The impact of task performance scoring and tracking on second language engagement

System ◽  
2017 ◽  
Vol 69 ◽  
pp. 121-132 ◽  
Author(s):  
Robert Stroud
Keyword(s):  
Second Language ◽  
Task Performance ◽  
The Impact

Collaborative Pre-Task Planning Processes and Second-Language Task Performance

RELC Journal ◽  
2020 ◽  
pp. 003368822095322
Author(s):  
Paul Leeming ◽  
Scott Aubrey ◽  
Craig Lambert
Keyword(s):  
Second Language ◽  
Task Performance ◽  
First Language ◽  
Task Planning ◽  
Japanese University ◽  
Stimulated Recall ◽  
Planning Processes ◽  
The Impact ◽  
Subsequent Task

Task-based language teaching research has investigated the impact of planning on task performance, but little has been reported on the processes that take place while planning is undertaken. This study builds on previous planning research by providing a detailed analysis of four Japanese university learners’ collaborative pre-task planning (two dyads) and their performance on a subsequent second language (L2) oral monologue task that required them to express their opinions on a problem and propose a solution to it. Follow-up interviews incorporating stimulated recall were also conducted to gain insight into learners’ perceptions. Results suggest that the note-taking strategies employed, the interpersonal dynamics of the pairs, the L2 proficiency of the participants, and the language of planning (first language [L1] or L2) resulted in important differences in these learners’ planning processes and subsequent task performances. The results are discussed in terms of how pre-task planning processes might be optimized in teaching and research.

The impact of first as opposed to second language pre-task planning on the content of problem-solving task performance

2020 ◽  
pp. 136216882091784 ◽  
Author(s):  
Scott Aubrey ◽  
Craig Lambert ◽  
Paul Leeming
Keyword(s):  
Second Language ◽  
Problem Solving ◽  
Task Performance ◽  
First Language ◽  
Problem Solution ◽  
Task Planning ◽  
Qualitative Comparison ◽  
L1 And L2 ◽  
The Impact ◽  
Problem Solving Task

Research on pre-task planning to date has mainly focused on task performance. However, the effects of planning are contingent on what learners actually do during planning time. One important factor that may determine the quality and usefulness of planning is whether it is done in the first language (L1) or the second language (L2). This research addresses this issue by investigating the relative benefits of collaborative planning in the L1 and L2 in terms of ideas generated and transferred to an oral problem-solving task. Seventy-two Japanese university EFL learners were randomly assigned to one of two planning conditions: L1P (L1 planning, Japanese) and L2P (L2 planning, English). Dyads in each group were given 10 minutes to plan the content of a problem-solving task in the respective languages before individually performing the timed 2.5-minute oral task. Data took the form of transcribed planning discussions and transcribed task performances. All data were coded for idea units and sorted into categories of problem–solution discourse structure (situation, problem, response, evaluation). A qualitative comparison of L1 and L2 planners’ generation of idea units during planning, transfer and performance was conducted to supplement the quantitative analysis. Findings indicate the L1P condition has significant advantages over the L2P condition in terms of idea conceptualization, but this advantage had a limited impact on subsequent L2 task performance. Pedagogical implications are discussed in terms of possibilities for productively incorporating L1 planning during task implementation in foreign language contexts where learners share a common first language.

A Review on the Application of Blog, Blogger, Widget and Hypertext to Develop a Web-Based Instructional Tool

2019 ◽  
Vol 1 (2) ◽  
pp. 54
Author(s):  
Boon Yih Mah ◽  
Suzana Ab Rahim
Keyword(s):  
Second Language ◽  
Perceptual Learning ◽  
User Interfaces ◽  
English Language ◽  
Learning Preferences ◽  
Graphical Form ◽  
Instructional Tool ◽  
Web Based ◽  
Writing Skill ◽  
The Impact

The use of the internet for teaching and learning has become a global trend among the education practitioners over the recent decades. The integration of technology and media into Malaysian English as a Second Language (ESL) classrooms has altered the methods in English Language Teaching (ELT). In response to the impact of technology in ELT, the needs of a supplementary instructional platform, and the limitations of the learning management system (LMS) in fostering second language (L2) writing skill, a web-based instructional tool was designed and developed based on a theoretical-and-pedagogical framework namely Web-based Cognitive Writing Instruction (WeCWI). To determine the key concepts while identifying the research gap, this study conducted a literature review using online search on specific keywords including “blog”, “Blogger”, “widget”, and “hyperlink” found in the scholarly articles. Based on the review of literature, Blogger was opted due to its on-screen customisable layout editing features that can be embedded with web widgets and hypertext that share the identical features. By looking into the relationship between perceptual learning preferences on perceived information and the visual representations in iconic and symbolic views, the blogs can come with two different user interfaces embedded with web widgets or hypertext. The blog with web widgets appears in a graphical form of iconic view; while hypertext only displays textual form of symbolic view without involving the visual references. With the injection of web widgets and hypertext into the blogs, WeCWI attempts to offer a technological enhanced ELT solution to overcome the poor writing skill with a better engagement while learning online through the learners’ preferred perceptual learning preferences.

The Impact of Environmental Stress on Cognitive Performance: A Systematic Review

2019 ◽  
Vol 61 (8) ◽  
pp. 1205-1246 ◽  
Author(s):  
Kristy Martin ◽  
Emily McLeod ◽  
Julien Périard ◽  
Ben Rattray ◽  
Richard Keegan ◽  
...  
Keyword(s):  
Systematic Review ◽  
Environmental Stress ◽  
Task Performance ◽  
Sea Level ◽  
Cognitive Performance ◽  
Cognitive Task ◽  
Individual Characteristics ◽  
Eligibility Criteria ◽  
Healthy Human ◽  
The Impact

Objective: In this review, we detail the impact of environmental stress on cognitive and military task performance and highlight any individual characteristics or interventions which may mitigate any negative effect. Background: Military personnel are often deployed in regions markedly different from their own, experiencing hot days, cold nights, and trips both above and below sea level. In spite of these stressors, high-level cognitive and operational performance must be maintained. Method: A systematic review of the electronic databases Medline (PubMed), EMBASE (Scopus), PsycINFO, and Web of Science was conducted from inception up to September 2018. Eligibility criteria included a healthy human cohort, an outcome of cognition or military task performance and assessment of an environmental condition. Results: The search returned 113,850 records, of which 124 were included in the systematic review. Thirty-one studies examined the impact of heat stress on cognition; 20 of cold stress; 59 of altitude exposure; and 18 of being below sea level. Conclusion: The severity and duration of exposure to the environmental stressor affects the degree to which cognitive performance can be impaired, as does the complexity of the cognitive task and the skill or familiarity of the individual performing the task. Application: Strategies to improve cognitive performance in extreme environmental conditions should focus on reducing the magnitude of the physiological and perceptual disturbance caused by the stressor. Strategies may include acclimatization and habituation, being well skilled on the task, and reducing sensations of thermal stress with approaches such as head and neck cooling.

scholarly journals The impact of predictability on dual-task performance and implications for resource-sharing accounts

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Laura Broeker ◽  
Harald Ewolds ◽  
Rita F. de Oliveira ◽  
Stefan Künzell ◽  
Markus Raab
Keyword(s):  
Resource Allocation ◽  
Task Performance ◽  
Dual Task ◽  
Resource Sharing ◽  
Visual Information ◽  
Allocation Policy ◽  
Capacity Sharing ◽  
Dual Task Performance ◽  
Sound Sequence ◽  
The Impact

AbstractThe aim of this study was to examine the impact of predictability on dual-task performance by systematically manipulating predictability in either one of two tasks, as well as between tasks. According to capacity-sharing accounts of multitasking, assuming a general pool of resources two tasks can draw upon, predictability should reduce the need for resources and allow more resources to be used by the other task. However, it is currently not well understood what drives resource-allocation policy in dual tasks and which resource allocation policies participants pursue. We used a continuous tracking task together with an audiomotor task and manipulated advance visual information about the tracking path in the first experiment and a sound sequence in the second experiments (2a/b). Results show that performance predominantly improved in the predictable task but not in the unpredictable task, suggesting that participants did not invest more resources into the unpredictable task. One possible explanation was that the re-investment of resources into another task requires some relationship between the tasks. Therefore, in the third experiment, we covaried the two tasks by having sounds 250 ms before turning points in the tracking curve. This enabled participants to improve performance in both tasks, suggesting that resources were shared better between tasks.

Perceived foreign accent in first language attrition and second language acquisition: The impact of age of acquisition and bilingualism—ERRATUM

2013 ◽  
Vol 34 (2) ◽  
pp. 417-417 ◽  
Author(s):  
HOLGER HOPP ◽  
MONIKA S. SCHMID
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Open Access ◽  
First Language ◽  
Age Of Acquisition ◽  
Foreign Accent ◽  
Language Attrition ◽  
First Language Attrition ◽  
The Impact

The open access copyright line contained within this page was not included in the original FirstView article or the print article contained within this issue. We sincerely regret these errors and any problems they may have caused.

Interpretation of reflexive anaphora in second language VP-ellipsis: Relevance Theory and paradigms of explanation

2004 ◽  
Vol 20 (3) ◽  
pp. 256-280 ◽  
Author(s):  
Xosé Rosales Sequeiros
Keyword(s):  
Second Language ◽  
Relevance Theory ◽  
Experimental Results ◽  
Comprehension Strategies ◽  
Processing Cost ◽  
L2 Learners ◽  
Vp Ellipsis ◽  
Processing Effort ◽  
Maximal Relevance ◽  
The Impact

This article explores second language (L2) learners’ interpretation of reflexive anaphora in VP-Ellipsis by critiquing the work of Ying (2003), who applies Relevance Theory to explain elliptical anaphora. It argues against four claims made in his analysis: that L2 learners apply maximal relevance in anaphoric interpretation; that a procedural account of the impact of referential sentences on VP-ellipsis disambiguation is appropriate; that an account of anaphoric interpretation preferences should be based on processing cost; and that differences in experimental results between intermediate and advanced L2 learners are due to the use of different comprehension strategies (see Sperber, 1994). Instead, it argues: that it is not maximal but rather optimal relevance that is at work; that the key in disambiguating anaphora in VP-elliptical sentences is the achievement of an optimally relevant interpretation; that the role of contextual assumptions in anaphora resolution is to enable L2 learners to derive enough contextual effects to make it worth their effort and, in doing so, identifying (as a side effect) what they take to have been the intended referent; and that what is crucial in the use of comprehension strategies is not processing effort, but rather consistency with the second principle of relevance. Overall, all these factors provide the basis for an alternative and more comprehensive explanation of the experimental results discussed by Ying.

Sign in / Sign up

Export Citation Format

Share Document