Exploration of signature pedagogy using ICT for English grammar learning in elementary school education

This research aims to explore a signature pedagogy that addresses the trends toward the pedagogical goals and the technological integration for English grammar learning in the twenty-first century. Based on a twofold literature review, a potential signature pedagogy with three variations in the use of two selected types of information and communication technology (ICT) resources has been designed for supporting English as Second Language (ESL) learners at the elementary school level to learn English grammatical knowledge. An empirical study which combines qualitative and quantitative methods is planned to evaluate the effectiveness of the designed signature pedagogy in a real classroom environment. Three classes of Grade 4 ESL learners will be invited to learn the target topic with the selected ICT resources during a one-month trial teaching, under three settings: inclining to form-focused approach; balancing form-focused approach and communicative approach; or inclining to communicative approach. The empirical study will conduct attainment tests, classroom observations, questionnaire surveys and semi-structured interviews to investigate the impact of the designed signature pedagogy on the achievements, processes and perceptions of students in the learning of elementary English grammar. This research will finally advise a signature pedagogy that fully exploits the use of the two selected types of ICT resources for supporting ESL learners to learn elementary English grammar. Copyright © 2012 Nanyang Technological University.