Incorporating research-based teaching techniques in E-learning to teach English articles

This article presents evidence about research-based teaching techniques that aided making the e-learning tool designed for this research more effective than traditional teaching methods when teaching English articles (e.g. ‘a’, ‘an’, and ‘the’). The techniques employed were: Master’s binary schema...

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Main Authors:	Gillian, Edward, Lew, Robert
Format:	Article
Language:	English
Published:	Penerbit Universiti Kebangsaan Malaysia 2018
Online Access:	http://journalarticle.ukm.my/12871/ http://journalarticle.ukm.my/12871/ http://journalarticle.ukm.my/12871/1/22122-71734-3-PB.pdf

id	ukm-12871
recordtype	eprints
spelling	ukm-128712019-05-09T11:03:25Z http://journalarticle.ukm.my/12871/ Incorporating research-based teaching techniques in E-learning to teach English articles Gillian, Edward Lew, Robert This article presents evidence about research-based teaching techniques that aided making the e-learning tool designed for this research more effective than traditional teaching methods when teaching English articles (e.g. ‘a’, ‘an’, and ‘the’). The techniques employed were: Master’s binary schema, explicit instruction, chunking, and direct feedback. Master’s binary schema (Master 1988, 2003) is an easy-to-grasp and detailed method of teaching English articles. Explicit instruction is the provision of clear and simple instruction of specific target structures (Troia & Graham 2002); in this study, the focus is on English articles. Chunking is the splitting of longer instructions into smaller segments for easier processing (Coufal 2002). Direct feedback for written texts is when responses are placed above, below, or near the inappropriate target structure to guide students towards appropriate use of structures (Bitchener & Knoch 2010). The main study results strongly indicated that the elearning tool was more effective than the traditional teaching techniques employed in this study. For the overall results by stage and group, the e-learning group achieved significantly better results than the control group. The main study results provide valuable quantitative evidence about the research based teaching techniques incorporated into the e-learning tool for English article usage teaching and for the effectiveness of e-learning in the English grammatical structure teaching. Penerbit Universiti Kebangsaan Malaysia 2018 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/12871/1/22122-71734-3-PB.pdf Gillian, Edward and Lew, Robert (2018) Incorporating research-based teaching techniques in E-learning to teach English articles. 3L; Language,Linguistics and Literature,The Southeast Asian Journal of English Language Studies., 24 (1). pp. 16-28. ISSN 0128-5157 http://ejournal.ukm.my/3l/issue/view/1076
repository_type	Digital Repository
institution_category	Local University
institution	Universiti Kebangasaan Malaysia
building	UKM Institutional Repository
collection	Online Access
language	English
description	This article presents evidence about research-based teaching techniques that aided making the e-learning tool designed for this research more effective than traditional teaching methods when teaching English articles (e.g. ‘a’, ‘an’, and ‘the’). The techniques employed were: Master’s binary schema, explicit instruction, chunking, and direct feedback. Master’s binary schema (Master 1988, 2003) is an easy-to-grasp and detailed method of teaching English articles. Explicit instruction is the provision of clear and simple instruction of specific target structures (Troia & Graham 2002); in this study, the focus is on English articles. Chunking is the splitting of longer instructions into smaller segments for easier processing (Coufal 2002). Direct feedback for written texts is when responses are placed above, below, or near the inappropriate target structure to guide students towards appropriate use of structures (Bitchener & Knoch 2010). The main study results strongly indicated that the elearning tool was more effective than the traditional teaching techniques employed in this study. For the overall results by stage and group, the e-learning group achieved significantly better results than the control group. The main study results provide valuable quantitative evidence about the research based teaching techniques incorporated into the e-learning tool for English article usage teaching and for the effectiveness of e-learning in the English grammatical structure teaching.
format	Article
author	Gillian, Edward Lew, Robert
spellingShingle	Gillian, Edward Lew, Robert Incorporating research-based teaching techniques in E-learning to teach English articles
author_facet	Gillian, Edward Lew, Robert
author_sort	Gillian, Edward
title	Incorporating research-based teaching techniques in E-learning to teach English articles
title_short	Incorporating research-based teaching techniques in E-learning to teach English articles
title_full	Incorporating research-based teaching techniques in E-learning to teach English articles
title_fullStr	Incorporating research-based teaching techniques in E-learning to teach English articles
title_full_unstemmed	Incorporating research-based teaching techniques in E-learning to teach English articles
title_sort	incorporating research-based teaching techniques in e-learning to teach english articles
publisher	Penerbit Universiti Kebangsaan Malaysia
publishDate	2018
url	http://journalarticle.ukm.my/12871/ http://journalarticle.ukm.my/12871/ http://journalarticle.ukm.my/12871/1/22122-71734-3-PB.pdf
first_indexed	2023-09-18T20:03:34Z
last_indexed	2023-09-18T20:03:34Z
_version_	1777407009479458816

Incorporating research-based teaching techniques in E-learning to teach English articles

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