The Effects of Vietnamese High School Teacher’s Utility of Google Forms on Eleventh Graders’ Grammatical Knowledge
Keywords:grammar instruction, grammatical knowledge, Google Forms
In Vietnam, grammar has been taught with conventional teaching methods such as the Grammar Translation Method and Audio Lingual Method, which still focus on paper-based grammar exercises in high schools. These traditional methods demotivate students' learning interest and motivation and fail to increase their independent learning and the effectiveness of grammar instruction. The purpose of this study is to explore the effects of Vietnamese high school teachers’ utilization of Google Forms on eleventh graders’ grammatical knowledge and their perceptions of Google Forms in learning English grammar. The study results emphasized the intervention of eleventh-grade students' knowledge of grammar and their perceptions of this treatment. The study's findings indicated that the integration of Google Forms successfully aided students in enhancing their achievement of grammatical knowledge. Furthermore, students have a positive attitude towards this application into grammar teaching.
An, Y. & Williams, K. (2010). Teaching with Web 2.0 technologies: benefits, barriers and lessons learned. International Journal of Instructional Technology & Distance Learning, 7(3), 41-48.
Bilonozhko, N., & Syzenko, A. (2020). Effective Reading Strategies for Generation Z Using Authentic Texts. Arab World English Journal: Special Issue on the English Language in Iraqi Context.121- 130. DOI: https://dx.doi.org/10.24093/awej/elt2.8.
Busyteacher (n.d.). 10 Modern Ways to Use Technology in ESL Instruction. Retrieved from https://busyteacher.org/13732-using-technology-esl-instruction-10-modern-ways.html
Chau, K. G. (2021). The Effect of ICT on Learners’ Speaking Skills Development. International Journal of TESOL & Education, 1(1), 22–29. Retrieved from https://i-jte.org/index.php/journal/article/view/4.
DeKeyser, R. M. (1995) Learning second language grammar rules: An experiment with a miniature linguistic system. Studies in Second Language Acquisition, 17(3), 379–410.
Do, T. H., & Nguyen, H. T. N. (2014). An explaratory study of ICT use in English language learning among English university students. Teaching English with Technology, 14(4), 32-46.
Fromkin, V., Rodman, R., & Hyams, N. (2017).An introduction to language (11th Ed.). The United States: Cengage Learning, Inc.
Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The Internet and Higher Education, 7(2), 95–105. doi:10.1016/j.iheduc.2004.02.001
Graham, C. R. (2006). Blended learning systems: definition, current trends, and future directions. San Francisco, CA: Pfeiffer Publishing.
Haddad, R. J. & Kalaani, Y. (2014). Google Forms: A Real-Time Formative Feedback Process for Adaptive Learning. The 121st ASEE Annual Conference and Exposition, 6(2), 902-911. DOI: 10.18260/1-2-20540.
Harmanto, B. (2013). Teaching English to Generation Z students (New concept of young learners). Contemporary Issues in Education Research, 6(1), 74-81.
Isti’anah, A. (2017). The effect of blended learning to the students’ achievement in grammar class. Indonesian Journal of English Education, 4(1), 16-30. doi:10.15408/ijee.v4i1.5697.
Khalil, M. Z. (2018). English students’ perceptions towards using Google docs and Google classroom as online collaborative tools in learning grammar. Applied Linguistics Research Journal, 2(2), 33–48. Doi: 10.14744/alrj.2018.47955.
Khuong, T. H. C. (2015). Teaching English grammar communicatively: theories, principles, and implications in English teaching in Vietnam. International Journal of English Language Teaching. 2(2), 62-68.
Nguyen, V. M. (2021). English language-learning environments in COVID-19 era: EFL contexts, English-language environments, technology-based approach, English language learning. AsiaCALL Online Journal, 12(3), 39-46. Retrieved from https://asiacall.info/acoj/index.php/journal/article/view/21
Pham, Vu Phi Ho (2021). The Effects of Lecturer’s Model e-comments on Graduate Students’ Peer e-comments and Writing Revision. Computer Assisted Language Learning, 34(3), pp. 324-357. https://doi.org/10.1080/09588221.2019.1609521
Pham, D. T. T. (2021). The effects of Audiovisual Media on Students’ Listening Skills. International Journal of TESOL & Education, 1(1), 13–21. Retrieved from http://i-jte.org/index.php/journal/article/view/3
Pham, Vu Phi Ho & Nguyen, The Binh (2014). The Effects of Communicative Grammar Teaching on Students’ Achievement of Grammatical Knowledge and Oral Production. English Language Teaching (ELT), 7 (6), pp. 74-86, DOI: 10.5539/elt.v7n6p74
Pham, D. T. (2018a). Application of Google Forms in the English classroom. The 2018 International graduate research symposium Proceedings, 3rd, 131-137.
Pham, D. T. (2018b). Integration of technology-enhanced language learning tools into teaching English for English students. The 2018 International graduate research symposium proceedings, 640-650.
Pham, P. K. M. (2015). Changes in teaching grammar in the world and in Vietnam (Matser’s thesis). Retrieved from https://www.academia.edu/16700372/Changes_in_teaching_grammar_in_the_world_and_in_Vietnam.html.
Van, L. K., Dang, T. A., Pham, D. B. T., Vo, T. T. N., & Pham, V. P. H. (2021). The Effectiveness of Using Technology in Learning English. AsiaCALL Online Journal, 12(2), 24-40. Retrieved from https://asiacall.info/acoj/index.php/journal/article/view/26.
Zhang, J. (2009). Neccessity of grammar teaching. International Education Studies, 2(2), 184-187.
How to Cite
Copyright (c) 2021 Vu Phi Ho Pham, Van Da Tran
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository, in a journal or publish it in a book), with an acknowledgment of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process.