Writing integrated tasks

We discuss the existing programme of the elective discipline “Teaching Methods in the Format of International Exams” for Master’s Degree linguist student of pedagogical profile, which presents familiarization of students to the formats of ten international exams. In the process of modernizing the program, it was decided to focus only on the formats of tasks for the TOEFL, IELTS and CAE exams, which complement the content of the main course for Master’s Degree students of pedagogical profile “Theory and Methods of Foreign Languages Teaching” in the lin-guodidactic aspect. The selected tasks are appropriate for introducing to the students of non-linguistic, in particular, technical, universities in the foreign language training program. Integrated tasks in the TOEFL format that implement the principle of interconnected teaching of reading, lis-tening, and speaking/writing are developed similarly by the Master’s Degree linguist students for English language textbooks for students of non-linguistic universities. A detailed analysis of the methods for working with integrated tasks created by the Master’s Degree students is presented. Visual and informational materials from the “writing” section of the academic version of the IELTS exam are the implementation of the methodic principle of professional orientation of teaching. The introduction of graph, bar chart, diagram or table descriptions in foreign language teaching has a high degree of relevance for students of non-linguistic university, especially those of a technical specialization. We show the distribution of lexical and grammatical aspects and developed skills of foreign language learners in accordance with the types of visual and informational materials. The development of universal learning activities (ULA) of students in the process of teaching the description of visual and informational materials is justified. Listening comprehension in the format of the CAE international exam can be used as an element of students preparation for conference activities. Modernization of the elective course programme provides better quality of training for Master’s Degree linguist students aimed at foreign language teaching in a non-linguistic university.

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Strategies to reduce the negative effects of spoken explanatory text on integrated tasks

Instructional Science ◽

10.1007/s11251-016-9400-2 ◽

2016 ◽

Vol 45 (2) ◽

pp. 239-261 ◽

Cited By ~ 2

Author(s):

Anne-Marie Singh ◽

Nadine Marcus ◽

Paul Ayres

Keyword(s):

Negative Effects ◽

Explanatory Text ◽

Integrated Tasks

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Decision Making and Sources of Knowledge: How Students Tackle Integrated Tasks in Science, Technology and Mathematics

Research in Science Education ◽

10.1023/b:rise.0000033762.75329.9b ◽

2004 ◽

Vol 34 (2) ◽

pp. 115-135 ◽

Cited By ~ 22

Author(s):

Grady Venville ◽

Léonie Rennie ◽

John Wallace

Keyword(s):

Decision Making ◽

Sources Of Knowledge ◽

Science Technology ◽

And Mathematics ◽

Integrated Tasks

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Emergent Features, Spatial Arithmetic, and Visual Scanning Behavior

Proceedings of the Human Factors and Ergonomics Society Annual Meeting ◽

10.1177/154193129804202210 ◽

1998 ◽

Vol 42 (22) ◽

pp. 1580-1584 ◽

Cited By ~ 3

Author(s):

Karel M. Hurts ◽

Theo H. van Leeuwen

Keyword(s):

Mental Arithmetic ◽

Relative Effectiveness ◽

Spatial Processing ◽

Visual Scanning ◽

Performance Indices ◽

Emergent Features ◽

Separable Graph ◽

Scanning Behavior ◽

The Relationship ◽

Integrated Tasks

In this study the relationship between spatial arithmetic and emergent features was investigated in a study requiring subjects to perform integrated tasks (tasks that require the integration of various data values shown in a graph) with one type of configural graph and one type of non-configural (separable) graph. Among other things, the question was addressed to what extent separable graphs have emergent features (perceptual qualities arising from the way the values are plotted) that can invoke spatial arithmetic (arithmetic using visual strategies) and thereby can facilitate task performance. To this end tasks were defined that were expected to invoke either spatial or mental (non-spatial) arithmetic. The subjects' visual scanning behavior was also recorded to see if it can supplement performance indices as a means for comparing spatial and mental arithmetic and for assessing the relative effectiveness by which graphical information is processed. The results of an experiment show that, as expected, spatial arithmetic can be invoked in both configural graphs and separable graphs. In addition, spatial arithmetic and mental arithmetic could be experimentally distinguished in terms of global characteristics of the visual scanning behavior. However, configural graphs did not result in better performance than separable graphs. These findings are discussed, the focus of the discussion being on the multitude of features that are often present in both configural and separable graphs and that allow for various degrees of spatial processing.

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The Effect of Configural Graphs on Concurrent and Retrospective Performance

Proceedings of the Human Factors and Ergonomics Society Annual Meeting ◽

10.1177/154193129604002303 ◽

1996 ◽

Vol 40 (23) ◽

pp. 1160-1164

Author(s):

Karel Hurts

Keyword(s):

Data Structure ◽

Task Performance ◽

Search Time ◽

Graph Structure ◽

Reversal Effect ◽

High Data ◽

Graph Type ◽

Data Graph ◽

Structure Complexity ◽

Integrated Tasks

Following up on a previous study showing the performance on integrated tasks for non-configural graphs to be superior to that for configural graphs if the memory for the graph is tested (retrospective or memory-based conditions), this paper further contrasts retrospective and concurrent (display-based) task performance. This was done by experimentally investigating the effect of various configural and non-configural static graphs on integrated task performance (requiring the consideration of lower-level graph information as well as higher-level graph information), using both retrospective and concurrent conditions. Subjects were asked to answer a question about each graph, which was phrased in terms of the domain of the data and which could not be easily anticipated. Graphs also differed in the amount of fit between graph structure and data structure (data-graph compatibility). The results confirmed the expectation that the reversal effect (inferior performance for configural graphs) is only found under memory-based conditions. Both display-based and memory-based performance were better for the configural graphs with high data-graph compatibility, although only significantly so for display-based search time. The two separable types of graphs could only be compared with respect to the amount of time needed to memorize the graphs: longer times were found for the graph type with low data-graph compatibility. However, the latter effect may also be due to a difference in data structure complexity, as this factor was confounded with data-graph compatibility in the two separable graph types. Although more research is needed to disambiguate some of the present results and to make other and better comparisons, the results of this study still show the importance of structural and semantic factors in determining the effectiveness of configurality in statistical graphs.

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The errors of EFL students’ TOEFL iBT integrated writing task

Journal of Research on English and Language Learning (J-REaLL) ◽

10.33474/j-reall.v1i2.6860 ◽

2020 ◽

Vol 1 (2) ◽

pp. 73

Author(s):

Nurhayati Irmawan ◽

Rahmi Aulia Nurdini

Keyword(s):

Error Analysis ◽

Teaching Approach ◽

The Other ◽

Grammatical Errors ◽

Efl Students ◽

Toefl Ibt ◽

Writing Task ◽

Integrated Tasks

Reading, Listening, Speaking and Writing are four skills tested in TOEFL iBT. The two types of questions in the writing task of TOEFL iBT are independent and integrated. Focusing on the integrated task in which test-takers require to read a passage, to listen to a lecture related to the topic of the reading and to summarize the listening by explaining how it relates to the points in the reading (Peterson, 2007:8). This research analyzed the errors of students' writing production of integrated task. The research samples of the task were taken from 7 (seven) TOEFL iBT candidates. Examining 14 integrated tasks, this study categorized the errors into three major categories: grammar, mechanics, and content errors. This study found that most frequent grammatical errors were in the verb (22%), agreement (20%), and followed by a noun (14%). The findings of mechanic errors are mostly in the use of capitalization at the beginning of a sentence. In the part of punctuation errors, it was found that the omission of a comma as a frequent error. The last results are content errors which consist of plagiarism; own idea addition; question addressing in which if the test takers’ response focuses on one of the two passages and completely ignores the other one; and missed information in which test-takers are unable to absorb key information from reading and listening passage. It is expected that these findings enable TOEFL iBT tutors to recognize candidates' problems and improve their teaching approach to reach better results. Keywords: Error Analysis, TOEFL iBT, integrated writing task, summarizing

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Investigating L2 writing processes across independent and integrated tasks: A mixed-methods study

Second language Research ◽

10.1177/0267658320915501 ◽

2020 ◽

Vol 36 (3) ◽

pp. 307-334 ◽

Cited By ~ 1

Author(s):

Marije Michel ◽

Andrea Révész ◽

Xiaojun Lu ◽

Nektaria-Efstathia Kourtali ◽

Minjin Lee ◽

...

Keyword(s):

Mixed Methods ◽

Cognitive Processes ◽

Eye Gaze ◽

Empirical Work ◽

L2 Writing ◽

Stimulated Recall ◽

Single Method ◽

Toefl Ibt ◽

Source Use ◽

Integrated Tasks

Most research into second language (L2) writing has focused on the products of writing tasks; much less empirical work has examined the behaviours in which L2 writers engage and the cognitive processes that underlie writing behaviours. We aimed to fill this gap by investigating the extent to which writing speed fluency, pausing, eye-gaze behaviours and the cognitive processes associated with pausing may vary across independent and integrated tasks throughout the whole, and at five different stages, of the writing process. Sixty L2 writers performed two independent and two integrated TOEFL iBT writing tasks counterbalanced across participants. While writing, we logged participants’ keystrokes and captured their eye-movements. Participants took part in a stimulated recall interview based on the last task they had completed. Mixed effects regressions and qualitative analyses revealed that, apart from source use on the integrated task, L2 writers engaged in similar writing behaviours and cognitive processes during the independent and integrated tasks. The integrated task, however, elicited more dynamic and varied behaviours and cognitive processes across writing stages. Adopting a mixed-methods approach enabled us to gain more complete and specific insights than using a single method.

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The Integrated Tasks of Life

PsycCRITIQUES ◽

10.1037/a0008824 ◽

2007 ◽

Vol 52 (40) ◽

Author(s):

Karl N. Kelley

Keyword(s):

Integrated Tasks

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