Article published in:
Technology-mediated TBLT: Researching Technology and TasksEdited 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
Katharine Brown Nielson | 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
https://doi.org/10.1075/tblt.6.11nie
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