Article published in:
Chinese as a Second Language (漢語教學研究—美國中文教師學會學報)
Vol. 54:3 (2019) ► pp. 221–256

Learners’ perceptions of a Wiki-enhanced TBLT approach designed and implemented at the syllabus level

| Iowa State University

This study examines learners’ perceptions of an approach for improving Chinese-as-a-Foreign-Language learners’ language proficiency, especially their speaking ability. Built upon the Distributed Design Model, a wiki-enhanced, Task-Based Language Teaching (TBLT) approach was designed at the syllabus level, taking into consideration various learning contexts. The approach was implemented and evaluated. Findings show that the overall design of this approach and most of the different components of the pre-task, core-task (interviews with native speakers, wiki-writing, and in-class presentations), and post-task activities were very positively perceived by the students. All students liked this design and enjoyed the class. The main reasons include (1) Students valued the opportunity to interact with native speakers outside the classroom; (2) The in-class presentations gave them an opportunity to express their personalities; (3) They liked the fact that the wiki-essay writing was connected to the in-class presentation because this helped them prepare the content of their presentation, also enabled them to develop writing and speaking on a single topic so they could become more advanced in that topic; (4) They also liked the consistency in organization and the eight units being procedurally similar. The learners held varying views on a few components of the pre-task and post-task activities.

Keywords: Task-based Language Teaching, TBLT, Distributed Design, Educational Engineering, Technology Enhanced TBLT, Chinese-as-a-Foreign-Language, CFL
Article outline
  • 1.Introduction
  • 2.Literature review
  • 3.The study
  • 4.Research questions
  • 5.Design of the syllabus
    • 5.1Eight units designed
    • 5.2Sequence of the tasks
    • 5.3Teacher’s role
    • 5.4An example unit
  • 6.Methodology
    • 6.1Participants
    • 6.2Assessments
    • 6.3Data analysis
  • 7.Findings and discussion
    • 7.1Perceptions of pre-task activities
    • 7.2Perception of the core tasks: Interaction with native speakers
    • 7.3Perception of the core tasks: Wiki-essay writing and commenting
    • 7.4Perception of the core tasks: In-class presentation
    • 7.5Perception of the post-tasks: Unit comprehensive exercise and reflection
    • 7.6Perception of the design: Harvest of learning strategies, culture, and friendship/learning environment
    • 7.7The most beneficial and the most and least favorable core tasks
  • 8.Conclusion
  • Note
  • References
Published online: 28 August 2020
https://doi.org/10.1075/csl.17030.zha
References
Bao, R.
(2012) Does task-based teaching work unconditionally? In X. Y. Du & M. J. Kirkebæk (Eds.), Exploring task-based PBL in Chinese teaching and learning (pp. 99–111). Newcastle: Cambridge Scholars Press.Google Scholar
Bao, R., & Du, X.
(2015) Implementation of task-based language teaching in Chinese as a foreign language: Benefits and challenges. Language, Culture and Curriculum, 28(3), 170–190. CrossrefGoogle Scholar
Bao, R., & Kirkebæk, M. J.
(2013) Danish students’ perceptions of task-based teaching in Chinese. In M. J. Kirkebæk, X. Y. Du, & A. A. Jensen (Eds.), Teaching and learning culture – negotiating the context (pp. 61–78). Rotterdam: Sense publisher.Google Scholar
Breen, M.
(1989) The evaluation cycle for language learning tasks. In R. Johnson (Ed.), The second language curriculum (pp. 187–206). Cambridge: Cambridge University Press. CrossrefGoogle Scholar
Breen, M. P. & Candlin, C.
(1980) The essentials of a communicative curriculum in language teaching. Applied Linguistics, 11, 89–112. CrossrefGoogle Scholar
Bryfonski, L., & MaKay, T. H.
(2017) TBLT implementation and evaluation: A meta-analysis. Language Teaching Research, 211, 1–30.Google Scholar
Butler, Y. G.
(2011) The implementation of communicative and task-based language teaching in the Asia-Pacific region. Annual Review of Applied Linguistics, 311, 36–57. CrossrefGoogle Scholar
Bygate, M.
(2015) Sources, developments and directions of task-based language teaching. The Language Learning Journal, 44(4), 381–400. CrossrefGoogle Scholar
Carless, D.
(2003) Factors in the implementation of task-based teaching in primary schools. System, 311, 485–500. CrossrefGoogle Scholar
(2007) The suitability of task-based approaches for secondary schools: perspectives from Hong Kong. System, 35(4), 595–608. CrossrefGoogle Scholar
Chacón, T. C.
(2012) Task-based language teaching through film-oriented activities in a teacher education program in Venezuela. In A. Shehadeh & C. Coombe (Eds.), Task-based language teaching in foreign language contexts research and implementation (pp. 241–266). Amsterdam: John Benjamins. CrossrefGoogle Scholar
Colpaert, J.
(2010) Elicitation of language learners’ personal goals as design concepts. Innovation in Language Learning and Teaching, 4(3), 259–274. CrossrefGoogle Scholar
(2016a) Big content in an educational engineering approach. Journal of Technology and Chinese Language Teaching. 7(1), 1–14.Google Scholar
(2016b) Technology as the ‘normal’ result of good design in language learning and teaching. Paper presented at the 9th Annual Conference of Technology and Chinese Language Teaching, Macau, China.
Corbin, J., & Strauss, A.
(1990) Grounded theory method: Procedures, canons, and evaluative criteria. Qualitative Sociology, 131, 3–21. CrossrefGoogle Scholar
Du, X., & Kirkebæk, M. J.
(2012) Exploring Task-Based PBL in Chinese Teaching and Learning in a Danish Context. In M. J. Kirkebæk, X. Y. Du, & A. A. Jensen (Eds.), Teaching and learning culture – negotiating the context (pp. 1–8). Rotterdam: Sense publisher.Google Scholar
Ellis, R.
(2003) Task-based language learning and teaching. New York: Oxford University Press.Google Scholar
Fenwick, T.
(2001) Experiential learning: A theoretical critique from five perspectives. Columbus: Ohio State University.Google Scholar
Illeris, K.
(2007) What do we actually mean by experiential learning? Human Resource Development Review, 6(1), 84–95. CrossrefGoogle Scholar
Jackson, D. O., & Suethanapornkul, S.
(2013) The cognition hypothesis: A synthesis and meta-analysis of research on second language task complexity. Language Learning, 631, 330–367. CrossrefGoogle Scholar
Keck, C. M., Iberri-Shea, G., Tracy-Ventura, N., & Wa-Mbaleka, S.
(2006) Investigating the empirical link between interaction and acquisition: A quantitative meta-analysis. In L. Ortega & J. Norris. (Eds.), Synthesizing research on language learning and teaching (pp. 91–131). Amsterdam: John Benjamins. CrossrefGoogle Scholar
Kirkebæk, M. J.
(2012) Use of Tasks in Teaching of Chinese Characters. In M. J. Kirkebæk, X. Y. Du, & A. A. Jensen (Eds.), Teaching and learning culture – negotiating the context (pp. 111–131). Rotterdam: Sense publisher.Google Scholar
Klapper, J.
(2003) Taking communication task to task? Acritical review of recent trends in language teaching. Language Learning Journal, 271, 33–42. CrossrefGoogle Scholar
Lai, C., Zhao, Y., & Wang, J.
(2011) Task-Based language teaching in online Ab Initio foreign language classrooms. Modern Language Journal, 95(1), 81–103. CrossrefGoogle Scholar
Lin, T. J., Wang, S. Y., Grant, S., Chien, C. L., & Lan, Y. J.
(2013) Task-based teaching approaches of Chinese as a foreign language in Second Life through teachers’ perspectives. Procedia Technology of SLACTIONS 2013: Research conference on virtual worlds – Learning with simulations. Published by Elsevier B.V.Google Scholar
Littlewood, W.
(2004) The Task-Based Approach: Some Questions and Suggestions. ELT Journal, 58, 4, 319–327. CrossrefGoogle Scholar
Liu, Y., Yao, T., Bi, N., Shi, Y., & Ge, L.
(2010) Integrated Chinese (3rd ed.). Boston: Cheng & Tsui Company.Google Scholar
Long, M. H.
(1985) A role for instruction in second language acquisition: Task based language teaching. In K. Hyltenstam & M. Pienemann. (Eds.), Modeling and assessing second language development (pp. 77–99). Clevedon: Multilingual Matters.Google Scholar
(2015) Second language acquisition and task-based language teaching. Oxford: Wiley-Blackwell.Google Scholar
Lopes, J.
(2004) Introducing TBI for teaching English in Brazil: Learning how to leap the hurdles. In B. L. Leaver & J. R. Willis (Eds.), Task-based instruction in foreign language education (pp. 83–95). Washington, DC: Georgetown University Press.Google Scholar
Lu, S.
(2011) Using Tasks Effectively to Teach Chinese as a Foreign Language to College Students in the U.S.A. Master’s Thesis. Retrieved on March 18, 2015 at http://​scholarship​.shu​.edu​/cgi​/viewcontent​.cgi​?article​=1208​&context​=theses
Macías, C.
(2004) Task-based instruction for teaching Spanish to professionals. In B. L. Leaver & J. R. Willis (Eds.), Task-based instruction in foreign language education (pp. 142–160). Washington, DC: Georgetown University Press.Google Scholar
McDonough, K., & Chaikitmongkol, W. P.
(2007) Teachers’ and learners’ reactions to a task-based EFL course in Thailand. TESOL Quarterly, 41(1), 107–132. CrossrefGoogle Scholar
McGuire, L., Lay, K., & Peters, J.
(2009) Pedagogy of reflective writing in professional education. Journal of the Scholarship of Teaching and Learning, 9(1), 93–107.Google Scholar
Nunan, D.
(1993) Task-Based syllabus design: Selecting, grading and sequencing tasks. In G. Grookes & S. M. Gass (Eds.) Tasks in a Pedagogical Context: Integrating Theory and Practice. (pp. 55–68). Cleveland, UK: Multilingual Matters.Google Scholar
D. Nunan
(1999) Second language teaching and learning. Boston, MA: Heinle and Heinle.Google Scholar
Nunan, David
(2004) Task-based language teaching. Cambridge, England: Cambridge University Press. CrossrefGoogle Scholar
Ortega, L.
(2007) Social context in task-based language learning: (How) Does it matter? Paper presented at the Conference on Social and Cognitive Aspects of Second Language Learning and Teaching, University of Auckland, New Zealand.
Park, M.
(2012) Implementing computer-assisted task-based language teaching in the Korean secondary EFL context. In A. Shehadeh & C. Coombe (Eds.), Task-based language teaching in foreign language contexts research and implementation (pp. 215–241). Amsterdam: John Benjamins. CrossrefGoogle Scholar
Plonsky, L., & Kim, Y.
(2016) Task-based Learner Production: A Substantive and Methodological Review. Annual Review of Applied Linguistics, 361, 73–97. CrossrefGoogle Scholar
Prabhu, N. S.
(1987) Second language pedagogy. Oxford, England: Oxford University Press.Google Scholar
Rahimpour, M.
(2008) Implementation of task-based approaches to language teaching. Pazhuhesh-eZabanha-ye Khareji, 411, 45–61.Google Scholar
Richards, J. and Rodgers, T.
(2001) Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press. CrossrefGoogle Scholar
Robinson, P.
(2011) Task-based language learning: A review of issues. Language Learning, 61(1), 1–36. CrossrefGoogle Scholar
Sasayama, S., Malicka, A., & Norris, J. M.
(2015) Primary challenges in cognitive task complexity research: Results of a comprehensive research synthesis. Paper presented at the colloquium ‘An international collaborative research network (CRN) on task complexity’, Sixth International Conference on Task-Based Language Teaching (TBLT), Katolieke Universiteit Leuven, Belgium.
Schön, D. A.
(1983) The reflective practitioner: How professionals think in action. New York: Basic Books.Google Scholar
Skehan, P.
(1996) A framework for the implementation of task-based instruction. Applied Linguistics 171, 38–62. CrossrefGoogle Scholar
(1998) A cognitive approach to language learning. Oxford, England: Oxford University Press.Google Scholar
(2003) Task-based instruction. Language Teaching, 361, 1–14. CrossrefGoogle Scholar
Seedhouse, P.
(1999) Task-based interaction? ELT Journal, 531, 149–156. CrossrefGoogle Scholar
Robinson, P.
(2001) Task complexity, task difficulty, and task production: Exploring interactions in a componential framework. Applied Linguistics, 22(1), 27–57. CrossrefGoogle Scholar
Van den Branden, K.
(2006) Task-based language education: From theory to practice. Cambridge: Cambridge University Press. CrossrefGoogle Scholar
Vieira, F.
(2017) Task-based instruction for autonomy: Connections with contexts of practice, conceptions of teaching, and professional development strategies. TESOL Quarterly, 51(3), 693–715. CrossrefGoogle Scholar
Willis, D., & Willis, J.
(2007) Doing task-based teaching. Oxford, England: Oxford University Press.Google Scholar
Wong-Fillmore, L.
(1985) Learning a second language: Chinese children in the American classroom. In J. Alatis & J. Staczek (Eds.) Perspectives on bilingualism and bilingual education (pp. 436–452). Washington, DC: Georgetown University Press.Google Scholar
Yuan, F.
(2006) Case study approach: Task-based language learning and a framework for Business Chinese instruction. Journal of Chinese Language Teachers Association, 41(1), 13–30.Google Scholar
Zhang, S.
(2016) A blended Chinese-as-a-foreign-language short course – Design and perceptions. International Journal of Computer-Assisted Language Learning and Teaching, 6(2), 35–55. CrossrefGoogle Scholar
Ziegler, N.
(2016) Taking technology to task: Technology-mediated TBLT, performance, and production. Annual Review of Applied Linguistics, 361, 136–163. CrossrefGoogle Scholar