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Chi Wai Lee, Hong Kong Metropolitan University, Hong KongAbstract
Traditional paper-based in-class writing tasks are common when we teach students English grammar in universities. Nowadays, technology including artificial intelligence (AI) can assist students’ learning. Using an experiential approach to learning, this study firstly attempts to reveal the extent to which technology-mediated grammar learning across course-topics can be realised. Secondly, it aims to report students’ evaluation of this approach of technology-mediated grammar learning. Methodologically, this study embraces a learning model of “experiencing, reflecting, thinking and acting.” It integrates technology tools and student-centred activities of a course “English Grammar.” At the term-end, 30 year-2 students posted their responses to open-ended questions onto the University's online forum. The technology tools include (a) an in-house online platform, (b) Open AI, c) websites and d) YouTube. The hands-on practices cover topics: (i) thesis statements, (ii) effective writing, (iii) functions of writing, and (iv) parts of speech. Students use their smartphones to (a) post paragraphs onto a university’s online forum when elaborating on a topic, (b) use OpenAI to generate myths of effective writing and discuss their flaws, (c) search for fundraiser websites and evaluate functions of writing, and (d) browse YouTube and explore parts of speech in song lyrics. The above has revealed technology-mediated grammar learning across topics can be successfully realised through experiential learning. Students' qualitative comments regarding this integrated approach are: 1) paper-pencil writing tasks are perceived as “old-fashioned,” 2) authenticity and interaction through technology meets their expectations, 3) the development of AI causes them to question the significance of grammar learning.
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