meaninglessness. It was also found that the grammar topics themselves varied greatly in the quantity and type of practice activities. Next, it was found that the grammar practice activities in a lesson largely progressed from focusing on the form to focusing more on the meaning. Lastly, this research found interrelated grammar practice activities were commonplace, constituting nearly half of all 185 grammar practice activities recorded. These findings suggest teachers should carefully examine textbooks before selection and should know that mechanical practice activities and interrelated series of grammar practice activities are common. Furthermore, these findings suggest textbook publishers should consider employing meaningful grammar practice instead of mechanical practice activities and to also consider the quantity and type of their grammar practice activities for each grammatical topic in the books.

Online Instructional Grammar Videos: Deductive and Inductive Approaches

Andrew Garth 한국외국어교육학회 2024 Foreign languages education Vol.31 No.1

The current study is designed to investigate the use of deductive and inductive grammar teaching approaches in online instructional videos in a fully online asynchronous learning context across four different grammar lessons. More specifically, the study aimed to analyze two aspects about these two options for grammar instruction; their impacts on effectiveness in learning the grammar, and also the students’ perceptions of the two options in terms of interest, effectiveness, and difficulty. To address these research aims, this study employed a quasi-experimental approach where 82 participants were divided into two groups, and each group was taught via only deductive instruction or only inductive instruction. As for the results, regarding effectiveness, an ANCOVA test resulted in no differences when comparing across all four lessons combined. Furthermore, Mann-Whitney U tests indicated no difference in effectiveness for each individual grammar lesson. Regarding student perceptions, ANOVA tests indicated no difference in the students’ perceptions of interest, effectiveness, or difficulty.