Learner perspectives on task design for oral–visual eTandem Language Learning

2016 ◽  
Vol 10 (1) ◽  
pp. 49-72 ◽  
Author(s):  
Yasmin El-Hariri
Keyword(s):  
Language Learning ◽  
Task Design

scholarly journals Towards sustainable language learning in higher education – engagement through multimodal approaches

2019 ◽  
pp. 241-246
Author(s):  
Kirsi Korkealehto ◽  
Vera Leier
Keyword(s):  
Higher Education ◽  
Content Analysis ◽  
Language Learning ◽  
Course Design ◽  
Task Design ◽  
Business Administration ◽  
First Year ◽  
Analysis Method ◽  
Online Questionnaire ◽  
Content Analysis Method

This project was conducted in a five credit course in English as a Foreign Language, which was a compulsory module in first year business administration studies. The data includes students’ learning diaries and a post-course online questionnaire (N=21). The data were analysed using a content analysis method. The results indicate that the students perceived the multimodal task design as enjoyable and students’ engagement was fostered by course design, teacher’s activity, student’s activity, and collaboration.

scholarly journals The Predictive Evaluation of Language Learning Tasks

2011 ◽  
Vol 4 (1) ◽  
pp. 3
Author(s):  
Zorana Vasiljevic
Keyword(s):  
Language Learning ◽  
Task Design ◽  
Task Selection ◽  
Teaching Activities ◽  
Systematic Procedure ◽  
Learning Tasks

Teachers are often faced with difficulty in choosing appropriate teaching activities for use in their classroom. In selecting suitable materials for their learners, teachers need to be able to analyze any tasks (i.e., their objectives, procedures and intended outcomes) before they are applied in the classroom. This paper will attempt to outline a systematic procedure for predictive task evaluation. This model should help teachers to identify elements in the task design that are likely to affect the accuracy, fluency and complexity of the students’ output before the task is implemented in the classroom and thus help them to make decisions regarding task selection and their sequencing.

scholarly journals DESIGNING COMPLEX LSP TASKS FOR ASSESSMENT PURPOSES

2018 ◽  
pp. 225
Author(s):  
Christian Krekeler
Keyword(s):  
Language Learning ◽  
Task Design ◽  
Language Ability ◽  
Main Criterion ◽  
Specific Knowledge ◽  
Complex Tasks ◽  
Specific Language ◽  
Teaching Learning ◽  
Assessment Procedures

When integrating task-based learning into LSP courses, assessment procedures have to reflect the communicative goals of such tasks. However, performances on authentic and complex tasks are often difficult to score, because they involve not only specific language ability but also field specific knowledge. Moreover, the emphasis of tasks on meaning suggests that the communicative outcome should be regarded as the main criterion of success. This paper focuses on task design and scoring. It is argued that tasks have to be adapted to assessment purposes. However, to avoid a misalignment between teaching/learning and assessment, they should comprise the main features of LSP tasks in the sense of task-based language learning.

Towards Models for Designing Language Learning in Virtual Worlds

2013 ◽  
Vol 4 (2) ◽  
pp. 65-84 ◽  
Author(s):  
Mats Deutschmann ◽  
Luisa Panichi
Keyword(s):  
Language Learning ◽  
Virtual Worlds ◽  
Action Learning ◽  
Task Design ◽  
Learning Model ◽  
Learning Scenarios ◽  
Funded Project

This paper presents some of the overall frameworks and models for language learning that were used under Avalon (Access to Virtual and Action Learning live ONline), an EU co-funded project aimed at developing language-learning scenarios in virtual worlds. The introduction and background summarize some of the theories that constitute the starting points for the designs and are followed by a discussion of how the affordances of virtual worlds support the communicative language-learning model used in the project. The authors’ main focus then turns to pedagogic design, where the authors present the methods used during the project and some generic aspects of course designs that were developed. The article ends with a more specific look at examples of task design from the courses given under the project framework.

Multimodal student interaction online: an ecological perspective

ReCALL ◽  
2009 ◽  
Vol 21 (2) ◽  
pp. 186-205 ◽  
Author(s):  
Therese Örnberg Berglund
Keyword(s):  
Language Learning ◽  
Task Design ◽  
Student Interaction ◽  
Ecological Perspective ◽  
Participation Rates ◽  
Feedback Strategies ◽  
Learning Ecology ◽  
Desktop Video Conferencing ◽  
Distance Interaction ◽  
And Task

AbstractThis article describes the influence of tool and task design on student interaction in language learning at a distance. Interaction in a multimodal desktop video conferencing environment, FlashMeeting, is analyzed from an ecological perspective with two main foci: participation rates and conversational feedback strategies. The quantitative analysis of participation rates shows that as far as verbal interaction is concerned, multimodality did not have an equalizing effect in this context, contradicting previous research on multimodal student interaction. Additionally, the qualitative analysis of conversational feedback strategies shows that whereas some multimodal strategies were employed, the students did not manage to fully act upon the communicative affordances of the tool, as the feedback ratio during and after the often long broadcasts was relatively low. These findings are related to task and tool design and the article discusses how design improvements in these areas might result in a more constructive language learning ecology.

scholarly journals Investigating Learner Silent and Verbal Responses to Tasks

2020 ◽  
Vol 4 (1) ◽  
pp. 61-72
Author(s):  
Dat Bao ◽  
Yongde Ye
Keyword(s):  
Language Learning ◽  
Task Design ◽  
The Philippines ◽  
Classroom Teaching ◽  
Similar Activity ◽  
Verbal Responses ◽  
Verbal Participation ◽  
Learner Perceptions ◽  
Activity Types ◽  
Task Types

This article reports a study on EFL/ESL learner perceptions of classroom tasks with reference to verbal or non-verbal participation, that is, how much speech and silence would be employed in response to a rage of task types. Data were collected from 260 learners from Indonesia and the Philippines. The article begins by explaining why silence and speech are the focus of the discussion. Secondly, it shares the literature review on how silence works in language learning and why it deserves a place in classroom teaching. Thirdly, it highlights classroom tasks that trigger silent processing and explain why this is the case. Finally, there are recommendations for task design in which similar activity types are introduced to assist the learning of reflective students.

scholarly journals The Effect of Task Complexity and Task Conditions on Foreign Language Development and Performance. Three Empirical Studies.

2006 ◽  
Vol 152 ◽  
pp. 55-84 ◽  
Author(s):  
Lies Sercu ◽  
Lieve De Wachter ◽  
Elke Peters ◽  
Folkert Kuiken ◽  
Ineke Vedder
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Task Complexity ◽  
Empirical Studies ◽  
Task Design ◽  
Capacity Model ◽  
And Performance ◽  
Task Conditions ◽  
And Task

Abstract It has been argued that tasks constitute a valid alternative unit to sequence the language learning process, as opposed to linguistically defined syllabuses. Implementing this claim presupposes that it is possible to assess the cognitive and linguistic demands of tasks, so that they can be sequenced in such a way that they optimally support and promote the L2 learning process. Knowing what demands a task will make opens up the possibility of using task design to manipulate the learner's attention between form and meaning in ways that may help interlanguage development. In this article, we present three empirical studies, which have tried to manipulate task complexity in order to study the effects of differing levels of task complexity on (L2) performance. We situate our studies within the Triadic Componential Framework for Task Design (TCFTD), elaborated by Robinson (1995; 2001; 2005) and interpret our findings in the light of two alternative theories, trying to explain effects on L2 performance arising from task manipulation, namely the Limited Attentional Capacity Model (Skehan & Foster 2001), and the Cognition Hypothesis (Robinson 2001; 2005). Apart from yielding evidence against or in favour of these theories, our studies demonstrate that manipulating L2 learners' attention while performing a task is anything but straightforward. The studies also illustrate how task conditions appear to interact with task complexity.

Task Design for Language Learning in an Embodied Environment

2010 ◽  
pp. 259-282 ◽  
Author(s):  
Paul Sweeney ◽  
Cristina Palomeque ◽  
Dafne González ◽  
Chris Speck ◽  
Douglas W. Canfield ◽  
...  
Keyword(s):  
Language Learning ◽  
Second Life ◽  
Teaching And Learning ◽  
Material Design ◽  
Practical Experience ◽  
Task Design ◽  
Theoretical Frameworks ◽  
Learning And Teaching ◽  
Successful Teaching

3D voice-enabled MUVEs are increasingly being used in education and in the area of language learning, and teaching is no exception. In this chapter, the authors will examine the affordances that MUVEs offer in this field, starting with a brief overview of the various theoretical frameworks underpinning successful teaching and learning of languages in general and how they apply to MUVEs. The authors then highlight a range of issues arising from a team’s extensive practical experience in material design in the embodied environment of Second Life. These considerations include many possible avenues for follow up by researchers. Finally, they provide some examples of task design to bring these issues into focus.

Contextualizing Language Learning With Street View Panoramas

2018 ◽  
pp. 74-91 ◽  
Author(s):  
Ya-Chun Shih
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Task Design ◽  
Learning Activity ◽  
Future Research ◽  
The Internet ◽  
Street View ◽  
Language Classroom ◽  
New Learning ◽  
Realistic Scenes

The latest street view technology enables language learners to look around and navigate interactively from remote worldwide locations via the internet. In addition to the enhanced feeling of immersion, the realistic scenes in a street view panorama help to represent the real world and make language learning more engaging and meaningful. This chapter explores the potential for extending a virtual English as a foreign language classroom with online street view panoramas. The program aims to create an immersive environment within which students complete a task-based learning activity; the task design is based on Schank's (1996) goal-based scenarios. The results reveal that street view technologies hold great potential to enhance language learners' communicative competence. Future research is needed to look into learners' experience in this new learning environment and to examine the use of street view panoramas in other disciplines.

Sign in / Sign up

Export Citation Format

Share Document