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Instruction combined blended delivery using the grammar component of My Writing Lab Global (MWLG) and face-to-face teaching, aiming to determine measurable gains for preservice participants. A quasi-experimental design showed MWLG was well received and produced a 10% improvement on pre- and post-KAL testing (p \u003C .001), with MWLG scores predicting further academic competencies such as GPA and course assessment performance (r = .40 to .54; p \u003C .01).",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/what-benefits-can-be-derived-from-teaching-knowledge-about-language-to-preservice-teachers-article-2/593674/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/what-benefits-can-be-derived-from-teaching-knowledge-about-language-to-preservice-teachers-article-2/593674.png","ImageObject",300,407,{"name":92,"@type":93},"Jasmine","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of the study?","Question",{"text":112,"@type":113},"The study investigates whether teaching knowledge about language (KAL) to preservice teachers provides measurable benefits within a teacher education course.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the teaching delivered to preservice teachers?",{"text":117,"@type":113},"The course used a blended mode combining the grammar component of My Writing Lab Global (MWLG) with face-to-face instruction.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the main findings about MWLG and KAL improvement?",{"text":121,"@type":113},"Participants received MWLG positively, their KAL improved by about 10% from pre- to post-testing (p \u003C .001), and MWLG scores predicted other academic competencies (p \u003C .01).","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593674,1792190233,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36,"preview_page_count":4},2336478487870,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Australian Journal of Teacher Education  \n\n| Volume 40 | Issue 9 | Article 2 |\n| --- | --- |\n| 2015\u003Cbr>What Benefits can be Derived from Teaching Knowledge about Language to Preservice Teachers?\u003Cbr>Michael D. Carey\u003Cbr>University of the Sunshine Coast, [mcarey@usc.edu.au](mcarey@usc.edu.au)\u003Cbr>Michael Christie\u003Cbr>University of the Sunshine Coast, [mchristi@usc.edu.au](mchristi@usc.edu.au)\u003Cbr>Peter Grainger\u003Cbr>University of the Sunshine Coast, [peter.grainger@usc.edu.au](peter.grainger@usc.edu.au) |  |\n\nRecommended Citation  \nCarey, M. D., Christie, M., & Grainger, P. (2015). What Benefits can be Derived from Teaching Knowledge about Language to Preservice Teachers?. Australian Journal of Teacher Education, 40 (9).  \n[http://dx.doi.org/10.14221/ajte.2015v40n9.2](http://dx.doi.org/10.14221/ajte.2015v40n9.2)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol40/iss9/2](http://ro.ecu.edu.au/ajte/vol40/iss9/2)  \nWhat Benefits can be Derived from Teaching Knowledge about Language  \nto Preservice Teachers?  \nMichael Carey  \nMichael Christie  \nPeter Grainger  \nUniversity of the Sunshine Coast  \nAbstract: This paper evaluates the validity of teaching English  \ngrammar topreservice teachers in a teacher education course at a  \nregional university. The course was delivered in blended mode using  \nthe grammar component of My Writing Lab Global (MWLG) and  \nface-to-face instruction. The aim of this study was to establish if there are benefits to derive from teaching knowledge about language (KAL) topreservice teachers. Our quasi-experimental study found MWLG was well-received by participants who believed it had improved their KAL; this improvement was confirmed by 10% improvement on a pre  \nand post KAL test (p \u003C .001). MWLG scores and the KAL test also  \nreliably predicted other academic competencies: the students’  \naccumulated GPA and their final written assessment scores for the  \ncourse (r= .4 to .54; p \u003C .01). Collectively, these findings suggest that explicit KAL is valued and valid knowledge and should be included in  \nteacher education programs.  \nIntroduction  \nThe relative value of explicit teaching of grammar in Australian schools is a much debated topic with many papers written from opposing sides, but few of these papers are empirical and many of them are purely polemic (Myhill, Jones, Lines, & Watson, 2012) . With the launch of a national curriculum, are we any closer to a theory for the teaching of literacy? Recent meta-analyses of the literature (Myhill & Watson, 2014) suggest that theorists and methodologists are beginning to develop coherent strategies regarding the place of grammar within literacy, but they are yet to be transferred to the mainstream of teacher education programs or classroom practice. It would also seem that many powerful stakeholders are yet to understand the contemporary concepts of language and literacy informing the Australian Curriculum. For instance, the overview of the Australian Curriculum for English, Language strand, endorses a socially situated and functionally oriented view of language (language-in-use) and the cognitive discovery of language structure (language-as-system):  \nIn the Language strand, students develop their knowledge of the  \nEnglish language and how it works.…They discover the patterns and  \npurposes of English usage, including spelling, grammar and  \npunctuation at the levels of the word, sentence and extended text, and  \nthey study the connections between these levels. By developing a  \nbody of knowledge about these patterns and their connections,  \nstudents learn to communicate effectively through coherent, well  \nstructured sentences and texts. They gain a consistent way of  \nunderstanding and talking about language, language-in-use and  \nlanguage-as-system, so they can reflect on their own speaking and  \nwriting and discuss these productively with others (ACARA, 2015) .  \nSetting aside the larger issue of whether grammar should be explic","cbCaimrH2Y5MVFp6","https://ap.wps.com/l/cbCaimrH2Y5MVFp6","pdf",699571,16,"English","# Abstract\n## Introduction\n## KAL and Personal Literacy Policy Drivers","[{\"question\":\"What is the purpose of the study?\",\"answer\":\"The study investigates whether teaching knowledge about language (KAL) to preservice teachers provides measurable benefits within a teacher education course.\"},{\"question\":\"How was the teaching delivered to preservice teachers?\",\"answer\":\"The course used a blended mode combining the grammar component of My Writing Lab Global (MWLG) with face-to-face instruction.\"},{\"question\":\"What were the main findings about MWLG and KAL improvement?\",\"answer\":\"Participants received MWLG positively, their KAL improved by about 10% from pre- to post-testing (p \\u003c .001), and MWLG scores predicted other academic competencies (p \\u003c .01).\"}]","What Benefits can be Derived from Teaching Knowledge about Language to Preservice Teachers? - Article 2 | PDF",1792077694]