Table Of ContentINVESTIGATING EFFECTS OF COMPUTER–BASED GRAMMAR TUTORIALS
by
Anna Kolesnikova
An Abstract
Of a thesis submitted in partial fulfillment
of the requirements for the Doctor of
Philosophy degree in Second Language Acquisition
in the Graduate College of
The University of Iowa
July 2011
Thesis Supervisor: Associate Professor Judith Liskin-Gasparro
1
ABSTRACT
This dissertation study examined a broad question of whether computer-based
grammar tutorials are effective and welcome tools to review grammar for language
learners by investigating effects of three different modes of such tutorials on learners’
knowledge and satisfaction. For this study, I developed experimental tutorials in three
different modes (a static text with a voice-over narration, an animated text with a voice-
over narration, and a recording of a real teacher) for two target structures of German
grammar (regular verb conjugation and separable-prefix verbs).
In total, there were more than 100 Elementary German students at two public
Midwestern universities, who participated in different stages of the study. The
participants represented a mostly homogeneous group with characteristics that are
common for college-level learners.
There were two parallel experiments in this study that employed identical
methods but focused on two different target structures. Thus, both experiments examined
the effect of the three study tutorials on learners’ knowledge and satisfaction, but
Experiment 1 focused on the regular verb conjugation, whereas Experiment 2 focused on
the separable-prefix verbs. For each experiment, the participants completed a pretest,
worked with the assigned tutorial mode, completed a posttest, and filled out a number of
questionnaires.
The results of the analysis demonstrated that the study tutorials helped learners to
significantly improve their knowledge of grammar; however, the mode of the tutorial did
not make a difference. Likewise, all modes of tutorial received similar satisfaction
ratings; however, additional qualitative analysis suggested that a considerable number of
the participants preferred the animated mode.
The findings of the study demonstrate that computer-based grammar tutorials can
be effective and welcome tools to review grammar for language learners. Moreover,
2
tutorials of this type can be a viable method of achieving the desired balance between the
form- and meaning-focused activities in language classrooms. Also, such tutorials appeal
to learners because they support more individualized learning.
Abstract Approved: ____________________________________
Thesis Supervisor
____________________________________
Title and Department
____________________________________
Date
INVESTIGATING EFFECTS OF COMPUTER–BASED GRAMMAR TUTORIALS
by
Anna Kolesnikova
A thesis submitted in partial fulfillment
of the requirements for the Doctor of
Philosophy degree in Second Language Acquisition
in the Graduate College of
The University of Iowa
July 2011
Thesis Supervisor: Associate Professor Judith Liskin-Gasparro
Copyright by
ANNA KOLESNIKOVA
2011
All Rights Reserved
Graduate College
The University of Iowa
Iowa City, Iowa
CERTIFICATE OF APPROVAL
_______________________
PH.D. THESIS
_______________
This is to certify that the Ph.D. thesis of
Anna Kolesnikova
has been approved by the Examining Committee
for the thesis requirement for the Doctor of Philosophy
degree in Second Language Acquisition at the July 2011 graduation.
Thesis Committee: ___________________________________
Judith Liskin-Gasparro, Thesis Supervisor
___________________________________
Stephen Alessi
___________________________________
Kathy Schuh
___________________________________
Bruce Spencer
___________________________________
James Maxey
___________________________________
George Woodworth
To my parents, Nadezda and Ilya.
ii
ACKNOWLEDGMENTS
Working on my dissertation has been an exciting journey and I would like to
thank everyone who contributed to this research project. I owe my deepest gratitude to
my dissertation advisor, Dr. Judy Liskin-Gasparro, for her constant support and
encouragement of my project from its initial to the final stages. I also am heartily
thankful to all my committee members—Drs. Steve Alessi, Jim Maxey, Kathy Schuh,
Bruce Spencer, and George Woodworth—for their timely cooperation and insightful
feedback that guided my work on this project.
This project would not have been possible without help of my long-time friend,
Fatima Baig, who bravely agreed to be the instructor in my experimental tutorials and
patiently assisted me in creating them all the way through.
I am also very grateful to Professors Bruce Spencer at and John Balong, who lent
their time as content experts and to Regina Range for her help as a second rater for this
study. Their timely assistance and expert opinions were invaluable for assuring the
validity of materials and analysis.
I am very grateful to all instructors, teaching assistants, and to over 200 German
students who participated in various parts of my research throughout the years. Also, I
wish to thank Rebecca Bohde for assisting me with the technical issues in the preparation
for the data collection.
I would like to thank the Foreign Language Acquisition Research and Education
(FLARE) program, and especially Dr. Roumyana Slabakova, for providing financial
support of my project. I would like to thank all professors in FLARE for sparking my
interest in research and teaching me by example what good research practices are.
Lastly, my deepest appreciation goes to my husband Jim for his patience and
support of me on my dissertation journey.
iii
ABSTRACT
This dissertation study examined a broad question of whether computer-based
grammar tutorials are effective and welcome tools to review grammar for language
learners by investigating effects of three different modes of such tutorials on learners’
knowledge and satisfaction. For this study, I developed experimental tutorials in three
different modes (a static text with a voice-over narration, an animated text with a voice-
over narration, and a recording of a real teacher) for two target structures of German
grammar (regular verb conjugation and separable-prefix verbs).
In total, there were more than 100 Elementary German students at two public
Midwestern universities, who participated in different stages of the study. The
participants represented a mostly homogeneous group with characteristics that are
common for college-level learners.
There were two parallel experiments in this study that employed identical
methods but focused on two different target structures. Thus, both experiments examined
the effect of the three study tutorials on learners’ knowledge and satisfaction, but
Experiment 1 focused on the regular verb conjugation, whereas Experiment 2 focused on
the separable-prefix verbs. For each experiment, the participants completed a pretest,
worked with the assigned tutorial mode, completed a posttest, and filled out a number of
questionnaires.
The results of the analysis demonstrated that the study tutorials helped learners to
significantly improve their knowledge of grammar; however, the mode of the tutorial did
not make a difference. Likewise, all modes of tutorial received similar satisfaction
ratings; however, additional qualitative analysis suggested that a considerable number of
the participants preferred the animated mode.
iv
The findings of the study demonstrate that computer-based grammar tutorials can
be effective and welcome tools to review grammar for language learners. Moreover,
tutorials of this type can be a viable method of achieving the desired balance between the
form- and meaning-focused activities in language classrooms. Also, such tutorials appeal
to learners because they support more individualized learning.
v
Description:In total, there were more than 100 Elementary German students at two public. Midwestern The findings of the study demonstrate that computer-based grammar tutorials can be effective and Also, such tutorials appeal to learners
