Effect of ICTs Supported Communicative Grammar Translation Model on Students’ English Language Learning

A Formative Assessment

Abstract

This experimental study explored the effect of Information and Communication Technologies supported Communicative Grammar Translation model on formative assessment of students’ English language learning skills at undergraduate level. One hundred and sixteen students were divided into three groups by equal mean score in pre-test. The three groups were taught through three different methodologies for whole semester. The first group was provided instructions through Traditional method, the second group was taught through Communicative Grammar Translation model and the third group was taught through Information and Communication Technologies supported Communicative Grammar Translation model. For observing their progress, four progress tests (Grammar, writing, reading and listening) in the form of formative assessment were carried out during the semester. The findings depicted that students taught by Information and Communication Technologies supported Communicative Grammar Translation model outperformed the students of Communicative Grammar Translation model and Traditional Method in reading, and listening skills. However, there was not any significant difference between the groups taught by Traditional Method, Communicative Grammar Translation model and Information and Communication Technologies supported Communicative Grammar Translation model on grammar skills that depicted the significance of traditional method in grammar learning. The findings of this study have implication for English as a Second Language teaching at different levels, as Information and Communication Technologies supported Communicative Grammar Translation model has not only maintained the strengths of Traditional Method and Communicative Grammar Translation model but it has demonstrated its improved effects in contrast to the weaknesses of these models of teaching during formative assessment.