Learning English Grammar Online: The Main Resources

Yurko, Nadiya; Vorobel, Mariia

doi:10.36074/rodmmrfssn.ed-1.11

Cited by 5 publications

(5 citation statements)

References 1 publication

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“…The activities they did are using dictionaries, using learning applications, watching movies (memory strategies), and practicing, reviewing for cognitive strategies. Learning applications are common to use in learning a language (Yurko & Vorobel, 2020). In other studies, learning grammar is facilitated by games including the use of board games (Jumaidah, 2011;Metom, 2013;Virvou & Papadimitriou, 2014;Paris & Yussof, 2012;Lee, 2019;Koksal, et al, 2014).…”

Section: Discussionmentioning

confidence: 99%

EFL students’ strategies in learning grammar online

Irdani,

Fatimah,

Triyoga

2022

Teach English as a Foreign Lang. J.

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Students' learning strategies are part of teaching and learning success concerns, including in the online grammar class. The research objectives are to describe students' strategies in learning grammar through online grammar classes and to find out the students' problems and solutions in learning grammar online. This research is mixed-method where the data are collected through questionnaires and interviews. One hundred twenty-three students completed the questionnaire, and twelve students were involved in the interview sessions. All respondents are from the English Education Department. The result shows that the students used all learning strategies; memory, cognitive, compensation, metacognitive, affective, and social strategies). However, the highest percentage of the learning strategy employed by the students is cognitive strategies (18.30%), while the least is affective strategies (14.76%). Moreover, students learning grammar online face various problems; an unstable internet connection, having no friends to practice together, difficulty in vocabulary, the lecturer's teaching methods, and punctuality issues.

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Section: Discussionmentioning

confidence: 99%

EFL students’ strategies in learning grammar online

Irdani,

Fatimah,

Triyoga

2022

Teach English as a Foreign Lang. J.

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“…Notwithstanding the great attention that has long been paid to different issues of online resources for language learning 7,8,9,10 , there is still a necessity of a more detailed focus on the concern of online English practice in writing. Consequently, the purpose of the study is to examine and analyse the key features of online resources for writing practice in English.…”

Section: Introductionmentioning

confidence: 99%

“…Learn English. URL: https://learnenglish.britishcouncil.org/skills7 Yurko N., Vorobel M. Learning English grammar online: the main resources. Publishing House "European Scientific Platform".…”

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confidence: 99%

English Language Resources for Online Practice in Writing

Yurko

Романчук

Styfanyshyn

2023

Trends in the Development of Philological Education in the Era of Digitalization: European and National Contexts

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“…Therefore, learning English grammar is crucial for the mastery of English. According to Yurko and Vorobel (2022), grammar can be defined as the foundation for effective communication both orally and to write. With grammar, the students will know how to construct a clause, a phrase, a sentence, as well as help to communicate well.…”

Section: Introductionmentioning

confidence: 99%

Teaching English Tenses in EFL Environment Through Jeopardy Game: A Game-Based Learning Approach to Second Language Acquisition

Wati,

Bunau,

Rahmani

et al. 2023

ELT Worldwide

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Educational methodologies have continually evolved to accommodate the diverse needs of learners. One such evolution has seen the rise of game-based learning, aiming to make education more interactive and engaging. This research focused on determining the efficacy of the Jeopardy game in enhancing the understanding of the simple present tense among seventh-grade students at SMP Negeri 7 Sungai Ambawang during the Academic Year 2022/2023. Using a pre-experimental research design, this study delved into the potential advantages of game-based learning over traditional teaching methods. A sample size of 25 students from class VII A was meticulously chosen to ensure the results' consistency and accuracy. To measure the students' grasp of the simple present tense both before and after the Jeopardy game intervention, a multiple-choice test, consisting of 20 items, was administered. Each item in the test offered four options (a, b, c, and d) for students to choose from. Statistical analysis of the gathered data resulted in compelling outcomes. The null hypothesis (H0), which posited that the Jeopardy game would have no significant impact on the students' understanding of the simple present tense, was soundly rejected. In contrast, the alternative hypothesis (Ha), suggesting the game's effectiveness, was accepted. This conclusion was bolstered by a notable t-value of 9.62, surpassing the critical t-table value of 2.064 at 24 degrees of freedom with a 5% significance level. Furthermore, the study highlighted a strong effect size of 1.9, indicating the game's substantial impact on learning.

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Learning English Grammar Online: The Main Resources

Cited by 5 publications

References 1 publication

EFL students’ strategies in learning grammar online

EFL students’ strategies in learning grammar online

English Language Resources for Online Practice in Writing

Teaching English Tenses in EFL Environment Through Jeopardy Game: A Game-Based Learning Approach to Second Language Acquisition

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