Volume 03 Issue 11-2023
36
International Journal Of Literature And Languages
(ISSN
–
2771-2834)
VOLUME
03
ISSUE
11
Pages:
36-46
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
997
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
In this article, the process of teaching grammar by means of modern technologies were analyzed and potential
effects on students` writing accuracy were noted. The material and surveys used by foreign researchers and
university instructors served as the basis for the results.
KEYWORDS
Grammar, writing, technology, methods, impact, efficiency, foreign language, multimedia, social media, writing
accuracy.
INTRODUCTION
Technology has significantly changed our lives. In
terms of teaching and learning, implementation of
computers, using the Internet, social media tools and
visuals made the work of teachers much easier and
less time consuming. As Finnegan (2018) states the
usage of technology is indispensable and written into
education laws and implementation of it is no longer a
choice or betterment but a requirement. By
incorporating technology, teachers can conduct
lessons efficiently, superinducing audio and video
format resources.
Grammar is a basis of any language and learning it is
essential. Traditionally, there was a stereotype that
grammar is meaningless and decontextualized and
most learners viewed it as unnecessary and unhelpful.
In spite of its importance in the second language
learning, grammar has been apt to be problematic
and demotivating for learners. However, with the
advent of technologies, teaching grammar changed
from memorization of rules or dialogues to using
authentic audiovisual materials. There are a lot of
technology-based grammar programs for the usage of
teachers and learners.
Research Article
THE IMPACT OF USING MODERN TECHNOLOGY IN TEACHING
GRAMMAR TO UZBEK ADULTS AND ITS EFFECT ON WRITING
ACCURACY
Submission Date:
November10, 2023,
Accepted Date:
November 15, 2023,
Published Date:
November 20, 2023
Crossref doi:
https://doi.org/10.37547/ijll/Volume03Issue11-06
Dagaeva Umida Batirovna
Teacher Of History And Philology Department At Asia International University, Bukhara, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ijll
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 03 Issue 11-2023
37
International Journal Of Literature And Languages
(ISSN
–
2771-2834)
VOLUME
03
ISSUE
11
Pages:
36-46
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
997
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
LITERATURE REVIEW
Today, technology plays a pivotal role in our lives and
year by year is consolidated more and more. It is often
regarded that 21st century is the century of
technology. It influenced every aspect of our life,
mostly
changing
it
for
better.
Raja
and
Nagasubramani (2018) described the importance of
technology as a keystone of economic growth. They
also declared “an economy which is poor in
technology can never grow in today`s scenario”. The
advent of technology has affected not only social lives
of people but also revolutionized the field of
education (teaching and learning). Marshall (2002)
stated “technology brings new opportunities to
access information, to create rich technology-based
environments where students experience new and
challenging things, and to connect students with new
and different people, places, and things. Technology
can take us to places we have never been nor are
likely to ever go. Technology can connect us with
people around the world who offer different
perspectives and experiences. These opportunities
will result in many types of learning. It is up to
classroom teachers, instructional designers, and
program developers — essentially every individual
involved in education —to ensure that these
technology-facilitated opportunities benefit learning
and every child’s future”.
TRADITIONAL EDUCATION
In Uzbekistan context, formal education was
traditionally focused on school. Teachers conducted
lessons following textbooks, using books, preparing
notes or relying on their experience. Teaching
methodology has significantly changed over the
years. As Walia (2012) states “methodology in
language teaching has been characterized in a variety
of ways. Within methodology we have methods and
approaches, in which methods are the fixed teaching
systems with prescribed techniques and practices,
and approaches are language teaching philosophies
that can be interpreted and applied in a variety of
different ways in the classroom”. Grammar translation
method, Direct Method and Audio Lingual Method are
the methods that are popular in traditional methods
of language teaching. The traditional method often
puts a considerable accent on the learning of
grammar structures and vocabulary, not focusing
mainly on basic skills, namely reading, speaking,
listening, and writing. As Richards (2006) mentioned
“it was based on the belief that grammar could be
learned through direct instruction and through a
methodology that made much use of repetitive
practice and drilling. The approach to the teaching of
grammar was a deductive one: students are
presented with grammar rules and then given
opportunities to practice using them, as opposed to
an inductive approach in which students are given
examples of sentences containing a grammar rule and
asked to work out the rule for themselves”.
Implementing teaching in deductive rather than
inductive way can probably create “copious rules and
paradigms” to the student rather than “letting them
to discover those rules inductively” (Brown, 2001).
Computer-assisted language learning
“The impact of technology can be felt in every
possible field one such field is Education” (Raja and
Nagasubramani, 2018). In traditional method of
teaching, learning English was probably boring and
not engaging. Some students felt apprehensive
learning a second language because of prejudicial
view that English is too complicated to master.
Volume 03 Issue 11-2023
38
International Journal Of Literature And Languages
(ISSN
–
2771-2834)
VOLUME
03
ISSUE
11
Pages:
36-46
SJIF
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FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
997
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
Krashen (2002) stated “students acquire language
when they are engaged in an activity in which they
don’t feel nervous. When the students feel anxious,
defensive, frighten and nervous, their effective filter is
high like a mental block to the second language
acquisition. When their effective filter is low, they feel
motivated and free to take risks in the process of
second language acquisition. Today, English teachers
should have an ability to engage students and
motivate them by using different interactive games,
music, videos, etc. Considering the technological
developments, it is becoming essential to use in
educational purposes as well. That assumption can be
supported by Lee (2000) “the Internet and the rise of
computer-mediated communication in particular have
reshaped the uses of computers for language
learning”. As computers and mobile phones have
become an integral part of our daily life, Computer
Assisted Language Learning (CALL) approach
appeared. “CALL is a new tool and technique that can
help students improve their language skills. This new
technology in language education improves learner
autonomy, creativity, productivity and teamwork.
Interactive pedagogy and computer-aided language
learning are used to supervise language learners
through language or skill practice, stimulate
discussion and interaction, or as writing and research
tools” (Benyo, 2020). In Uzbekistan, teachers also
started applying Computer Assisted Language
Learning (CALL) in language classrooms, and its
development is surprisingly fast. “Computer or
multimedia-assisted language teaching has become an
overwhelming trend and been regarded as a major
reform. It is widely acknowledged that modern
technology brings about remarkable reform to
language teaching” (Asrifan, Cris, K.J. Vargheese,
Syamsu, Muhammad Amir, 2020). Using computers
gives an opportunity to an infinite number of
resources which can be helpful in improving reading,
speaking, writing, listening skills.
Modern technologies in teaching grammar
Grammar is indispensable part of language learning. It
plays a very important role in second language
learning and teaching. As Cam and Tran (2017)
mentioned having language comprehension and
language production would be impossible without
grammar proficiency. In traditional method of
teaching learners are provided with isolated
sentences, which are composed of grammatical
transformation and repetition (Nunan, 1998). In that
case, workbooks may not always give authentic
context that can encourage learners to explore the
language more and understand the value of the
grammar item. According to Turkish researchers, Ilin,
Kutlu, Kutluay (2012) “teachers have the freedom to
create their own videos using different digital
technology tools such as cameras, cell phones,
websites and animation software. That is to say,
instead of mechanical Fill in the blanks or Write the
present form of the verbs exercises in the workbooks,
an animated video would be more helpful. Along with
these, videos can be of vital benefit in contextualizing
the language items. On the other hand, there are also
cautious approaches to modern technology tools. In
this context, the issues that attract notice are purpose
and selection of audiovisual materials and nature of
language”. Although there are different technology-
based grammar instruction materials and resources, it
is very essential to choose them according to the
needs of learners (Summerhays, 2020) Grammar Up is
an application which is very easy to use. This app
consists of grammar rules and multiple choice quizzes,
categorized by themes. In this case study, above
Volume 03 Issue 11-2023
39
International Journal Of Literature And Languages
(ISSN
–
2771-2834)
VOLUME
03
ISSUE
11
Pages:
36-46
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
997
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
mentioned application will be implemented during the
lessons.
Writing accuracy
Grammar and writing are usually taught separately,
which can be the result of unsatisfied writing
accuracy. Some learners can master grammar rules
but applying them while writing essays may create
difficulties. As Cubillo and Hernandez (2015) claimed
“teachers should teach grammar and composition as
only one integrated course. The same teacher should
be responsible for organizing both areas: grammar
and composition so that the mistakes found in
students´ writing can be used to teach grammar in
context”. Every day teachers are getting access to
some new technologies, which join hands with English
teaching. Since the traditional teaching method such
as the chalk and talk method seems to be outdated,
the modern technologies can be used as a
supplement to the in-class teaching method to have a
vivid atmosphere in the class. It is the need of the
hour to integrate new technologies to upgrade the
level of English teaching. The modern technologies
relax the mind of the students to get into the subject
with full involvement rather than a complex task to
do. Digital technologies in language learning by
multiple intelligence and mixed abilities shift with old
methods of teaching (Bahadorfar, Omidvar, 2014). The
impact of modern technologies also has on improving
writing skills. Moreover, one of the components of
literacy is writing. Writing is often used a daily basis,
especially, to chat with friends. “Along with the use of
technology, e-mails started to be used as
asynchronous communication tool. This tool has also
been used in developing writing skills” (Kutlu, 2012).
As Lee (1996) stated “using e-mail in a writing class
can occur over various network as long as
workstations with e-mail software are readily
available to the students. This could be in a lab, over a
campus network, or across the Internet. There are
many reasons why using e-mail is beneficial for the
student and the teacher in the writing class”.
Participant Profile
The subject I decided to work with is a graduate of
Gubkin Russian State University of Oil and Gas. He is
26 years old. The nationality of my participant is an
Uzbek, who was brought up in Moscow. Nowadays,
he lives in Bukhara, Uzbekistan. Living in two
countries and being a part of two cultures, gave a
chance him to enhance his linguistic comprehension.
He is multilingual, speaking fluently in Uzbek, Russian
and Tajik. Also, he has an intermediate level of English.
Although English was a compulsory subject in school
and university, due to demotivation to learn a second
language and the limited hours of English he couldn`t
master the language. I get to know that his
communication skills is well-developed, however he
has some difficulties in terms of grammar rules.
One primary reason why I chose him is that I have
known this student for 7 months. He is my dedicated
student who has been seriously taking up learning
English. I am his General English teacher. According to
the interview, I found out that he has an instrumental
motivation to study English. He said that he has a
purpose to study in Canada to get a Master`s degree.
It is worth to mention that he has an extroversion
personality, who can easily socialize and actively
participate in the lessons. He is a combination of
visual and auditory style learning, because he can
easily remember information which he ever watched
or heard. Moreover, he said that he prefers to learn
English watching YouTube videos, film, sitcoms, news,
Volume 03 Issue 11-2023
40
International Journal Of Literature And Languages
(ISSN
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VOLUME
03
ISSUE
11
Pages:
36-46
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
997
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
listening to music, podcasts, reading articles related
to chemistry.
Research Design
In order to meet the requirements of the present case
study according to research question, I designed a
four stage research: an oral interview, pre-test and
checking
essay,
four-week
instructions
and
observations of the participant at English classes and
a post-test and checking essay.
Stage 1
In order to collect data from the subject and to
identify the proficiency of English an interview was
conducted from the subject. The interview was
composed of 18 questions. Questions were asked
related to his background, culture, family, marital
status, his experience in studying English, personality
and motivation to study. During the interview
grammar mistakes were detected and the oral
feedback was provided to the subject after the
interview. The interview was recorded in the Success
educational center with the consent of the
participant.
Stage 2
To identify the English grammar proficiency pre-test
was
conducted
by
the
teacher
using
englishtestsonline.com website. The pre-test was
consisted of 20 questions related to grammar,
including tenses, active/passive voice, conditionals,
infinitive/gerund, articles, and prepositions. Multiple-
choice questions provided had 4 answer options,
namely A, B, C, and D. The level of the pre-test was
intermediate. The test was chosen to correspond to
the subject who has an intermediate level of
proficiency. 20 minute was provided to fulfil the test.
In order to check writing accuracy, the subject was
asked to bring his latest essay.
Stage 3
At this stage instructions and observations have been
carried for four weeks. During four weeks (10 lessons,
each about 60-90 minutes) grammatical notions were
conducted. Each topic was taught using multimodal
presentation, including video and audio materials.
Grammar Up application was used to practice and
consolidate the topics.
Stage 4
At this stage, post-test was given to the subject. In
order to check his improvement, pre-test questions
were used. Finally, the participant was required to
write an essay in about 150 words within an hour.
Moreover, I asked the participant to fill the survey
after the post-test about his thoughts on grammar
lessons using modern technologies. The survey was
designed by Summerhays (2020) using Likert scale of
1-5.
DATA COLLECTION AND FINDINGS
The collected data was thoroughly analyzed. The
results of the pre-test are showed on the graph 1. It
manifests the information about multiple choice
questions and essay checking. According to the graph,
the subject had 60% mistakes on test, while his writing
was composed of 50% grammar errors.
Volume 03 Issue 11-2023
41
International Journal Of Literature And Languages
(ISSN
–
2771-2834)
VOLUME
03
ISSUE
11
Pages:
36-46
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
997
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
In spite of studying English at school and university,
the subject started seriously studying 7 months ago.
His speaking skill was well-developed. However,
during the interview I also noticed a lot of mistakes,
which indicated his low proficiency of grammar. For
instance, this is a part of the interview:
UD: Do you work or study?
ASH: Neither. I graduate from Gubkin Russian State
University of Oil and Gas. Nowadays I planning to
enter the university in Canada for a Master`s degree.
Furthermore, in order to identify whether
improving grammar effects on writing accuracy or
not, one of the latest essays of the subject was
analyzed. According to the results, the participant`s
essay was composed of 50% mistakes. Those
grammatical
errors
are
related
to
articles,
prepositions, tenses etc. For example:
These days, it seem seems that due to television and
the Internet people is are getting popularity easier.
Graph 2 indicates the results of post-test. It shows
that grammar mistakes decreased to 10% in terms of
multiple choice tests. Writing accuracy also was
improved since the participants mistakes reached only
15%, which reduced by 35% in comparison to the
previous
essay.
The results of the pre-test and the post-test were
compared and analyzed. Table 1 shows that there was
a noticeable increase in the post-test by contrast to
the pre-test. The subject had only 8 correct answers
0
5
10
15
20
25
grammar mistakes
p
e
rc
en
ta
ge
Graph 2. Post-test results
multiple choice test
essay checking
45
50
55
60
65
grammar mistakes
p
erc
en
ta
ge
Graph 1. Pre-test results
Multiple choice
questions
Essay checking
Volume 03 Issue 11-2023
42
International Journal Of Literature And Languages
(ISSN
–
2771-2834)
VOLUME
03
ISSUE
11
Pages:
36-46
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
997
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
on the pre-test, while after instructions and practice
on online platforms the results improved to 18.
In order to answer to the second research
question, during the four week instructions Grammar
Up application was used to consolidate themes. This
app was very helpful not only to improve grammar
but also to learn new vocabulary items. Moreover, the
app has grammar rules and questions sorted by topic.
Firstly, the participant practiced to answer questions
from certain topic. Afterwards, he took mock test and
answered to questions randomly from all the topics.
The app has a function to set time, e-mail the results
to the teacher and show progress of the student,
which very helpful for the instructors (See Appendix
IV
for
Grammar
Up
application).
Table 1. Comparative statistics for Pre-test and Post-test results
Total
number of
questions
Pre-test
Post-test
Difference
The number of
correct answers
20
8
18
10
The results of the post-test indicate that the usage of
digital technologies had a positive impact on the
improvement of grammar. Essay was also checked
and analyzed. According to the second essay, the
participant made fewer mistakes. It means that using
online application was effective to develop writing
accuracy as well.
The survey was conducted in order to get to know the
opinion of the subject in terms of using modern
technologies in teaching process. The results of the
survey show that the subject was content with
lessons. Implementing modern technologies engaged
and motivated him.
A: Using Grammar Up is really interesting. Also, the
instructor always presents each topic using ppt, video
and games, which encourages me to study.
Moreover, the findings are consistent with the results
of the case study by Oandasan (2021), who
investigated the effectiveness of form-focused
grammar instruction and its influence on writing and
revealed that the participants of his research also had
significant difference in pre and post tests. His study
showed that improvement of grammar accuracy
resulted in writing proficiency as well.
CONCLUSION
Overall, this case study strengthens the idea that
digital technologies have a significant effect on
developing grammar proficiency. As Walia (2012)
Volume 03 Issue 11-2023
43
International Journal Of Literature And Languages
(ISSN
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VOLUME
03
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SJIF
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FACTOR
(2021:
5.
705
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(2022:
5.
705
)
(2023:
6.
997
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
stated “grammar makes it possible for each one to
understand how the mother tongue functions, in
order to give him/her the capacity to communicate its
thought”. Students who are grammatically accurate
are likely to write accurately (Oandasan, 2021).
Moreover,
comparing
statistics
show
that
improvement of grammar had an impact on writing
accuracy as well. Using online tests and Grammar Up
application helped the subject to make a progress in
learning second language. First and foremost, easy
access, unlimited practice and immediate feedback
were provided. Secondly, the subject was satisfied
with teaching method and expressed opinion that he
would prefer technology based-grammar lessons to
traditional paper and pencils ones (through drills,
grammar activities from books). Furthermore, using
appropriate
audiovisual materials
helped
the
participant to reinforce the view of the target culture
and enhance his second language learning. One of the
reasons for implementing digital technologies was
avoid teaching grammar rules and conduct authentic
and meaningful lessons, providing the participant with
certain tools for not only linguistic but also social and
cultural exposure to the second language.
As a teacher I believe that the research questions
discussed in the case study are important these days.
However, it is essential to mention that there are a
wide range of digital technology tools which need to
be researched. This case study included only one
Uzbek adult and particular modern technologies. I
highly recommend the participant of my case study
not to lose motivation, increase the amount of
language exposure by independently practicing
grammar on online platforms daily and use Grammar
Up application in order to consolidate grammar rules.
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International Journal Of Literature And Languages
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SJIF
I
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FACTOR
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705
)
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5.
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)
(2023:
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Publisher:
Oscar Publishing Services
Servi
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VOLUME
03
ISSUE
11
Pages:
36-46
SJIF
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(2021:
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705
)
(2022:
5.
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)
(2023:
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)
OCLC
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Oscar Publishing Services
Servi
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