Article published in:
Technology-mediated TBLT: Researching Technology and Tasks
Edited by Marta González-Lloret and Lourdes Ortega
[Task-Based Language Teaching 6] 2014
► pp. 295–322

Chapter 11. Evaluation of an online, task-based Chinese course

| University of Maryland
This chapter describes and evaluates an intermediate online, task-based Chinese course through an analysis of learner performance on the course tasks and assessments, including the performance-based assessments (PBAs) developed specifically for the course. After a brief consideration of online instruction and task-based language teaching (TBLT), the online TBLT course is described in some depth and the technology-mediated pedagogic tasks and associated PBAs are presented. The findings from these tasks and assessments are then reported, followed by a discussion of what the outcomes data revealed about online language instruction, TBLT, and technology-mediated tasks. The goal of this research is to evaluate this particular course in order to provide insights into how best to structure and assess learners during online foreign language classes, offering a model for instruction as well as empirical findings related to the effectiveness of both online and task-based foreign language courses.
Published online: 24 July 2014
https://doi.org/10.1075/tblt.6.11nie
References
Bachman, L. (
2002) Some reflections on task-based language performance assessment. Language Testing , 19, 453–476. CrossrefGoogle Scholar
Blake, R. (
2009) The use of technology for second language distance learning. The Modern Language Journal , 93, 822–835. CrossrefGoogle Scholar
Blake, R., Wilson, N., Cetto, M., & Pardo-Ballester, C. (
2008) Measuring oral proficiency in distance, face-to-face, and blended classrooms. Language Learning & Technology , 12(3), 114–127.Google Scholar
Bond, T. & Fox, C. (
2007)  Applying the Rasch model: Fundamental measurement in the human sciences . Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Burwell, G., Nielson, K., & Gonzalez-Lloret, M. (
2009, September). Evaluating a TBLT Spanish immersion program . Paper presented at the 3rd biennial conference on Task-Based Language Teaching, Lancaster, UK.Google Scholar
Carr, S. (
2000) As distance education comes of age, the challenge is keeping up with the students. The Chronicle of Higher Education . Retrieved from http://​chronicle​.com​/article​/As​-Distance​-Education​-Comes​-of​/14334Google Scholar
Compton, L. K. L. (
2009) Preparing language teachers to teach language online: A look at skills, roles, and responsibilities. Computer Assisted Language Learning , 22, 73–99. CrossrefGoogle Scholar
Fleming, S., Hiple, D., & Du, Y. (
2002) Foreign language distance education at the University of Hawai’i. In C. A. Spreen, (Ed.), New technologies and language learning: issues and options (Technical Report #25 ) (pp. 13–54). Honolulu, HI: University of Hawai’i, Second Language Teaching & Curriculum Center.Google Scholar
Doughty, C., & Long, M. H. (
2003) Optimal psycholinguistic environments for distance foreign language learning. Language Learning & Technology , 7(3), 50–80.Google Scholar
Doughty, C., & Varela, E. (
1998) Communicative focus-on-form. In C. Doughty & J. Williams (Eds.), Focus-on-form in classroom second language acquisition (pp. 114–138). Cambridge, UK: CUP.Google Scholar
Doughty, C., & Williams, J. (
1998)  Focus on form in classroom second language acquisition . Cambridge, UK: CUP.Google Scholar
Gass, S. (
1997)  Input, interaction, and the second language learner . Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
1998) Apples and oranges: Or, why apples are not oranges and don't need to be: A response to Firth and Wagner. The Modern Language Journal , 82, 83–90. CrossrefGoogle Scholar
2003) Input and interaction. In C. Doughty & M. H. Long (Eds.), Handbook of second language acquisition (pp. 224–255). Oxford, UK: Basil Blackwell. CrossrefGoogle Scholar
Gold, S. (
2001) A constructivist approach to online training for online teachers. Journal of Asynchronous Learning Networks , 5(1), 35–57.Google Scholar
Izumi, S. (
2002) Output, input enhancement, and the noticing hypothesis. Studies in Second Language Acquisition , 24, 541–577. CrossrefGoogle Scholar
Johnson, S. D., & Aragon, S. R. (
2003) An instructional strategy framework for online learning environments. New Directions for Adult and Continuing Education , 100, 31–43. CrossrefGoogle Scholar
Lai, C., Zhao, Y. & Li, N. (
2008) Designing a distance foreign language learning environment. In S. Goertler & P. Winke (Eds.), Opening doors through distance language education: Principles, perspectives, and practices. CALICO Monograph Series (Vol. 7, pp. 85–108). San Marcos, TX: Computer Assisted Language Instruction Consortium.Google Scholar
Linacre, J. M. (
2011) Winsteps® (Version 3.72.0) [Software]. Retrieved from www​.winsteps​.com/
Liu, X., Magjuka, R., Bonk, R. & Lee, S. (
2007) Does sense of community matter? An examination of participants’ perceptions of building learning communities in online courses. The Quarterly Review of Distance Education , 8, 9–24.Google Scholar
Long, M. H. (
1981) Input, interaction, and second language acquisition. Annals of the New York Academy of Sciences , 379, 259–278. CrossrefGoogle Scholar
1985) A role for instruction in second language acquisition: Task-based language teaching. In K. Hyltenstam & M. Pienemann (Eds.), Modeling and assessing second language acquisition (pp. 77–99). Clevedon, UK: Multilingual Matters.Google Scholar
1991) Focus on form: A design feature in language teaching methodology. In K. de Bot, R. B. Ginsberg & C. Kramsch (Eds.), Foreign language research in cross-cultural perspective (pp. 39–52). Amsterdam: John Benjamins. CrossrefGoogle Scholar
1996) The role of the linguistic environment in second language acquisition. In W. Ritchie & T. Bhatia (Eds.), Handbook of second language acquisition (pp. 413–468). San Diego, CA: Academic Press.Google Scholar
2005)  Second language needs analysis . Cambridge, UK: CUP. CrossrefGoogle Scholar
Long, M. H., & Norris, J. M. (
2000) Task-based teaching and assessment. In M. Byram (Ed.), Encyclopedia of language teaching (pp. 597–603). London, UK: Routledge.Google Scholar
Long, M. H., & Robinson, P. (
1998) Focus on form: theory, research, and practice. In C. Doughty & J. Williams (Eds.), Focus on form in classroom second language acquisition (pp. 15–41). Cambridge, UK: CUP.Google Scholar
MacDonald, J. (
2006)  Blended learning and online tutoring: A good practice guide . Burlington, VT: Gower.Google Scholar
Menchaca, M., & Bekele, T. (
2008) Learner and instructor identified success factors in distance education. Distance Education , 29, 231–252. CrossrefGoogle Scholar
Mislevy, R. (
October 2010,). What is the construct in task-based language assessment? Unpublished paper presented at the Language Testing and Assessment Colloquium at the Second Language Research Forum, College Park, MD.
Mislevy, R. L., Steinberg, L. S., & Almond, R. G. (
2002) Design and analysis in task-based language assessment. Language Testing , 19, 477–96. CrossrefGoogle Scholar
Newlin, M., & Wang, A. (
2002) Integrating technology and pedagogy: Web instruction and seven principles of undergraduate education. Teaching of Psychology , 24, 325–330. CrossrefGoogle Scholar
Ni, S., & Aust, R. (
2008) Examining teacher verbal immediacy and sense of classroom community in online classes. International Journal on E-Learning 7, 477–498.Google Scholar
Nielson, K., & Gonzalez-Lloret, M. (
2010) Effective online foreign language classes: Theoretical framework and practical application. EUROCALL Review , 17. Retrieved from www​.eurocall​-languages​.org​/review​/17​/index​.html#nielson​_gonzalezGoogle Scholar
Norris, J. (
2002) Interpretations, intended uses and designs in task-based language assessment. Language Testing , 19, 337–346. CrossrefGoogle Scholar
2009) Task-based teaching and testing. In M. H. Long & C. J. Doughty (Eds.), Handbook of language teaching (pp. 578–594). Oxford, UK: Blackwell. CrossrefGoogle Scholar
Oliver, R. (
1995) Negative feedback in child NS-NNS conversation. Studies in Second Language Acquisition , 18, 459–481. CrossrefGoogle Scholar
Robinson, P., & Ross, S. (
1996) The development of task-based assessment in English for academic purposes contexts. Applied Linguistics 17, 455–476. CrossrefGoogle Scholar
Sadera, J., Robertson, J., Song, L. & Midon, N. (
2009) The role of community in online learning success. MERLOT Journal of Online Learning and Teaching , 5, 277–284.Google Scholar
Skehan, P. (
1998) A framework for the implementation of task-based instruction. Applied Linguistics , 17, 38–62. CrossrefGoogle Scholar
Swain, M. (
1985) Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. Gass & C. Madden (Eds.), Input in second language acquisition (pp. 235–256). New York, NY: Newbury House.Google Scholar
Tyler-Smith, K. (
2006) Early attrition among first time eLearners: A review of factors that contribute to drop-out, withdrawal and non-completion rates of adult learners undertaking eLearning programmes. MERLOT Journal of Online Learning and Teaching , 2, 73–85.Google Scholar
Van den Branden, K., Bygate, M., & Norris, J. M. (
Eds) (2009)  Task-based language teaching: A reader . Amsterdam: John Benjamins.Google Scholar
VanPatten, B., & Cadierno, T. (
1993) Input processing and second language acquisition: A role for instruction. The Modern Language Journal , 77, 45–57. CrossrefGoogle Scholar
White, C. (
2006) State of the art review article: The distance learning of foreign languages. Language Teaching , 39, 247–264. CrossrefGoogle Scholar
Williams, J., & Evans, J. (
1998) What kind of focus on which form? In C. Doughty & J. Williams (Eds.), Focus on form in classroom second language acquisition (pp. 139–155). Cambridge, UK: CUP.Google Scholar
Yang, Y., & Cornelious, L. F. (
2005) Preparing instructors for quality online instruction. Online Journal of Distance Learning Administration , 8(1), 1–16.Google Scholar
Cited by

Cited by 30 other publications

No author info given
2019.  In Task-Based Language Teaching, ► pp. xiii ff. Crossref logo
No author info given
2019.  In Task-Based Language Teaching, ► pp. xi ff. Crossref logo
No author info given
2019.  In Task-Based Language Teaching, ► pp. 1 ff. Crossref logo
No author info given
2019.  In Task-Based Language Teaching, ► pp. 3 ff. Crossref logo
No author info given
2019.  In Task-Based Language Teaching, ► pp. 27 ff. Crossref logo
No author info given
2019.  In Task-Based Language Teaching, ► pp. 29 ff. Crossref logo
No author info given
2019.  In Task-Based Language Teaching, ► pp. 64 ff. Crossref logo
No author info given
2019.  In Task-Based Language Teaching, ► pp. 103 ff. Crossref logo
No author info given
2019.  In Task-Based Language Teaching, ► pp. 129 ff. Crossref logo
No author info given
2019.  In Task-Based Language Teaching, ► pp. 155 ff. Crossref logo
No author info given
2019.  In Task-Based Language Teaching, ► pp. 175 ff. Crossref logo
No author info given
2019.  In Task-Based Language Teaching, ► pp. 179 ff. Crossref logo
No author info given
2019.  In Task-Based Language Teaching, ► pp. 208 ff. Crossref logo
No author info given
2019.  In Task-Based Language Teaching, ► pp. 241 ff. Crossref logo
No author info given
2019.  In Task-Based Language Teaching, ► pp. 281 ff. Crossref logo
No author info given
2019.  In Task-Based Language Teaching, ► pp. 283 ff. Crossref logo
No author info given
2019.  In Task-Based Language Teaching, ► pp. 303 ff. Crossref logo
No author info given
2019.  In Task-Based Language Teaching, ► pp. 331 ff. Crossref logo
No author info given
2019.  In Task-Based Language Teaching, ► pp. 333 ff. Crossref logo
No author info given
2019.  In Task-Based Language Teaching, ► pp. 353 ff. Crossref logo
No author info given
2019.  In Task-Based Language Teaching, ► pp. 371 ff. Crossref logo
No author info given
2019.  In Task-Based Language Teaching, ► pp. 374 ff. Crossref logo
No author info given
2019.  In Task-Based Language Teaching, ► pp. 412 ff. Crossref logo
Mohammad Javad Ahmadian & Michael H. Long
2021.  In The Cambridge Handbook of Task-Based Language Teaching, Crossref logo
Bryfonski, Lara & Todd H. McKay
2019. TBLT implementation and evaluation: A meta-analysis. Language Teaching Research 23:5 ► pp. 603 ff. Crossref logo
Egbert, Joy, Seyed Abdollah Shahrokni, Xue Zhang, David Herman, Intissar Yahia, Adnan Mohamed, Faraj M. Aljarih, Chioma Ezeh, Nataliia Borysenko & Sonia Lopez-Lopez
2020.  In Recent Developments in Technology-Enhanced and Computer-Assisted Language Learning [Advances in Educational Technologies and Instructional Design, ], ► pp. 1 ff. Crossref logo
Ellis, Rod, Peter Skehan, Shaofeng Li, Natsuko Shintani & Craig Lambert
2019.  In Task-Based Language Teaching, Crossref logo
González‐Lloret, Marta
2017.  In The Handbook of Technology and Second Language Teaching and Learning, ► pp. 234 ff. Crossref logo
Nielson, Katharine B.
2021.  In The Cambridge Handbook of Task-Based Language Teaching, ► pp. 346 ff. Crossref logo
Ziegler, Nicole
2016. Taking Technology to Task: Technology-Mediated TBLT, Performance, and Production. Annual Review of Applied Linguistics 36 ► pp. 136 ff. Crossref logo

This list is based on CrossRef data as of 01 april 2022. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.