Computer Assisted Language Learning (CALL) and Classroom Management of Grammar Teaching

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1 Computer Assisted Language Learning (CALL) and Classroom Management of Grammar Teaching Mehmet Sahiner International Black Sea University, Faculty of Education & Humanities Abstract Classroom management is the process of organizing and conducting the lecture of the classroom relatively free of behavior problems. Classroom management involves the establishment and maintenance of the classroom environment in order to reach the educational goals while teaching and learning. Maintaining the effective management is the ability to provide a positive, social and physical environment to the learning process. Setting the stage for teaching and learning, the instructor should create an orderly, safe environment where learners feel esteemed and comfortable and need to consider wall space, classroom furniture, equipment, and storage areas as well. In this process; educator s goal is to establish an aesthetic classroom environment. Sitting arrangement, discipline maintenance, interaction between educator-learner, giving feedback are the aspects of classroom management, which constantly appear as the major concern of instructors, and students. Nowadays, the best way of classroom management to focus on students needs for nurturing relationships and opportunities for selfregulation, guiding students to become more proficient at self-discipline and less dependent on external control. The educator should decide on his/her own managerial style. How the educator respond to management problems will depend on which approach or approaches along the process of management strategies best fits the educator s educational philosophy. Moreover, how the instructor respond to student misbehavior should also be related to the cause of the misbehavior. Key words: classroom management, teaching grammar, teacher s role, sitting arrangement, discipline maintenance 27

2 Introduction Teaching grammar has a crucial role in grammar acquisition. The main issue to be addressed is how grammar is taught. This implies how the instructors help students to obtain grammar. While the issue seems easy, one might think that teaching grammar is all about explaining the rules of grammar. However, using Computer Assisted Language Learning (CALL) can be a complicated issue for teaching grammar. There are the aspects that require to be taken into consideration in grammar teaching class (Sahiner 2012) They are: Objectives of grammar which present grammar skills that suite learners need. Learning background for students who are currently involved in CALL will be more skillful at comprehending grammar expressions will be found confusing, those who have out of class for many years. Available learning materials that assist the instructors to use different teaching techniques to teach grammar. Learning style complicated aspect in teaching grammar. Theses aspects assist the instructor to use different teaching techniques to present grammar to the learners that satisfy their needs. Therefore, the instructor has to present instructions via several techniques. The instructor can use similar techniques when class with students with the same learning technique. Each grammar lesson has different requirements as well as objectives and the instructor s decision to determine the objectives and present the medium to achieve them. Teachers role of Classroom management of grammar teaching In grammar teaching classroom management can be difficult in some cases due to several indicators in the control of CALL classroom. Nonetheless, the primary component of class management remains similar; the interest to converse in English. Good classroom management is vital since it helps teachers to adequately plan grammar teaching. Prior to providing instructions, 28

3 teachers can choose a technique for CALL lessons. Some of these techniques include direct CALL guidelines, incorporating grammar guidelines with reading as well as writing or even broader methods and teaching in the perspective of other key content sections. In this scenario, this initial step is providing CALL idea to learners via teaching it in a manner, which is clear and simple to comprehend. As they teach, educators may prefer to integrate flash cards or even sentence diagram. This will engage learners in interactive learning and necessary resources for developing grammar-teaching instructions. After that, learners should be provided platforms to exercise new skills through demonstration and discussion. These help learners to improve their grammar learning via practical usage. In addition, this enables students to perceive how a comprehensive recognition of CALL can improve their skills to effectively express themselves (Orenstein & Lasley 2000). Computer Assisted Language Learning (CALL) techniques are important in managing many students of diverse learning approaches as well as abilities. A substantial challenge encountered by a number of grammar teachers when planning for the execution of CALL technologies, is hardware and software availability. Class management is utilized by educators to explain the process of guaranteeing that teaching flows smoothly regardless of learners disruptive conduct. Moreover, class management can be the prevention of such disruptive conduct. Indeed, it is possible that most complicated factor of teaching for several educators are facing difficulties in grammar teaching makes other to leave this profession. For instance, in 1981 it (Fullan 2001) was indicated that approximately 36% in America would not go into teaching given a second opportunity. This was mainly due to negative learner attitude as well as behavior. A number of studies demonstrate that once educators lose management of the grammar class, it becomes more and more complex to guarantee control. In addition, Elmore (1996) indicate that time educators have to correct an abuse of poor class control abilities leads to low scholarly engagement in class activities. On the other hand, class management is directly related to aspects of motivation, discipline and sitting arrangement, student-teacher interaction learner vs. learner. Some of the aspects affecting class management include: Discipline maintenance 29

4 Sitting arrangement Interaction between educator-learner and learner vs. learner Feedback provision Discipline maintenance Educators can use a number of approaches in maintaining discipline in classroom setting. Such as they can do this prior to the occurrence of the problem through careful planning; in this case educators have to carefully set lessons. Additionally, they should remember that lessons are fulfilling educator s goals and in line with CALL echelon. Consequently, they should provide clear instruction- in the event that educator s instructions are not clear learners are likely to face problems (Orenstein & Lasley 2000).The relevant information ought to be integrated in the instructions this is to ensure that learners adequately understand what to accomplish. Thirdly, educators should monitor learners learning activities and constantly comprehend what is taking place. This is necessary because it ensures that learners comprehend that the educator monitors them (Tudor 1996). Feedback Provisions Feedback provisions are comments made by the educators to the learners. However, these feedbacks must comprise of two discernible elements namely assessment and correction. With respect to assessment the educator notifies learners how well or poor they are performing. Unlike assessment, correction is all about the educator offering some specific comments to the student based on their performance via explanation or even presenting suitable options or by obtaining of information from learners. As such feedback is very vital in class management as well as the entire grammar learning process. Through feedback provision, educators can assist learners 30

5 recognize their mistakes and present them with ideas of correcting such. Feedbacks can be either written or oral (Cranton 1998). Written in the sense that, an educator provides learners with recorded notes displayed on computers comprising of comments as well as recommendations concerning students performance. In this case, written feedback can be in writing and speaking grammar activities. On the other hand, oral feedback is where the educator offers comments to learners verbally explaining their mistakes and as well present recommendations. Basically, oral feedback is employed in oral grammar exercises. With regard to function, feedback can be positive or negative. Positive feedback encourages learners and assists them to learn while negative ones de-motivate learners and reduces their desire in grammar learning (Peacock 1998). Sitting arrangement This is a vital component in classroom management. As a result educators have to consider both physical classroom arrangement as well as the character of learners involved. Considerations in planning physical classroom arrangement ensure that both teaching and learning can take place efficiently. Nevertheless, the educators need to put in mind that learners sitting center of the class or in front seem to interact more frequently with the educator and behavioral issues appear to enhance as learners sit farther away from the educator. In addition, learners sitting in the back or corner are probable to be off the task compared to those in front. There are several sitting arrangements educators can use including table-rows, cluster, semi-circle, activity zones, pairs, centers or rows. The suitable arrangement relies (Duffy & Cunnigham 1996) on situation of class as well as educator. Rows and columns with an aisle; these are independent rows and columns so that seats are opposite each other and the classroom is modified into a new learning setting. This kind of class arrangement encourages learners interaction in discussions because learners are facing one another. Moreover, the aisle is an appropriate layout for educators who prefer to pace in or act some sections in learning process. Circle; this arrangement puts all learners in the front row. Then the 31

6 educator can be in the center or at one of the seats for activities where the educator of the facilitator or collaborator. Figure:1 Classroom sitting types The circle arrangement is suitable for any given class size, however it may be altered to integrate the inner and outer circle in case the classroom is not big for the number of learners (Tudor 1996). Horseshoe: this arrangement is similar to the circle one. Consequently it offers a walkway for the educator to easily walk and redirect learners concentration without necessarily moving seats. Class interaction Majority of CALL experts offers a conceptual structure for learner-educator class contacts. By nature, educator-learner interaction can be distinguished through a synchronized as well as exhaustive social interaction, providing a medium that ensure order and management. Although indicators related to the process of classroom contact are established via the roles of the learning institution and lesson structure (Peacock 1998). This form of class management facilitates classroom monitoring and description, recording quantitative and subtle qualitative features of educator-learner interaction (Yıldırım 2000). During interaction, the educator is in charge of providing instructions, motivation, evaluation, and social and management roles. All learning 32

7 vocalization acts can be arranged based on the roles. Conventionally, the educator manages learning as well as behavior in the class through these types of vocalization acts (Duffy & Cunnigham 1996). At the same time, observed class contacts were categorized into educator s talk that was all vocalization acts by the educator addressed to the learners, and learners talk that was all learners remarks to the educator. The original groups created for coding educator information included; Academic instruction- educator s scholarly presentation, responding to learners scholastic queries, and supportive and corrective comments Motivation- several illocutionary acts purposed to at stimulating learners ; initiative calls, scholastic queries and initiative opinion Evaluation- positive and negative opinions Classroom control- discipline training, procedural instructions. On the other hand, learners talk can be grouped into educator initiated learner remarks directly stimulated through and addressed to the educator; and learner initiated impulsive learner remarks addressed to the educator. Majority of ESL learners seem to expect educator-centered lessons and they frequently attempt to prevent introducing themes. Since learners are in position of presenting varying attention they consider important, it is essential that in the management of classroom teachers comprehend the needs of students. Educators who suppose learners to complete assignment simply because they are allocated are likely to face problems with learners. While inadequate explanation to why learners should carry out assignments can culminate in high anxiety and reduced motivation of learners (Shimizu 1998). In this scenario, learners are given individual assignments as well as in pairs through the computer. Concept of computer-assisted tasks and activities used for grammar teaching and technology management Several activities of grammar acquisition among grammar students may present a distinct basis for instruction. A number of scholars have highlighted the significance of logical linguistic input in acquirement procedure. Some of these concepts include monitor theory; this activity provide a 33

8 period that enable learners to listen, though they are not allowed to express themselves, as an approach of encouraging grammar acquisition. The monitor theory indicates that a sequence of activities highlighting listening comprehension ought to herald even the simple input activities. The input processing concept; this activity distinguishes between productions (language the students are exposed to) as well as intake (the actual language that is processed by students). This concept highlights the significance of connecting the structure of phrases to its description. If applied as a rationale, it would demonstrate that initial production tasks should be easier to understand that require learners to concentrate to one vital aspect and connect structure to description. On the other hand, activities would enlarge from simple to multifaceted along a continuum ranging from identification to simple grammar input to sentence structure and speech in a logical sequence. Interaction and socio-cultural concept highlights the relevance of social factor of language learning. In addition, these frameworks, grammar is negotiated as well as socially reconciled or even assisted. Paraphrasing, demands for repetition, clarification requests, authentication and recognition are tasks used by novice students to accomplish proficiency when they interact with an expert speaker. Encouraging social contact through CALL and presenting opportunities for the generation of verbal and written linguistic which can be negotiated would be demonstrated in a design prepared around these concepts. These concepts may mean that the tasks ought to be developed in a manner to ensure that paired as well as categorized-learning opportunities are affordable to all learners. Content-Based tasks CALL tasks and activities in grammar teaching provide a planned framework for computercentered rules. Suitable computer-assisted tasks as well as activities comprises of essentially setting the foundation (through previous understanding to create or solidify skill base), offering input and student engagement providing new learning (material and techniques), guided involvement (tasks that reinforce) and extension (application and creative tasks). Considering that computes are capable of numerous branching and enable learners to provide relational learning sequential grammar acquisition may be suitable. 34

9 In spite of this, task-oriented activities that simulate a real scenario, and innovative extension activities, tend to be significant in the language development. Nonetheless, learners can use skills to recognize the relevance of data or competency obtained and links class knowledge to the actual situations. The guiding query for the instructor is likely to be what the actual importance of this data: as well as techniques, students can apply in any give activity. Blooms classification This concept is as well important in computer-assisted tasks and activities. This classification categorizes learning activities ranging from simple to multifarious, the most demanding being remembrance, while the most demanding being synthesis and evaluating. Planning as well as cycling rules for CALL via Bloom s classification as a basis would illustrate that opportunities be offered for examination, production, assessment and other cognitive abilities in grammar learning and task-oriented function activities. Constructivism Guidelines of constructivist CALL assumption can be challenging to conventional perceptions in the development of instructions. Based on this concept, learning takes place through learners exposure to basic sources in a situated perspective and encouraging them to perceive interactions. The important here is that changes from instructions provided by the educator to construction by the student. Learning take place in an idiosyncratic way since learners use their distinct previous encounters as foundations to acquire new knowledge that develops dissonance is comprehend as new information is acquired. In reacting to students requirements sequencing is not vital because they increase in the milieu of learning process. Constructivists handle issues with positivism, result-based empirical techniques to learning. In addition, they highlight that actual learning is not rational or objective rather sequential, reacting to trial and mistakes attempts at comprehending. Task-based instruction where linguistic procedure is influenced by both cultural as well as actual data from genuine books, and not CALL for its sakes adequately fits into constructivist concept. In grammar approach, learners are provided with textbooks or feedbacks or description is simplified with the help of perspective and recycling of speech in several structures. In this case, learners construct innovative skills through 35

10 synthesizing speech in innovative procedures that consists of trial and mistakes and the incorporated application of language ability. This type of technique considerably contracts sequenced concepts that have conventionally exemplified grammar teaching and technology management. Sequencing fails to meet its objectives, nevertheless in reconstruction of the entire and as an opportunity to form description of the components in CALL. Sequenced tasks to aid in meaning development may comprise of recognition tasks such as multiple choices; sentence construction, analysis, synthesis tasks like generating new descriptions of the speech. There exists frequent recycling version of important learning material in several forms via activities that require increasingly elevated cognitive abilities. Computer-assisted approaches have a high ability to facilitate learning within any given context. It presents the capacities for demonstrating authentic texts contextualized with graphs and images that are important in both trial and mistake attempts in grammar learning, for sequential approach of learning process and recycling learning material in multiple approaches. Metacognition tasks These are tasks that help students think about their grammar learning. This procedure distinguishes the active participation of students in planning as well as act on their learning settings. Awareness of meta-cognitive concept would demonstrate the significance of explicit grammar learning techniques be integrated in CALL program. For instance, instructions on approaches of learners skim for understanding, or identify key ideas are likely to be incorporated. On the other hand, meta-cognitive concepts are particularly effective in teaching and writing grammar through CALL. Through the procedure, learners are stimulated to brainstorm and plan their ability. They are also likely to draft on the disk and do the editing via CALL. Moreover, that might write numerous drafts and publish them to get feedbacks, recognition and affirmation. Schema concept This concept is likely to affect instructional creation in listening and reading skills. In other words, this concept aims at assisting learners in simplifying multifarious learning material into meaningful components if provided with schemata to understand them mentally. In this 36

11 procedure, classification tasks, schematic sketching can be integrated into grammar learning to help learners. Alternatively, this concept would demonstrate additional forms of reading and listening tasks. This would direct the attention of learners to significant components to present background understanding that majority of learners my not recognize. Throughout reading understanding task-oriented and post-listening or reading activities like primary concepts or designing titles are as well integrated. Animation and heightened portrayal mighty be used in CALL to present more perspective that is important in schema development and help in student understanding (Tribble & Jones 1990). Task-based Computer-mediated activities Majority of scholars have taken an explicitly interactionist position, highlighting that in the development of students conversation discourse are very important however others have emphasized cognitive activities supported by interactionists as vital to the performance of these conditions, like focus on form. In addition, empirical study integrating this interactionist perception to assess CALL teaching students coordinate task-based activities in diverse pedagogical has produced results that are significant in connecting theory as well as practice when using technology in grammar teaching Previous studies have attempted to determine how text-centered activities have been used in the management of CALL based on the context of the Varonis and Gas (year) model to assess ESL learners conversational interaction. For instance, (Fullan, 2001) demonstrated the function of conversional interface in computer-mediated activities in grammar teaching assists learners to complete communication tasks via chat platforms. Negotiation practices can be in form of lexical and signals such as explanations, comprehension checks, responses including repetition or elaboration, and feedbacks to response to speculations as likely essential in chat programs compared to fact to face milieu. Shimizu (1998) illustrates how students have the ability of negotiating description, accomplished mutual comprehension and transformed their input and suggested that computer-assisted tasks and activities are likely to affect negotiation ability in computer mediated communication to lead to the grammar acquisition among ESL. Past studies indicate that computer-mediated 37

12 communication can be an n effective medium of student engagement in a transformed interaction and tasks, with interaction needs, and a restricted number of results seem to encourage recurrent negotiation of description. Consequently, alternatives like the need for a post-task with intended lexical components may assist in negotiation. Nevertheless, interaction by no means is the only context from which computer-assisted tasks have been founded. Other analyses have changed the focus from negotiation to concentration to grammar acquisition structure. Moreover, studies on task-centered computer-mediated communication is currently widening to integrate techniques on how technology may increase or limit grammar learning in task as well as activities performances. With respect to computer-mediated communication studies that use task-centered context, scholars have as such assessed the impacts of synchronous vs. asynchronous modality and expertise level on the language output of second language learners. The current studies have implemented a view that attempts to account for the effect of task features on negotiation of description and language generation (explained in terms of grammar complexity) in CALL. In this sphere, few researches have tried to expose the nature of students communication occurring in the event tasks conditions in text-oriented computer-mediated communication incorporates both convergent and divergent objective orientations. As mentioned that several past studies has concentrated on convergent tasks Carswell (2000) proposed that less convergent tasks development help in the examination as well as reflection in online discussions. Hence, more research is necessary on the importance of convergent and divergent in computermediated communication provide based on quality and quantity of students input concerning the integration of tasks as well as technology. References Carswell, L., Thomas, P., Petre, M., Price, B., Richards, M. (2000). Distance education via the Internet: The student experience. British Journal of Educational Technology, 31(1), Cranton, P. (1998). No one way: Teaching and Learning in Higher Education. Toronto: Wall and Emerson 38

13 Duffy,T., & Cunnigham, D. (1996). Constructivism: Implications for the design and delivery of instruction, in D.H. Jonassen (Ed.), Handbook of Research for Educational Communications and Technology, New York, Simon Schuster Macmillan Elmore, R. F. (1996). Getting to scale with good educational practice. Harvard Educational Review, 66, Fullan, M. (2001). The future of educational change. The New Meaning of Educational Change (3rd. Ed.), New York: Teachers College Press pp Orenstein, A. & Lasley, T. (2000). Strategies for effective teaching. McGraw Hill: Boston Peacock, M. (1998). Usefulness and enjoyableness of teaching materials as predictors of on-task behavior. Teaching English as a Second or Foreign Language. 3(2), 1-10 Sahiner M. (2012). Quality Management of Teaching a Foreign Language Grammar by Computer Methods and the Concept of Technologies. Telavi State University, School of Education. Shimizu, H. (1998). Individual differences and the Japanese education system. The Educational System in Japan: Case Study Findings. Tudor, I. (1996). Learner-centeredness as Language Education. Cambridge: Cambridge University Press Yıldırım, A. (2000). Teachers as Constructors of Meaning: Changing Roles of Teachers and the Case in Turkey. Presented at the 5 th International BUSEL Conference Excellence in Teaching: Promoting, Implementing and Sustaining Effective Practice. Bilkent University, School of English Language. Ankara, Turkey. February