Capstone Paper

“High-End Methods for Teaching the Present Perfect Tense in the

EFL Classroom”

Advisor: Iskra Stamenkoska, PhD Student: Egzona Ajeti

Assistant Professor Student ID: 16494

Skopje, 2021

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 CONTENTS
Abstract.................................................................................................................................................3
1. INTRODUCTION.............................................................................................................................4
1.1. Hypothesis................................................................................................................................4
2. LITERATURE REVIEW......................................................................................................................5
2.1. Student – Centered Learning with Technology..........................................................................5
3. DEFINITION AND CHARACTERISTICS OF PRESENT PERFECT TENSE................................................6
3.1. Features of the Present Perfect Tense.......................................................................................7
4. STUDENT-CENTERED METHODS OF INSTRUCTION........................................................................8
5. Problem-Based Learning (High Tech).............................................................................................8
5.1. Project – Based Learning (High Tech)........................................................................................8
5.2. Inquiry-Based Learning (High Tech)...........................................................................................9
5.3. Game-Based Learning (High Tech)...........................................................................................10
6. Flipped Classroom.......................................................................................................................14
7. Purpose of the Study...................................................................................................................17
7.1. Research..................................................................................................................................18
7.2. Instruments.............................................................................................................................18
7.3. Procedure................................................................................................................................19
7.4 Experiment...............................................................................................................................19
7.5. Results.....................................................................................................................................20
8. Conclusion and Recommendation...............................................................................................20
Refferences..........................................................................................................................................22
Appendix 1...........................................................................................................................................28

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Abstract

This paper reports on research related to student-centered learning with technology

that enables students to take ownership of their learning through a discovery approach to
learning supported by technology. This makes learning more active, both inside and outside
the classroom. Student-centered learning engages students in the learning process, making
them active participants. By being engaged in learning, students are empowered to decide
when, where, and how learning will take place. It fosters collaboration, critical thinking,
problem-solving, and self-directed learning which is connected to real-life applications. The
purpose of this study is to research how technology facilitates student-centered learning.

The results of the study suggests that despite genuine efforts to modernize traditional
methods of teaching English, residual obsolete practices should be phased out and replaced
by the use of the available technology on offer via computer, smart devices, display, audio-
visual materials, and electronic approaches.

This study highlights the critical educational potential and numerous benefits of
technology in language teaching for positive learning outcomes in language teaching and
around the world, the financial impact of building infrastructure, and encouraging teachers to
overcome their fears about teaching technology

Keywords: student-centered learning, student empowerment, discovery approach

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 1. INTRODUCTION

Teaching methods are split into two main categories (student-centered approaches to
learning and teacher-centered approaches to learning). Each includes two secondary
categories: high technology and low technology. In professional literature, these two
approaches focused on the person who is in the center and has the leading role: student or
teacher (Burden, et al., 1994).
The traditional teaching and learning approach that was directed by a teacher is now
replaced by student-centered learning (SCL) (Hairullia, & Noraidah 2013).

Nowadays in the modern era, technology has profoundly influenced every aspect of life
including the teaching and learning English language. In every school environment, the
student plays a more active role in obtaining knowledge by retrieving essential materials and
resources during the learning process. This shows a significant shift from teaching to a
learning environment. In SCL, the teacher plays a role as a learning facilitator instead of a
learning organizer and pays close attention to each student’s interests, abilities and learning
preferences. Students actively engage as doers in the education environment and are
empowered to decide on what, when, where and how to learn. (Kirikkaya, Iseri, & Vurkaya,
2010). The object of this paper is to identify how SCL fits in this change by utilizing
technology and student empowerment in engaging in critical thinking, and self-directed
learning through technology.
1.1. Hypothesis
H1. Students who are part of the high-technology student centered approach show
better results than those where a traditional approach is used.

H: 2. The high-technology approach is effective and useful in the second-language

classroom.

High-tech materials help students follow technology in studying community by using more
advanced tools, such as the Internet, which serves as a link between students all over the
world.
The following technology tools can be used in classroom:

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  Internet using Google External links (Drive, Gmail, and Docs);
 Computer devices like laptops and tablets;
 Learning games software;
 You Tube videos;
 Tic Toc videos;
 Social media platforms: Facebook, Instagram, Snap chat. (McCarthy, et al., 2000)

Goal of study: This study is focused on the technique where the students are in the center of
the teaching and the teacher can rely on the teaching approach that students have prepared for
a certain theme that they want to present in front of their classmates.

2. LITERATURE REVIEW
2.1. Student – Centered Learning with Technology

There are many creative and effective methods that have come from relevant research
that explains the high value of digital high-tech learning student-centered approaches. For
example, Archer and Savage (2014) researched high-tech student approaches and
experimental evaluation. The methods of student - centered learning approach overcame the
barriers present between teachers and students and stop passing of learning process. For
example, the flipped classroom has helped eliminate a lot of learning problems by helping
students prepare for the lesson, prior to the lesson. Technology plays a crucial role here.
Furthermore, the problem of lack of students’ communication skills or interaction which have
effect on their studying, was solved by debate theory, which offers four simple categories of
solutions which may be long term or short-term solutions.
Teachers at various grade levels have been applying the student-centered teaching
approach for a variety of reasons: to increase student participation (Kelly, 1985), to develop
confidence in students (Dandoulakis, 1986), to foster the intellectual development of students
(Burke, 1983), to enable students to build multiple historical perspectives (Ogawa, 2001), to
improve students’ understandings of historical ideas and concepts (Stout, 2004), to shift the
learning responsibility to students (Passman, 2000) and so forth. However, little is known on
how the student-centered teaching approach has been defined by various educators and
researchers, on the impact of this teaching approach upon students’ learning and other aspects

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of their behavior. A study of the research literature seems to be a reasonable way to develop a
clear understanding of the student-centered teaching approach.
In a student-centered learning environment, the student takes the responsibility for
deciding their own learning goals, examining their progress towards meeting those goals by
either adjusting or adapting as necessary and by determining that these goals have been
addressed in a satisfactory manner. (Hairullia & Noraidah, 2013). For effective student-
centered learning and personal productivity enhancement, information technologies promote
student learning and higher-order thinking. Thanks to these, learners can use a selection of
technologies to explore ideas, ask questions, gather and distribute information and support
each other in learning. This promotes adaptability and fosters individual growth and
development of the learner.

3. DEFINITION AND CHARACTERISTICS OF PRESENT PERFECT TENSE

According to Davydova, J. (2011) a unified definition of the present perfect tense is

that it is a grammatical combination of the present tense and the perfect aspect used to
express an event in the past that has consequences in the present. The term is used
extensively in English grammar to refer to forms that clearly depict an event that happened in
the past with a direct consequence in the present.
Although such a definition may most plastically explain the present perfect tense,
there are a number of definitions that have tried to fully define the present perfect tense in
English, but all attempts seem to come down to this definition which with the greatest
simplicity and yet understandably explains the tense to everyone.
We use the present perfect to indicate a link between the present and the past. In other
words, the time of the action is before now but not stated. In fact, most of the time, the result
interests us more than the action itself. This tense forms by have/has + the past participle.
Thus, it can be seen that the construction of this verb tense is
straightforward. Have or has is the first element which depends on the subject-verb is
conjugated with. Similarly, the second element is the past participle of the verb. It is formed
by adding –ed or –d to the root of the verb.
The present perfect is predominantly a present tense which: refers to past time `with
current relevance' (as Quirk et al. put it, 1985: 190) to the moment of speaking;

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 Present perfect tense has collocational compatibility with `indefinite time adverbs',
such as recently, lately, often, sometimes, already, etc. It is said to be incompatible with
`adverbs of finished time (e.g., yesterday, last weekend, then, in 1965)' (Swan, 1980: 495).
Thomson and Martinet (1980: 152) comment that `this tense may be said to be a sort
of mixture of present and past. It always implies a strong connection with the present and is
chiefly used in conversations, letters, newspapers and television and radio reports.' Swan tells
us that `if we say that something has happened or has been happening, we are generally
thinking about the present as well as the past' and Quirk et al. (1985: 192) say `the present
perfect relates the action more directly to the present time’. The various writers are agreed on
the uses of the present perfect which refer to:

 a state leading up to the present moment of speaking, e.g.

Fred has been unhappy for weeks.
I've lived there for two years (Rada 1975)
 a sequence or repeated events at indefinite times leading up to the time of
speaking, e.g
I've often thought about that problem.
All of my children have been abroad.
 a habit (or recurrent event) in a period leading up to the time of speaking, e.g:
Joe has been a member of the team for ten years.
I've been going to that church since I was young.

3.1. Features of the Present Perfect Tense

The present perfect is a verb tense used to indicate that the action has occurred once
or many times before now. The present perfect is most often used to express actions,
experiences, or changes that have taken place in the past but there are other slightly more
unusual uses of the above.
The present perfect is formed by the use of have/ has + past participle. Questions are
marked by flipping the subject and has / have. Negatives are made with not.
Statement: You have seen that movie many times.
Question: "Have you seen that movie many times?"
Negative: You have not seen that movie many times.

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 4. STUDENT-CENTERED METHODS OF INSTRUCTION

Student-centered instruction differs from the traditional teacher-centered instruction.

Learning is cooperative, collaborative, and community-oriented. Students are encouraged to
direct their own learning and to work with other students on research projects and
assignments that are both culturally and socially relevant to them. Students become self-
confident, self-directed, and proactive. Learning is a socially mediated process (Goldstein,
1999; Vygotsky, 1978).
Children develop cognitively by interacting with both adults and more knowledgeable
peers. These interactions allow students to hypothesize, experiment with new ideas, and
receive feedback (Darling-Hammond, 1997). To promote SCL within the technological
environment, educators actively seek information from a variety of sources (e.g. online
databases, the Internet, colleagues, journals) to encourage and personalize the student
learning process. The careful integration of technology into the classroom is done with the
help of various educational resources that transform learning by inspiring creativity,
collaboration, and critical thinking. Educators also use technology for their professional
growth, to enhance their productivity and facilitate communication.
In the student – centered instructions, students take the leadership, presenting their work,
taking ownership of their reading, writing and learning to develop, test, and refine their
thinking.

5. Problem-Based Learning (High Tech)

In this learning approach, students learn the target structure or vocabulary through
solving a problem, for which they can work individually or collaboratively, in groups
(Utecht, 2003). They learn in a self-directed manner, formulate and test a probable solution
by reflecting what they have learned and the effectiveness of their solution. Students
sometimes spend extensive time working on computers, conducting research. Technology
allows students to gain access to an almost unlimited amounts of data and information. They
can be active learners by gaining access to the internet and research software. Technology
here supports learning and the creation of student projects – the computer becomes a
powerful tool in solving realistic problems.

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 5.1. Project – Based Learning (High Tech)

In project-based learning, students are involved and engaged in a challenging,

complex project, which is similar to what they might encounter in the real world (Gubacs,
2004). With the integration of technology, the appropriate tasks a student takes part in will be
beyond the simple “drill and practice” but into complex thinking around academic content.
In a project-based learning environment, the student has the flexibility to direct their
individual progress often through a collaborative inquiry process structured around complex,
authentic questions and carefully design projects and tasks (Moeller & Reitzes,2011).
Technology serves an important role in project-based learning by enabling access to
information, collaborating with others, and sharing and presenting the outcomes of the
project.

5.2. Inquiry-Based Learning (High Tech)

Based on student investigation and hands-on projects, inquiry-based learning is a

teaching method that casts the teacher as a supportive figure who provides guidance and
support for students throughout their learning process, rather than a sole authority figure.
(Levy, Thomas, Drago, & Rex, 2013)
Inquiry-based learning is complex and is not an easy option. Teachers strive to
implement it because they believe that it promotes the understanding and development of
skills needed by students to meet the demands of twenty-first century life.
It is widely accepted (Harlen, 2002) that science education should enable students to
develop key science concepts (big ideas) which enable them to understand the events and
phenomena of relevance in their current and future lives. Students should also develop
understanding of how science ideas and knowledge are obtained and the skills and attitudes
involved in seeking and using evidence.
Young people will have to make more choices than those living in past decades. They
will need to develop the skills, the will, the flexibility in thinking and the energy needed to
make effective decisions. The ability to continue learning throughout life is acknowledged as
essential for future generations and thus it has to be a feature in the education of students in
all countries, as underlined by the OECD (OECD2011).

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 Students cannot learn in school everything they will need to know in adult life. What
they must acquire is the prerequisites for successful learning in future life. These
prerequisites are of both cognitive and motivational nature.
Students must become able to organize and regulate their own learning, to learn
independently and in groups, and to overcome difficulties in the learning process. This
requires them to be aware of their own thinking processes and learning strategies and
methods. Inquiry-based learning can make great use of technology through online research
sites, social media, and the possibility for global connections with people outside of the local
community. However, depending on the subject at hand, it does not necessarily require it.

5.3. Game-Based Learning (High Tech)

Game-based learning is a simple concept that uses games as a learning tool to

motivate students. In Jane McGonigal's review, a game is defined as an activity that has
goals, rules, a feedback system, and voluntary participation. Some educational considerations
that derive from game-based learning are that content and / or skills can improve learning
compared to traditional methods.

In 2003, author James Paul Gee wrote the book, describing the effects of cognitive
development on the game. Gee developed 36 different learning principles that games should
have in education. From these principles, we can look at game-based learning from two
perspectives. The first is the effectiveness of learning. The second is engagement.

When looking at learning effectiveness we can consider whether the game provides a
meaningful learning activity or whether the game is just a fun activity and does not
necessarily lead to learning. We can look at what the learning outcomes are, including
memorization, knowledge, understanding, synthesis and creativity. For all of these different
learning outcomes, games can provide an enriched learning experience.

The second perspective is the elements of Games Based Learning ("GBL") engagement; We
can ask whether the game improves student motivation. Is the game a fun learning
experience? Is it interesting or is it a very tedious, boring learning experience? Does it
increase the learner's concentration? Is it getting the learner's full attention? Finally, games

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through learning can provide an experience that requires the learner to be intensely engaged
in various activities.
Over the past decade, research and interest in GBL has increased, as has the variety of games
themselves. Serious games and computer simulations provide an interesting learning context
as both of these increase student motivations. The researchers found that students who played
serious games or participated in computer simulations were much more active when
manipulating objects. Students also had control over their actions and were more involved in
learning. The researchers found that animation in the games increased motivation and that
students were more likely to return to activities that included animated graphics. They also
found that serious games support inductive experiential learning with a real constructivist
approach. Online games provide a context for adaptive learning as they allow multiple
personalized paths or travel routes. The communication between players also introduces a
social aspect that opens doors to knowledge acquisition with peers. Challenged and
collaborative games are an emerging category of games that appear particularly suited to
higher education. These games allow students to use skills for research, collaboration,
problem solving, writing, leadership, digital literacy, and more. They are perpetual and
appear both online and non-digitally. Games will no doubt evolve in the future and so GBL
must evolve too. We are seeing new types of games such as B. Alternative reality games,
social / mobile games. We are also seeing innovative new ways to use GBL.

Game-based learning has grown in importance in recent years and is becoming more
accessible with many benefits. Game-based learning can make learning more situated,
contextual, and personalized. GBL can be used to learn content and skills, including 21st
century skills such as innovative problem solving and collaboration. GBL can even be used
for practicing and honing existing skills. Game-based learning engages students and when
students are engaged, they are more likely to embrace the learning than to view it as a boring
learning experience.

Computer and video games have fascinated millions of children and adults since their
inception in the late 1950s (Brookhaven National Laboratory). Since then, they have
influenced our society, culture and means of socialization. As Marc Prensky points out,
today's students and their way of life are very different from their parents:

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“They have lived and used computers, video games, digital music players, video cameras,
cell phones, and all the other toys and tools of the digital age all their lives. Today's average
college graduate has spent less than 5,000 hours of their lives reading, but over 10,000 hours
of video games (not to mention 20,000 hours of watching TV). Computer games, email, the
Internet, cell phones, and instant messaging are an integral part of their lives.

Today's students are what Prensky calls digital natives, and those who have or are adapting to
these new technological changes (like today's parents) are digital immigrants. Therefore,
since this is the reality our digital native students live in, it makes sense to adopt these
technologies and use them in today's learning environments to make teaching and learning
relevant to the students of the 21st century.

Because today's students are used to having the information, they request instantly available
and receiving instant feedback, they do not have the patience required for lectures and classes
that follow traditional learning. Exams are mostly seen as too far in the future to motivate
them. Hence, digital natives prefer learning that is relevant, active, challenging, instantly
useful, and fun.

Games, on the other hand, fascinate the students and convey a sense of commitment. When
games are used in an educational setting - game-based learning - and thus follow the goals
and content set out in the curriculum, they can be used to deliver lessons that are more study-
centered, easier, more fun, interesting and effective. In addition, such games can increase the
learning factor due to their ability:
 improving problem-solving skills and critical thinking skills
 providing immediate feedback to learners and thus, learners can learn from their
actions
 self-assessing learners through the game score and levels reached
 allowing collaboration between learners to reach solutions and share their knowledge
and skills
 engaging learners

Malone names challenge, imagination, and curiosity as key game traits that contribute to this
engagement (Malone, 1980). Prensky also points out that when used properly, the power
games have in engaging the player can be the greatest motivator of all time.

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Increase in motivation

Motivation is seen as a key factor in using games in learning settings. The reason for this is
that games motivate the learner to look for information in order to successfully complete a
challenge, overcome an obstacle and move to another level. In traditional learning
environments (e.g. classrooms) the learner receives facts and figures and then has to figure
out how such data fit and are relevant to the general picture (Tham & Tham, 2012).
Motivation is also related to what is known as the flow experience, i.e. the ability of a game
to completely immerse the learner in performing that game activity, provided that the learner
loses track of time and does not intend to perform any task other than finishing the Game
activity (Mattheiss et al., 2009).

Intensification of the learning effectiveness

Games used in an educational setting are expected to educate learners. In order to measure
whether people have actually learned, behavior has to change. If a learner encounters a
similar situation in the future, they will need to do something different than before and
instead apply what was learned in that particular situation. If a game fails to bring about this
behavioral change, something is wrong with the game. The flaw is not in the concept of game
based learning, but in the poor design of this particular game.

Increase the level of recall of information

Games and fun are ways to relax. The psychiatrist William Glasser formulated the Glasser's
Choise Theory and identified fun as one of the basic needs that drive human behavior. Brain
researchers also suggest that fun is necessary for real learning to take place and for learners to
long remember the material. In this way, educational games help the learner to increase the
recall of information while playing and having fun. (Tham & Tham, 2012)

Game-based learning is not a novelty. On the contrary, there are various games on the market
that are specifically designed for educational purposes and there are others that have been
adopted by teachers as a learning resource (Williamson, 2009). Since the advent of game-
based learning, several people have studied its effects on learning in different subjects
(Divjak & Tomic, 2011) (Papastergiou, 2008) (Tham & Tham, 2012) (Yien et al., 2011).

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Another important issue to consider when studying games in general is gender. Traditionally
it is believed that games are more popular with men than women. In fact, it is usually
believed that younger boys spend more time playing games than girls of similar age.
However, studies conducted (Williamson, 2009) found that more intense games involving
fighting, shooting, and sports are more popular with boys than girls. Although girls play such
games, the way they play games is not the same as the boys. With age, girls lose interest in
games more quickly than boys and use the computer for other reasons. On the contrary, boys
still mainly use the computer for play purposes. Even the way both sexes view the game are
different. While boys choose play as their first choice, girls choose to play the game when
they are bored and have nothing more interesting to do. (Kirriemuir & McFarlane, 2004)

With all of this in mind, there will always be some who disagree with game-based learning
and rightly have their own reasons. Some may argue that playing will further distract students
from the learning objectives. Following this idea will result in students wasting their time
playing games and not being properly trained.

From a researcher’s point-of-view, it is worth noting that game-based learning can actually be
an innovative way how to teach students in these days. If games are properly designed, they
would be means of how to motivate and engage students more. Lack of motivation and
learning effectives should not be attributed to the use of games but rather it may be due to
having a badly designed game that does not cater to teach the learning contexts and outcomes
properly. Another reason may be that the teacher did not mash the game correctly within the
lesson plan. A real-life on-going example that game-based learning can actually be a
successfully method in teaching today’s students is the New York City public school Quest to
Learn (Q2L). Q2L is based on the principles of game design and it is interesting to observe
how their teaching staffs have incorporated play, socialization, teamwork and learning into its
curriculum. If game-based learning worked in Q2L, it can also work in everyone’s classroom.
It is not an easy task but through effort and preparation it can be possible.

6. Flipped Classroom

There are many definitions regarding flipped classroom in literature. According to

Bishop and Verleger (2013) flipped classroom is a student-centered learning method
consisting of two parts with interactive learning activities during lesson and individual
computer-assisted teaching based , out of the classroom. Mull (2012) defined it as a model

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that provides students prepare themselves for the lesson by watching videos, listening
podcasts and reading articles. According to Milman (2012) it aims to increase the efficiency
of lessons by transferring knowledge to students via videos and vodcasts/podcasts as well as
by discussions, group works and application during course. Toto and Nguyen (2009)
expressed that a flipped classroom is an approach that increases active learning activities and
gives opportunity for the student to use their knowledge in class with a little guidance from
the teacher. Hamdan et al (2013) explained that the flipped classroom is not a defined model;
Instead, it is a model that teachers use to compensate the demands of students by using
different equipments. Since educators in different countries use a flipped classroom with
various methods, this has caused a change of flipped classroom concept to flipped classroom
approach. It is emphasized that this new approach can be used with different learning
methods (Flipped Learning Network-FLN, 2014). In literature, there are many studies
regarding the usage of the flipped classroom approach and its results in many fields such as
Science (Kenna, 2014; Kettle, 2013; Bates & Galloway, 2012), Maths (Love, Hodge,
Grandgenett & Swift, 2013) and Healthcare training (Pluta, Richards, & Mutnick, 2013; Critz
& Knight, 2013; Ferreri & O’Connor, 2013).
In FL/L2 classes, whether the principal focus is on mastery of grammar, writing,
speaking, culture, literature, or any of the other fluencies articulated in the learning outcomes,
conventional pedagogical practice has long required students to first interact with content that
will be subsequently explored in the classroom. Preparatory work on a point of grammar
might include a requirement to pre-read a section of the textbook, consult a PowerPoint
presentation, watch an online video, perform cloze type exercises or complete a diagnostic
quiz. Pre-class reading of a poem might involve seeking clarification of lexical items, note-
taking, listening to a recitation of the poem or engaging in exercises which serve as proofs of
comprehension and completion of the assignment. These activities correspond well with the
first step of the flipped learning model – lower cognitive tasks are performed outside the
classroom. Where FL/L2 classes merit further scrutiny is in the second step of the flipped
learning approach – the follow-up activities that take place when students return to the
classroom. If the instructor subscribes to a traditional teaching paradigm, face to face time
might be dedicated to additional low stakes activities like repetition of vocabulary,
decontextualized translation, explanation of basic rules of grammar, or reading aloud (not to
strengthen oral or listening skills, but to cover content). These tasks all continue to represent
rudimentary cognitive challenges in an instructor-centered classroom where students do not
engage in activities in which “the focus shifts from form to meaning, from grammar to …

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contextualized lexical focus”. Neither does it facilitate “a task-based approach emphasizing
language production and communication”
However, FL/L2 is one of the areas for which critical research findings are just
emerging in peer reviewed publications. A great deal of the available commentary focuses on
instructors’ experiences and is retrievable from blogs, interviews, op-eds and online
community discussions. In a review of the available information on FL/L2 flipped
classrooms, one observes that the focus is often on the tools used to convert content from in-
class to out of class lectures. Discussions touch on the how-to of video software and voice
recording tools, solutions to technology challenges and helpful products and websites. For
instructors new to the approach, the technology is perhaps the biggest challenge in
implementing the flipped model, and deserves all the attention it receives. However, of equal
importance is knowledge of how to best capitalize on the time recovered in the classroom.
For traditional instructors of FL/L2, this requires a paradigm shift in their pedagogy which is
a prospect at least as challenging as mastery of new technology tools, and which merits
discussion.
A flipped classroom means learning the content at home instead of receiving it from
the teacher directly. The teacher aims to provide materials and videos to be accessed by the
student at home. The teacher continues their role as a follower or a coach when students
come to school with questions. At school, students do their homework. This is not a difficult
task because they come prepared - with all prior knowledge. Class time is spent on
discussions and problems solving activities (Enfield, J. 2013).
Students watch lectures, complete online quizzes to test what they have learned, read
chapters from the course book. Having digital materials, such as audio files, podcasts and
videos, helps students focus on a specific point. It helps narrow the learners’ focus and the
learners are not pressured time-wise. They can listen or watch the files as many times as they
need. Since learners have different strategies for learning and they learn at different speed
and pace, a flipped classroom is especially helpful for mixed-ability classes.
With its simplest definition, a flipped classroom approach is expressed as “what is
done at school done at home, homework done at home completed in class” (Sams &
Bergmann, 2014). In this approach, before the course the students watch/listen to the
theoretical part of the lesson via multiple modes such as online videos, presentations, learning
management systems, and they take notes, prepare questions about the parts that they do not
understand (Kim, Kim, Khera, & Getman, 2014). During course they achieve supporting
activities such as finding answers together to the questions they prepared before lesson, group

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working, problem solving, discussion and making an inference (Formica & et al, 2010). A
flipped classroom is an approach that transfers learning responsibility from teacher to the
student (Bergmann, Overmyer & Wilie, 2011).
The flipped classroom approach has four different elements. It is expressed that in
order for teachers to achieve this approach, they have to take these four element into
consideration (FLN, 2014). The properties of this approach which its English correspondence
is “Flip” are explained like this by referring first letters:
 F (“F”lexible Environment): It indicates provision of time and place flexibility of learning.
 L (“L”earnin Bergmann, Overmyer & Wilie (2011) made explanations below about what
is or what is not flipped classroom approach. The flipped classroom approach is not
synonymous to online videos. The important point is the interactive activities done in class,
when the teacher and students can interact face to face. It is not using video instead of a
tutorial by the teacher. It is not students working unsystematically. It is not students
spending all course time in front of a computer. It is not a student studying alone: In the
traditional teacher-centered approach the source of knowledge and information is the
teacher. In a flipped classroom, there is a transition from teacher-centered approach to a
student-centered approach.
 I (“I”ntentional Content): Flipped classroom educators both think about how education is
used to provide fluency and how they can develop cognitive understanding of students.
 P (“P”rofessional Educator): The responsibility of flipped classroom educators is more
than the ones using traditional approach. Flipped classroom educators continuously observe
students during the course, evaluate their studies and provide feedback (Flipped Learning
Network -FLN, 2014).
In order to apply the flipped classroom model, it is not necessary to be a professional
video producer. It is possible to use any source that explains the subject (PDFs, recorded
sounds, websites). Although Tucker (2012) believes that flipped classroom educators need
not prepare their own videos. Instead, they can use lecture videos from websites such as Khan
Academy, YouTube or TED. However, most educators and researchers prefer to prepare their
own videos. The following technologies can be used to create and broadcast lecture videos:
Screen-Cast-O-Mattic, Camtasia PC, TechSmith Relay, Office Mix, Adobe Presenter.

7. Purpose of the Study

17
 As the present era is embodied in the ubiquitous use of technology, technology has
permeated the field of teaching worldwide. As most educational institutions have now
incorporated technology into current and future curricula, technological and / or media-based
pedagogy has gained significant importance due to demonstrably improved learning
outcomes, especially when compared to traditional teaching methods. Outdated teaching
practices encompass a number of issues as follows:

1) Traditional methods guide students through precise curriculum content and rely on
outdated learning aids such as blackboards and textbooks. Therefore, the teacher simply
passes the information on without considering positive or negative results.

2) Traditional methods are based on simple strategies that do not correspond to the learning
purpose or the basic needs of the teaching process. Since such teacher-centered pedagogies
position the learner as the recipient, their overarching goal is the extent to which a student
can replicate information without necessarily understanding it.

3) Students rely on received sounds and images as opposed to interaction and discussion with
the teacher.

4) Accreditation of students by fixed texts, in contrast to modern technological teaching

methods, where there are numerous incentives that increase the likelihood of acquiring
English skills in a timely and positive manner, encourages boredom and loss of motivation
and attention.

7.1. Research

Participants and setting:

A total number of 6 students participated in this small-scale research. The participants
are aged 12 and 13. Four are female and 2 are male. All of the participants are English
language learners from Kosovo, whose mother tongue is Albanian. Due to the COVID-19
restrictions, the experiment was conducted over Zoom.
All participants have been learning English since grade 1 at elementary school. They also
attend various language schools and academies, where they learn English in smaller groups
and in conditions different from the traditional setting at public schools. They are also
exposed to English outside of school: they watch television, and they use social media
(YouTube, TikTok).

18
In consultation with the participants’ teacher, I was allowed to use my materials in order to
complete the research.

7.2. Instruments

Since children at this age can find it difficult to learn Present Perfect Tense, I was
pleasantly surprised when I found out that the structure is not novel to them. Their knowledge
of the Present Perfect is evolving, with some developmental errors,.
The participants were split into 2 groups: an experimental and a control group. With
the participants from the experimental group, the structure was presented using trailers of
cartoons on YouTube. The participants watched and listened to “What have you done lately?”
(https://www.youtube.com/watch?v=i9GlEYf8_5I). This was part of the presentation section.
After that, the participants had to identify the chunks and parts of the sentences where the
present perfect was used. The second video was “Snack attack”
(https://www.youtube.com/watch?v=mavbE8hrCdQ) was used as controlled practice.

The control group had a more conventional method of learning with a blackboard and
writing in notebooks. They did not have the chance to learn with cartoons or to listen to the
questions and the stories.

Students in both groups completed a short quiz (Appendix 1), in order to test their
understanding of the form and use of the Present Perfect tense.
7.3. Procedure

, The experiment included an overt focus on form, along with meaning and use.. The
first group (the experimental group) learned the structure via a high-tech student-centered
approach, while the second group (the control group) was exposed to a rather traditional
approach. The control group) wrote sentences in their workbooks. Next, there was an
elaborate explanation of the form and meaning, followed by an analysis of correct and
erroneous sentences.

 The lesson was 45 minutes long per group.

 The class was well organized with time and resources for both groups, and since the
class was held on Zoom, all the students worked well with the technology. .

19
7.4 Experiment

In order to prove the hypotheses, both groups completed a short quiz (Appendix 1),
which tests their knowledge of the present perfect tense. The control group had a traditional
grammar lesson with an overt focus on form, followed by a set of exercises for controlled
practice. The experimental group watched two YouTube videos where the form is implicitly
used, lending to a more natural acquisition of the target grammar structure. After watching
the videos, the students completed the same short quiz.

7.5. Results

Egzona, you will delete the above part and you will do it for 2 reasons: 1) it does not confirm
your hypothesis. 2) it’s not yours. It was written by a doctoral student, as part of his
dissertation. If you want, I can forward you the text.

You will compare the results of the quiz.

Part 1
Compare the points of the Control Group with those from the Experimental group

Part 2
Compare the points of the Control Group with those from the Experimental group

Part 3

Compare the points of the Control Group with those from the Experimental group

If you want, you can forward me the points of both groups (in 2 charts) and I’ll make the
graphs you can analyze the text.

20
 8. Conclusion and Recommendation

Technology is a necessity in today's world and we must be ready for it. Parents want
their children to graduate with skills that prepare them to either get a job in today's
marketplace or advance to higher levels of education and training. Employers hire employees
who are reliable, literate, able to reason, communicate, make decisions, and learn. The
Department of Education, and other federal agencies recognize the essential role of
technology in 21st century education.
Computers can provide universal success by dividing lessons into segments to the
extent needed to make sure that everyone can accomplish something.
Technology is a versatile and valuable tool for teaching and learning and becoming a way of
life. The most important thing is that teachers need to be prepared to use these technologies
effectively. Schools can use technology effectively and for the welfare of students, teachers
and society.
As we had the chance to read the diploma work where a
high-tech student approach of learning Present perfect tense was demonstrated, where
the results of the students showed better understanding, learning ability and better writing, it
was obvious that the high-tech method was accepted very well from the part of the students
that had the chance to use it. The other part of the students that used more traditional method
of learning and understanding had shown a great interest for the high-tech approach.
The recommendations can be that the teachers should be more involved in this kind of
presentation and teaching of the material since the student liked it more, learned from it easily
and understood better.
After all we are part of a world that rapidly changes, that means we cannot allow for
ourselves to be static watchers of the changes, we need to be active changers of the future
look of the teaching English.

21
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Appendix 1

Both groups were given a short three-part quiz they had to answer each part in 10 minutes, or

in total 30 minutes time.

The first part of the quiz was consisted of 10 questions and both groups had to provide the

answers.

1. Lindsay _____ not been to France.

has
is
have

2. _____ you finished your homework?

Have
Has
Is

3. They___ gone to a rock concert.

's
'es
've

4. _____ you been to Japan?

Is
Have
Has

5. We _____ never eaten Mexican food.

28
 have
has
are

6. Andrea has _____ her umbrella.

forget
forgetting
forgotten

7. _____ the sun come up?

Was
Have
Has

8. The children ________ the lost puppy.

have find
is finding
have found

9. Wiwi's been a vegetarian _____ three years.

since
for
after

10. I haven't worked _____ last December.

since
for
by

After ten minutes the quiz was over and the second part of the quiz started. Both groups had

10 minutes time for providing the right answers.

The second activity was to choose the correct sentence, and to underline the correct answer.

29
a.I have went to three countries in my life.

I have been to three countries in my life.

I went to three countries in my life. _______

b. My parents have travel around the world.

My parents have travelled around the world.

My parents travel around the world. _______

c. My best friend never ate pizza with chocolate. My best friend never eaten pizza with

chocolate. My best friend has never eaten pizza with chocolate.

_______

d. I have never met the Queen! I never meet the Queen! I never have met the Queen!

_______ e. Have you ever fell off your bicycle? Did you ever fall off your bicycle? Have you

ever fallen off your bicycle?

_______

The third part of the quiz was to find the mistakes, underline it and write the correct sentence.

For this part as well as the other two parts they had the time of 10 minutes.

a. I have rode a horse and a camel. ________________________________________

_______

b. I have never make a snowman. _________________________________________

_______ c. My parents never have tried sushi.

______________________________________ _______ d. My sister has go to a concert.

__________________________________________ _______ e. Has your brother ever see a

ghost? ______________________________________ _______

30