Empowering students with authentic tasks to learn English beyond the classroom: a club-based model

2021 ◽  
pp. 1-11
Author(s):  
Huy Phung ◽  
Nhi Tran ◽  
Diem Hoang
Keyword(s):  
Authentic Tasks

Authentic Tasks in a Standards-Based World

2012 ◽  
Vol 106 (5) ◽  
pp. 346-353
Author(s):  
Michael Todd Edwards ◽  
Suzanne R. Harper ◽  
Dana C. Cox
Keyword(s):  
Daily Activities ◽  
Authentic Tasks ◽  
School Year

The Meeting for Lunch problem exemplifies how standards provide more than an outline of daily activities for an entire school year.

scholarly journals LEARNER-CENTERED APPROACH TO BUILDING LEXICAL COMPETENCE IN SPEAKING FOR PROSPECTIVE EXPERTS OF HOSPITALITY AND RESTAURANT SERVICE

World Science ◽  
2019 ◽  
Vol 3 (5(45)) ◽  
pp. 43-48
Author(s):  
Iryna Skril
Keyword(s):  
Sense Of Community ◽  
Foreign Languages ◽  
Main Aspect ◽  
Authentic Tasks ◽  
Learner Centered ◽  
Speaking Skill ◽  
Lexical Competence

The article deals with the learner-centered approach to building lexical competence in speaking for prospective experts of hospitality and restaurant service. According to modern methodical principles the main aspect of teaching foreign languages are made on a learner-centered approach. Activities often create a sense of community within the class. The such as meeting the guest in the restaurant, showing the guest to the table, taking an order, dealing with complaints are held. From the analysis, it was concluded that learner-centered approach that developed the speaking skill through the realization of meaningful and authentic tasks.

scholarly journals The effect of intensive authentic reading tasks on reading performance of academic ielts test takers

2020 ◽  
Vol 13 (32) ◽  
pp. 1-17
Author(s):  
Maria Shobeiry
Keyword(s):  
Reading Comprehension ◽  
Reading Strategies ◽  
Instructional Methods ◽  
Schema Theory ◽  
Positive Influence ◽  
Control Group ◽  
Authentic Tasks ◽  
Comprehension Development ◽  
Intensive Reading ◽  
Experimental Group

This study aimed at investigating the effect of employing intensive reading (IR) authentic tasks as supplementary materials on reading comprehension development of Academic IELTS test takers within the framework of schema theory and three instructional models of reading strategies suggested by Pearson and Duke (2009). Participants of this study consist of 81 individuals comprising 41 male and 40 female language learners at pre-advanced level of English proficiency with the age range of 25 to 37 among which 42  were categorized as the experimental group which received IR treatment and the rest of 39 ,who are considered as control group, that did not receive IR treatment. The experimental group was further divided into two subgroups which each received the same IR authentic tasks with different instructional methods to teaching reading strategies.  The results of an ANCOVA analysis illustrated a significant positive influence of authentic IR treatments on the development of participants' reading comprehension skills. However, an independent one-way t-test revealed that Pearson's and Duke's (2009) various instructional methods were not significantly influential on participants' final reading proficiency development.

Evaluating Educational Software

2012 ◽  
pp. 264-276
Author(s):  
Michelle M. Mukherjee
Keyword(s):  
Classroom Environment ◽  
Educational Software ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
School Management ◽  
Higher Order ◽  
Higher Order Thinking Skills ◽  
Authentic Tasks ◽  
Software Assessment

Teachers are under increasing pressure from government and school management to incorporate technology into lessons. They need to consider which technologies can most effectively enhance subject learning, encourage higher order thinking skills and support the performance of authentic tasks. This chapter reviews the practical and theoretical tools that have been developed to aid teachers in selecting software and reviews the software assessment methodologies from the 1980s to the present day. It concludes that teachers need guidance to structure the evaluation of technology, to consider its educational affordances, its usability, its suitability for the students and the classroom environment and its fit to the teachers’ preferred pedagogies.

Using Characters in Online Simulated Environments to Guide Authentic Tasks

2006 ◽  
pp. 88-95 ◽  
Author(s):  
Shirley Agostinho
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Chief Executive Officer ◽  
Authentic Learning ◽  
Chief Executive ◽  
Authentic Tasks ◽  
Simulated Environments ◽  
Simulated Environment ◽  
The Subject

The use of characters to present tasks and critical information in a simulated environment has proven to be a useful strategy in the creation of more authentic learning environments online. Such characters can not only perform the role of setting and structuring tasks within the fictitious scenario, but also that of providing useful and realistic guidance. This chapter describes a learning environment designed to create an authentic context for learning evaluation skills and strategies appropriate to technology-based learning settings. The subject in which this approach was adopted was a masters-level course in evaluation of technology-based learning environments. The chapter focuses on the use of a fictitious CEO (chief executive officer) who requests certain evaluation tasks of “employees.” Students are given realistic jobs with realistic parameters, and in this way the subject is dealt with in a much more authentic manner than if presented in a more decontextualised way. The rationale for adopting the approach is described together with a description of how it was implemented and summary findings of an evaluation of the approach.

scholarly journals The Importance of Task-Based Learning and Focus on Form in Teaching Phraseology

Kalbotyra ◽  
2020 ◽  
Vol 73 ◽  
pp. 8-30
Author(s):  
Marios Chrissou
Keyword(s):  
Foreign Language ◽  
Theoretical Background ◽  
Controversial Issue ◽  
Focus On Form ◽  
Language Competence ◽  
Authentic Tasks ◽  
Linguistic Action ◽  
Communicative Approach ◽  
Background Content ◽  
Language Mastery

A controversial issue for teachers of German as a foreign language is the balance between content and form. This also applies to vocabulary work in the field of phraseology. The modeling of language competence in the communicative approach is based on the understanding of language as a means of communication. Accordingly, the primary claim of communicative language didactics is to go beyond the description of structures of the foreign language and to place appropriate, situated linguistic action at the center of teaching. Against this theoretical background, content-oriented approaches such as Task-Based Learning have emerged in foreign language didactics, which emphasize the communicative aspect of language and place the didactic emphasis on situated, authentic tasks. Nevertheless, this emphasis did not lead to the suppression of form-based approaches which consider precision in language mastery by focusing on formal aspects through exercises to be necessary and desirable.This paper examines the question of the importance of exercises and tasks in phraseology-based vocabulary work. Against the theoretical background of the approaches of Task-Based Learning (TBL) and Focus on Form (FoF), possibilities for the integration of content-oriented and form-focussing teaching concepts for the promotion of phraseological competence are shown by means of concrete examples. Furthermore, the question of their balance in teaching is discussed.

Integration of Videoconferencing in ESP and EAP Courses

2018 ◽  
pp. 283-303
Author(s):  
Hana Katrnakova
Keyword(s):  
Social Media ◽  
Community Of Practice ◽  
Good Practice ◽  
Theoretical Background ◽  
Authentic Tasks ◽  
Institutional Cooperation ◽  
Social Media Tools ◽  
Effective Use ◽  
Videoconferencing Technology

This chapter is devoted to the use of videoconferencing technology and other social media tools for creating a community of practice communication within which authentic tasks and activities in multicultural ESP and EAP classes can be carried out. It describes theoretical background for effective use of these media based on the results of INVITE project and other research in the area, it mentions the importance of international institutional cooperation and the chapter shares examples of good practice pointing at their advantages. Samples of end-of-course feedback reflecting students´ worries at the beginning of the course, their personal and professional achievements at the end of the course are included as well.

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