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STUDENTS’ PERCEPTIONS OF THE IMPLEMENTATION OF ICT-BASED BLENDED LEARNING FOR ENGLISH GRAMMAR CLASS.

Paper · 2023 · Dyah Supraba Lastari and Abdul Rohim

Summary

This study looks at how Indonesian EFL university students experienced English grammar courses taught in a blended format after the Covid-19 pandemic. In blended teaching, classroom sessions are combined with online work. The participants were third-semester students at Universitas Muhammadiyah Tangerang. Their course used several ICT tools: an LMS, a video conferencing platform, a video sharing site, social media, and a game-based application. The authors collected data with a questionnaire and follow-up interviews about how useful and how difficult these tools were for learning grammar. Overall, students judged the approach positively. They said it gave them easier access to slides and exercises, let them study at a flexible pace (which mattered for those who also work), and made them more familiar with new applications. The main complaints concerned infrastructure: weak signal, unstable networks and running out of mobile data. Some students also felt that online sessions made learners more passive. The paper is a small descriptive case study. It matters mainly as practical evidence for designing post-pandemic grammar instruction in settings where connectivity is uneven.

Key points

  • Participants were third-semester students at Universitas Muhammadiyah Tangerang. Data came from questionnaires plus interviews, and six interviewees are quoted.
  • The tools used were an LMS (holding PowerPoint slides, exercises and forums), a video conferencing platform (Zoom is mentioned), YouTube videos, social media and a game-based app.
  • Reported benefits:
    • access to materials beyond face-to-face sessions,
    • flexible management of study time,
    • growing familiarity with educational applications.
  • Reported problems:
    • poor or unstable internet,
    • limited data quota,
    • lower activity and engagement during online sessions.
  • The findings agree with Suharti et al. (2021), who found positive attitudes toward technology in EFL grammar teaching alongside connectivity barriers. The authors also draw on Bonk and Charles (2012) for the three motivations behind blended learning: pedagogy, access/flexibility and cost.

Interesting ideas

  • I1. The study pairs a broad questionnaire with interviews, so the numbers can be explained through learners' own accounts of what helped and what failed.
  • I2. The paper frames grammatical growth along three axes: from few structures to many, from simple constructions to complex ones, and from frequent errors to rare ones.
  • I3. The interviews asked about benefits and about problems as separate questions, which brought out failure causes outside the teaching itself, such as infrastructure.
  • I4. Grammar is treated both as rules for ordering words within a sentence and as a tool for effective communication.

For Mova

How these ideas could serve Mova, our small open language model — its files, stages and tests:

  • I1 (learn): Aggregate evaluation scores could be paired with a small, hand-read set of explained failure cases, so that every metric shift comes with a concrete account of why it happened.
  • I2 (answer): Student readers could track progress on school-course tests along these same three axes instead of a single accuracy score, which would show whether gains come from coverage, complexity or error reduction.
  • I3 (learn): Evaluation reports could include a dedicated "what broke and why" section that separates pipeline or environment failures (bad input, tokenization glitches) from genuine model errors.
  • I4 (frames): This dual view supports keeping the syntactic tree and the communicative layer (speech acts, implicature) explicitly linked but distinct, so each can be explained on its own terms.

Our summary of the paper, in our own words — not its text. The work belongs to its authors; read it at the links above.

 Institutions

Also on the byline: Universitas Muhammadiyah Tangerang.

 Fields, topics and concepts

📚 Shelves 4The field of science this work belongs to (OpenAlex fields).Computer Science · 18,614 worksSocial Sciences · 1,954 worksInformation Systems · 1,730 worksEducation · 212 works

🧭 Topics 1Research subjects and languages the work is about.English · 2,379 works

Cite

Cite as Dyah Supraba Lastari and Abdul Rohim. 2023. STUDENTS’ PERCEPTIONS OF THE IMPLEMENTATION OF ICT-BASED BLENDED LEARNING FOR ENGLISH GRAMMAR CLASS. Tell-us Journal 9.

The paper itself, not this page. BibTeX from the library's record of the work. DOI 10.22202/tus.2023.v9i2.6853

@article{lastari2023students,
  title = {{STUDENTS’ PERCEPTIONS OF THE IMPLEMENTATION OF ICT-BASED BLENDED LEARNING FOR ENGLISH GRAMMAR CLASS.}},
  author = {Dyah Supraba Lastari and Abdul Rohim},
  journal = {Tell-us Journal 9},
  year = {2023},
  doi = {10.22202/tus.2023.v9i2.6853},
  url = {https://doi.org/10.22202/tus.2023.v9i2.6853}
}

References

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