ANGLADA LILIANA BEATRIZ
Congresos y reuniones científicas
Título:
Teaching English Grammar: Using e-ducativa to Interact and to Promote Autonomous Learning
Lugar:
Filadelfia, Pensilvania
Reunión:
Otro; The Modern Language Association of America Convention; 2004
Institución organizadora:
The Modern Language Association of America
Resumen:
The controversy over whether the use of computers in education is beneficial or not has been going on for quite some time now. The use of technology for educational purposes has been debated extensively and, in many cases, highly questioned. Since the heyday of drill-and-practice software, through the times when tutorial and interactive software packages swept schools in the U.S., up to the present day when trends involving the use of the Internet for virtual classes and information resources have become commonplace, there have been supporters and detractors. In educational settings where there are many students and instructors cannot take care of their students? individual needs properly, we cannot deny that computer-mediated communication and computer-generated materials offer an appropriate and valuable resource in the learning-teaching process.
In this study, we examine the level of involvement and the responses of a group of students who were taking an English grammar course1 and who used the web-based environment e-ducativa to interact with the instructor and classmates outside class time. Among the web-based activities in which the students participated are asking and answering questions, interacting in chat rooms and in discussion forums, and working on various grammar exercises. Results are based on frequency counts of the number of questions and answers provided by the students, the number of times they participated in discussion forums, and the number of exercises done and submitted electronically when using e-ducativa. These values are correlated to the students? final grade in the course. Also, another part of the study focuses on the students? responses to questionnaires, which provide interesting information about the students? attitudes towards this technology-driven and self-regulated learning experience.
In this study, we examine the level of involvement and the responses of a group of students who were taking an English grammar course1 and who used the web-based environment e-ducativa to interact with the instructor and classmates outside class time. Among the web-based activities in which the students participated are asking and answering questions, interacting in chat rooms and in discussion forums, and working on various grammar exercises. Results are based on frequency counts of the number of questions and answers provided by the students, the number of times they participated in discussion forums, and the number of exercises done and submitted electronically when using e-ducativa. These values are correlated to the students? final grade in the course. Also, another part of the study focuses on the students? responses to questionnaires, which provide interesting information about the students? attitudes towards this technology-driven and self-regulated learning experience.
