Sarah+Dennewitz-Resources

Nutta, Joyce. (1998). “Is Computer-Based Grammar Instruction as Effective as Teacher - Directed Grammar Instruction for Teaching L2 Structures?”. CALICO Journal, 16(1).
 * Source 1:**

Joyce Nutta’s article “Is Computer-Based Grammar Instruction as Effective as Teacher - Directed Grammar Instruction for Teaching L2 Structures?” explains and examines a study conducted with two ESL groups learning grammar: one with CALL (Computer - Assisted Language Learning) and one with teacher directed instruction. The study divided students into various groups based upon the two different types of instruction and student skill level. Students were then given three different tests after a duration of grammar instruction: multiple choice test, fill in the blank test, and open ended test. In the end both groups tested similar in the multiple choice and fill in the blank portion; however, students in the CALL instruction group tested higher in the open ended portion.

This article did focus on an ESL population; however, I believe it has value for the common Language Arts classroom. The in-depth explanation or analysis of the students in the two groups made me reflect and wonder about my own teaching practices. Also, with students using the CALL method of instruction scoring higher within the open ended portion - there is an argument for this method allowing students to have a deeper sense of application with grammar - which is the main goal (to have students apply grammar skills to their own writing).

Perrin, Robert. (2003) “Grammar on the Information Superhighway: Proceed with Caution”. NCTE - National Council of Teachers of English Journal, 92(3).
 * Source 2:**

In Perrin’s article “Grammar on the Information Superhighway: Proceed with Caution”, he categorizes fifteen grammar sites into different avenues: “informational sites, interactive exercise sites, expert sites, resources sites, and school sites”. Perrin acknowledges the growth of technology, but warns instructors to “proceed with caution” as they use various grammar sites to guide or aid in student learning. Perrin acknowledges the affordances of the grammar websites available; however, he also makes the reader aware of the sites various constraints and simply using technology to teach grammar.

As an English teacher, I found Perrin’s article to be an extremely valuable and worth-wild read. Many of his statements about the caution in using various tech tools to teach grammar make the reader reflect. Also, the way in which Perrin categorizes many of the grammar tech tools is helpful to reconsider or reflect on the reason why you are using the tool.

Karaoglu, Ozge. (2013, April 24). “ Practice Grammar With Technology”. TL Advisor Blog: Tech & Learning. Retrieved from @http://www.techlearning.com/default.aspx?tabid=67&entryid=5736
 * Source 3:**

This Tech & Learning blog post by Ozge Karaoglu presents the reader with a number of tools for practicing grammar. The blog posts ten different games and offers a summary of each including a description of the website and unique attributes to the game or website. The links to the grammar practice sites vary in skill level, objective, and complexity.

Many of the sites offered to the reader were rather creditable and allowed one to choose from a variety of grammatical subject areas. However, it would of been helpful if Ozge provided some affordances and constraints for each site; this would then allow the reader to quickly narrow down the site he / she needs in a more efficient way.