Comparative Effectiveness of Workbook and Computer-Based Exercises for Perfect Aspect and Writing Practice
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This study investigated the effectiveness of two different types of exercises for the correct use of grammar in writing: workbook-based and computer-based exercises. The current study also compared the gained scores between and within the two groups regarding grammaticality judgment, controlled production, and free production for accuracy and frequency in the use of perfect aspect. In this study, a prototype of computer-assisted language learning courseware, Grammar & Writing, was developed and used for the computer group. Grammar & Writing was devised to include predetermined feedback with the intent of offering more individualized feedback to the learners. The population of the study consisted of 37 Korean college students for the two groups. This study took 14 weeks for conducting classroom exercises and collecting the data such as diagnostic tests, pre-tests and post-tests. The analyzed test results showed that the two groups had significant differences in grammaticality judgment and free production in accuracy, but not in controlled production. The findings of this study suggest that the integrated study of grammar and writing can be beneficial in establishing a solid foundation for English writing, and that CALL courseware differentiated by feedback types enhances the efficiency in studying grammar and writing in some part.
Abstract
This study investigated the effectiveness of two different types of exercises for the correct use of grammar in writing: workbook-based and computer-based exercises. The current study also compared the gained scores between and within the two groups regarding grammaticality judgment, controlled production, and free production for accuracy and frequency in the use of perfect aspect. In this study, a prototype of computer-assisted language learning courseware, Grammar & Writing, was developed and used for the computer group. Grammar & Writing was devised to include predetermined feedback with the intent of offering more individualized feedback to the learners. The population of the study consisted of 37 Korean college students for the two groups. This study took 14 weeks for conducting classroom exercises and collecting the data such as diagnostic tests, pre-tests and post-tests. The analyzed test results showed that the two groups had significant differences in grammaticality judgment and free production in accuracy, but not in controlled production. The findings of this study suggest that the integrated study of grammar and writing can be beneficial in establishing a solid foundation for English writing, and that CALL courseware differentiated by feedback types enhances the efficiency in studying grammar and writing in some part.
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