Give me a second chance

2021 ◽  
Vol 3 (2) ◽  
pp. 275-299
Author(s):  
Amparo Lázaro-Ibarrola ◽  
María Ángeles Hidalgo
Keyword(s):  
Adult Learners ◽  
Collaborative Writing ◽  
Collaborative Group ◽  
Task Repetition ◽  
Young Learners ◽  
Procedural Task ◽  
Different Content ◽  
Second Chance ◽  
Do So ◽  
And Task

Abstract Collaborative writing (CW) and task repetition have been claimed to aid language acquisition. Students produce better texts when writing with a peer and their drafts improve if they write the same composition twice (same task repetition, STR). However, little is known about young learners, about the effects of combining both constructs and, finally, about a more common type of repetition in language lessons: repeating the same procedure with different content (procedural task repetition, PTR). This study analyses the effects of CW (vs. individual writing) and of PTR (vs. STR). To do so, the writings of 59 Spanish young learners (aged 11) of English divided into four groups were analysed. Two of these groups (N = 9, N = 10) wrote a composition individually while two (N = 20, N = 20) wrote a composition in pairs. A week later, one individual (N = 9) and one collaborative group (N = 20) wrote the same composition again (STR) while the other individual (N = 10) and collaborative (N = 20) groups wrote a new composition following the same procedure (PTR). Unlike findings from adult learners, our students’ drafts show no differences that could be attributed to the collaboration. However, some improvements upon repetition were hinted at, with students in the STR group obtaining greater holistic rates.

The influence of task repetition type on young EFL learners’ attention to form

2019 ◽  
pp. 136216881986555
Author(s):  
María Ángeles Hidalgo ◽  
María del Pilar García Mayo
Keyword(s):  
Second Language Acquisition ◽  
Collaborative Writing ◽  
Task Type ◽  
Task Repetition ◽  
Focus On Form ◽  
Efl Learners ◽  
Linguistic Resources ◽  
Different Content ◽  
The Impact ◽  
First Time

Task repetition (TR) is a valuable tool to direct learners’ attention from meaning to language form. The first time learners perform a task their focus is on conveying meaning, whereas during the second enactment they tend to focus on the form of their message. Collaborative writing also promotes learners’ focus on form, allowing extra time to pay attention to language use, and providing multiple opportunities for learners to pool their linguistic resources and co-construct meaning. Despite the increasing body of research on young learners’ (YLs) second language acquisition process, few studies have addressed the effect of the repetition of collaborative writing tasks on this population’s output. The present study aims to fill this gap by analysing the impact of TR on YLs’ (age 11–12) attention to form, operationalized as language-related episodes (LREs). Forty ( n = 40) beginner learners of English as a foreign language (EFL) worked with two types of TR: exact TR (ETR), where the participants repeated exactly the same task, and procedural TR (PTR), where the participants repeated task type but with different content. Contrary to most previous research, most LREs were form-focused, and resolved target-like in both groups. The results also revealed a statistically significant decrease in the number of LREs at time 3 in the ETR group, whereas the LREs in the PTR group remained stable. Pedagogical implications of these findings will be discussed.

scholarly journals Agency and technology-mediated task repetition with young learners

2019 ◽  
Vol 1 (2) ◽  
pp. 139-160
Author(s):  
Annamaria Pinter
Keyword(s):  
Classroom Practice ◽  
Affective Domain ◽  
Future Research ◽  
Task Repetition ◽  
Tablet Devices ◽  
Young Learners ◽  
Specific Focus ◽  
Opportunities For Learning ◽  
Procedural Task ◽  
Technological Affordances

Abstract This paper offers a review of the TBLT literature for young learners with an aim to identify some gaps where future research and classroom practice could be targeted. The specific focus of this review is on procedural task repetition for children, arguing that in addition to the linguistic benefits, task repetition is associated with important gains in the affective domain. It is suggested that technology-mediated task repetition, via tablet devices, can further enhance both opportunities for learning and confidence building and enjoyment. Due to the technological affordances, the learners are firmly in charge of creating dynamic, fluid tasks through cycles of reflection and practice, polishing their performance along the way, stretching towards their ‘upper potential’. To date research within TBLT with children has not explored yet what types of tasks children enjoy working with and why and how task repetition is realised when using tablet devices to record their own performances. This paper suggests steps that can be taken in this direction both in research and classroom practice.

scholarly journals Task repetition and collaborative writing by EFL children: Beyond CAF measures

2020 ◽  
Vol 10 (3) ◽  
pp. 501-522
Author(s):  
María Ángeles Hidalgo ◽  
Amparo Lázaro-Ibarrola
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Collaborative Writing ◽  
Task Repetition ◽  
Research Gaps ◽  
Positive Effects ◽  
Young Learners

Research into the potential of collaborative writing is relatively new. Similarly, task repetition (TR), which has been claimed to be a valuable tool for language learning, has been rarely explored in the context of writing. Therefore, little is known about the potential of combining TR and collaborative writing, and even less if we focus on young learners (YLs), who constitute a generally under-researched population. With these research gaps in mind, the present study examines the compositions of 10 pairs of learners of English as a foreign language (EFL) (aged 12) who write the same text in response to the same picture prompt three times over a three-week period. Our analysis includes the language-related episodes (LREs) that learners generate while writing collaboratively and, also, a thorough analysis of the three drafts that students produce, including quantitative (complexity, accuracy and fluency (CAF)) and holistic measures. Results show that learners’ compositions improve with repetition when measured by holistic ratings although CAF measures fail to grasp this improvement. As for the LREs, a great amount was found, most of the episodes were focused on form, most were successfully resolved and their amount declined with TR. In light of these results we argue in favor of the inclusion of holistic measures when analyzing students’ productions and discuss the positive effects of collaborative writing in the context of TR with YLs.

scholarly journals Are EFL Writers Motivated or Demotivated by Model Texts and Task Repetition? Evidence from Young Collaborative Writers

2021 ◽  
Vol 21 (2) ◽  
pp. 29-55
Author(s):  
Amparo Lázaro-Ibarrola ◽  
Izaskun Villarreal
Keyword(s):  
Collaborative Writing ◽  
Task Repetition ◽  
Model Group ◽  
Comprehensive Understanding ◽  
Task Motivation ◽  
Multi Stage ◽  
Working Together ◽  
Adults And Children ◽  
Model Texts ◽  
And Task

Studies on multi-stage writing tasks with adults and children have shown that model texts and task repetition aid language acquisition, especially when learners work in collaboration. However, these studies have not included measures of task motivation, which is vital in young learners (YLs) and could help develop a more comprehensive understanding of task effectiveness. The present study analyses task motivation in 24 EFL YLs writing in pairs during three sessions divided into a model group (MG) and a task repetition group (TRG). Results show that students’ task motivation is high in general but declines in the MG while it is maintained in the TRG. As for the motives, working together is the main reason students give to justify their positive scores. These results complete previous knowledge about models and TR, reinforce the value of collaborative writing and encourage the inclusion of motivation measures in task-based research.  

scholarly journals Student-generated video creation for assessment: can it transform assessment within Higher Education?

2018 ◽  
Vol 5 (1) ◽  
pp. 1-11
Author(s):  
Ruth Hawley ◽  
Cate Allen
Keyword(s):  
Higher Education ◽  
Academic Staff ◽  
Collaborative Group ◽  
Local Context ◽  
Assessment Practices ◽  
Video Creation ◽  
Education Academic ◽  
Robust Evidence ◽  
Video Format ◽  
Do So

Abstract Student-generated video creation assessments are an innovative and emerging form of assessment in higher education. Academic staff may be understandably reluctant to transform assessment practices without robust evidence of the benefits and rationale for doing so and some guidance regarding how to do so successfully. A systematic approach to searching the literature was conducted to identify relevant resources, which generated key documents, authors and internet sources which were thematically analysed. This comprehensive critical synthesis of literature is presented here under the headings of findings from literature, relevance of digital capabilities, understanding the influence of local context and resources, and pedagogical considerations. Student-generated video creation for assessment is shown to have several benefits, notably in supporting development of digital and communication skills relevant to today’s world and in enhancing learning. As an emerging innovation within assessment, intentionally planning and supporting a change management process with both students and staff is required. The importance of alignment to learning outcomes, context and resources, choice of video format to desired skills development, and to relevance beyond graduation is emphasised for video creation in assessment to be used successfully. Video creation for assessment is likely to grow in popularity and it is hoped the evidence of benefits, rationale and guidance as to how to do this effectively presented here will support this transformation. Further research to consider video creation for assessment with individuals rather than collaborative group assessments, and to establish academic rigour and equivalence would be beneficial.

Nation Building through Andragogy and Lifelong Learning

2013 ◽  
pp. 480-506
Author(s):  
John A. Henschke
Keyword(s):  
South Africa ◽  
Adult Learners ◽  
Lifelong Learning ◽  
Nation Building ◽  
International Experience ◽  
Learning Processes ◽  
Cutting Edge ◽  
Adult Educator ◽  
Unique Approach ◽  
Do So

This chapter addresses the author’s international experience of and involvement in the very essence of exemplifying my conception of the following in various countries around the globe – nation building through andragogy and lifelong learning: on the cutting edge educationally, economically, and governmentally. Although I have been privileged to engage adult learners in research and learning experiences in a dozen countries through andragogical and lifelong learning processes, the chapter presents only a sketch of the author’s personally unique approach of work and learning in what he calls nation building with people in five countries: Brazil, South Africa, Mali, Thailand, and Austria. The purpose is to clearly articulate some of the who, what, when, where, why, and how of the most successful facilitation activities of helping adults learn in such a way that any adult educator, who may be disposed and committed to do so, could learn these processes and replicate them with others.

Investigating task and modality switching costs using bimodal stimuli

2012 ◽  
Vol 25 (0) ◽  
pp. 22
Author(s):  
Raj Sandhu ◽  
Ben Dyson
Keyword(s):  
Task Switching ◽  
Visual Stimulus ◽  
Switching Costs ◽  
Stimulus Presentation ◽  
Task Type ◽  
Task Repetition ◽  
Specific Combination ◽  
Task Change ◽  
Modality Switching ◽  
And Task

Investigations of concurrent task and modality switching effects have to date been studied under conditions of uni-modal stimulus presentation. As such, it is difficult to directly compare resultant task and modality switching effects, as the stimuli afford both tasks on each trial, but only one modality. The current study investigated task and modality switching using bi-modal stimulus presentation under various cue conditions: task and modality (double cue), either task or modality (single cue) or no cue. Participants responded to either the identity or the position of an audio–visual stimulus. Switching effects were defined as staying within a modality/task (repetition) or switching into a modality/task (change) from trial n − 1 to trial n, with analysis performed on trial n data. While task and modality switching costs were sub-additive across all conditions replicating previous data, modality switching effects were dependent on the modality being attended, and task switching effects were dependent on the task being performed. Specifically, visual responding and position responding revealed significant costs associated with modality and task switching, while auditory responding and identity responding revealed significant gains associated with modality and task switching. The effects interacted further, revealing that costs and gains associated with task and modality switching varying with the specific combination of modality and task type. The current study reconciles previous data by suggesting that efficiently processed modality/task information benefits from repetition while less efficiently processed information benefits from change due to less interference of preferred processing across consecutive trials.

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