Contextualizing grammar in second language (L2) classrooms implies making grammar constructs relevant to the learners’ world; affording learners the opportunities to better comprehend and apply these concepts in their own milieus. This instructional design (ID) has been devised to contextualize grammar and to explore learner engagement of pre-service English teachers through Computer-Aided Learning (CAL) and Task-based Learning (TBL) in a technology-driven learning environment. CAL encompasses technology-aided discussions, multi-media presentations, online tests and exercises, and social media deployment. TBL, on the other hand, contextualizes grammar using technology and social network in planning, executing, and presenting four assigned tasks: picture essay, brochure design, dialogue composition, and comic strips illustration. Facebook is the e-portfolio of the class, archiving all group and individual output. The CAL-TBL tandem is propelled by group initiatives and class collaboration evident in group discussions and planning, microteaching, task presentations, peer reviews, and self-evaluations. These initiatives engage learners; empowering students to collaboratively take active part and responsibility for their own learning. The three-hour-class meets every week in a computer laboratory. The post-semester feedback and online poll course design review as well as the University Course Evaluation comments have shown that the ID, from the learners’ perspective, is effective in contextualizing grammar and in engaging learners.
Wankel, L. and Blessinger, P. (2012), "New Vistas in Higher Education: An Introduction to Using Social Technologies", Wankel, L. and Blessinger, P. (Ed.) Increasing Student Engagement and Retention Using Social Technologies (Cutting-Edge Technologies in Higher Education, Vol. 6 Part B), Emerald Group Publishing Limited, Bingley, pp. 3-16. https://doi.org/10.1108/S2044-9968(2012)000006B003Download as .RIS
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