12008552
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John Benjamins Publishing Company
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TBLT 6 Hb
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9789027207272
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10.1075/tblt.6
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2014010413
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245
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174
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TBLT
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Task-Based Language Teaching
Task-Based Language Teaching
01
01
Technology-mediated TBLT
Researching Technology and Tasks
Technology-mediated TBLT: Researching Technology and Tasks
1
B01
01
JB code
527131035
Marta González-Lloret
González-Lloret, Marta
Marta
González-Lloret
University of Hawai`i at Manoa
07
https://benjamins.com/catalog/persons/527131035
2
B01
01
JB code
252131036
Lourdes Ortega
Ortega, Lourdes
Lourdes
Ortega
Georgetown University
07
https://benjamins.com/catalog/persons/252131036
01
eng
11
342
03
03
vi
03
00
336
03
01
23
418.0078/5
03
2014
P53.28
04
Language and languages--Computer-assisted instruction.
04
Language and languages--Study and teaching--Methodology.
04
Task analysis in education.
10
LAN009000
12
CFDC
24
JB code
LIN.APPL
Applied linguistics
24
JB code
LIN.LA
Language acquisition
24
JB code
LIN.EDUC
Language teaching
01
06
02
00
Opens up a new framework that the authors call “technology-mediated TBLT,” in which tasks and technology are genuinely and productively integrated in the curriculum according to learning-by-doing philosophies of language pedagogy, new language education needs, and digital technology realities.
03
00
This volume contributes to the development and advancement of TBLT as a research domain by investigating the intersection between tasks and technology from a variety of theoretical perspectives (e.g., educational, cognitive, sociocultural) and by gathering empirical findings on the design and implementation of diverse tasks for writing, interaction, and assessment with the mediation of technological tools such as wikis, blogs, CMC, Fanfiction sites, and virtual and synthetic environments. The innovative blend of tasks and technology in technology-mediated communication is guided by task-based language teaching and learning principles, and the contexts of study span adult college-level education settings in the United States, Mexico, the Netherlands, and Malaysia. The volume opens up a new framework that the authors call “technology-mediated TBLT,” in which tasks and technology are genuinely and productively integrated in the curriculum according to learning-by-doing philosophies of language pedagogy, new language education needs, and digital technology realities.
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tblt.6.01gon
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10.1075/tblt.6.01gon
1
22
22
Article
1
01
04
Chapter 1. Towards technology-mediated TBLT
Chapter 1. Towards technology-mediated TBLT
01
04
An
introduction
An introduction
1
A01
01
JB code
275215197
Marta González-Lloret
González-Lloret, Marta
Marta
González-Lloret
07
https://benjamins.com/catalog/persons/275215197
2
A01
01
JB code
474215198
Lourdes Ortega
Ortega, Lourdes
Lourdes
Ortega
07
https://benjamins.com/catalog/persons/474215198
01
eng
03
00
Computer and online-communication technologies have given rise to new tasks in the real world. The present collection* is based on two premises: (a) that rapid digital technological change fuels constant transformations in learning and language use, continually creating new language education needs, and (b) that these developments in turn demand suitable curricular and instructional responses, whereby tasks and technology are genuinely and productively integrated. In this introduction, we present our vision for how the canonical principles of task-based language teaching (TBLT) can be fitted integrally into the new language education and digital technology realities, and we outline a new framework that we call “technology-mediated TBLT” and which the book seeks to open up for new research. We also introduce each chapter and highlight connections among them as they provide relevant empirical evidence and help envision future needed research into technology-mediated TBLT.
01
01
JB code
tblt.6.02gon
06
10.1075/tblt.6.02gon
23
50
28
Article
2
01
04
Chapter 2. The need for needs analysis in technology-mediated TBLT
Chapter 2. The need for needs analysis in technology-mediated TBLT
1
A01
01
JB code
111215199
Marta González-Lloret
González-Lloret, Marta
Marta
González-Lloret
07
https://benjamins.com/catalog/persons/111215199
01
eng
03
00
Needs analysis (NA) is an important component of any well-developed language curriculum and an essential component of a task-based language curriculum (Long & Crookes 1993; Long & Norris 2000). It is actually “the first stage in the design of a TBLT program” (Long 2007, p. 124). In this chapter, the tasks that make up such a program are understood in real-world terms, as something that the “learners need to do with the language” (Norris 2009, p. 578) in order to function in a certain situation which is based on authentic needs (Long & Norris 2000). It is through a NA that the tasks to be included in the program are identified, as well as the language needed to be able to conduct them effectively and appropriately. In a technology-mediated TBLT program, the NA should address not just the language necessities (linguistic and pragmatic) to complete the tasks, but also the informational and multimodal digital skills needed to effectively engage with the technology. In addition, a NA should help us gather information about what innovations and technological tools are most appropriate for the curriculum, as well as inform us about the necessary training for students and teachers to be able to use them successfully. Although NAs have been reported in the literature in the field of language teaching since the early 1980s, they are not yet a systematic practice in language educational curriculum development. This chapter defends the importance of such a practice, especially for technology-mediated language teaching. It presents the steps necessary to conduct a well-balanced, reliable NA for a technology-mediated TBLT program that would target not only the language needs and wants of students, teachers, and administrators, but also their multimodal, digital and informational needs. The chapter includes examples of several NAs conducted for task-based technology curricula and discusses the possible challenges of conducting such NAs.
01
01
JB code
tblt.6.03ada
06
10.1075/tblt.6.03ada
51
78
28
Article
3
01
04
Chapter 3. Prior knowledge and second language task production in text chat
Chapter 3. Prior knowledge and second language task production in text chat
1
A01
01
JB code
668215200
Rebecca Adams
Adams, Rebecca
Rebecca
Adams
University of Auckland
07
https://benjamins.com/catalog/persons/668215200
2
A01
01
JB code
846215201
Nik Aloesnita Nik Mohd Alwi
Nik Mohd Alwi, Nik Aloesnita
Nik Aloesnita
Nik Mohd Alwi
07
https://benjamins.com/catalog/persons/846215201
01
eng
03
00
The Cognition Hypothesis framed by Robinson (2001; 2003; 2005) has generated a large body of research on how varying task complexity may influence second language (L2) production and learning opportunities; however, most of these studies were conducted in a face-to-face setting (e.g. Gilabert 2007; Gilabert, Baron & Llanes 2009; Kim 2009; Michel, Kuiken & Vedder 2007; Nuevo 2006; Nuevo, Adams & Ross-Feldman 2011). As computer-mediated communication becomes more pervasive in educational contexts, research that extends current understandings of principles of second language learning is increasingly important to help learners and teachers understand how best to make use of this technology to promote specific learning goals (see Kern 2006). The role of task complexity in computer-mediated environments may be particularly important, as this may influence how learners commit attentional resources to language processing during communication (Robinson 2005; Skehan 1998). This study examines the role of one task complexity factor, prior knowledge, on second language production in text-based chat. Analysis of the language produced by first language Malay engineering students engaged in text-based chat group tasks in English indicated that prior knowledge of the task subject area had a limited effect on the complexity and accuracy of language production. We conclude with a critical discussion of the applicability of the Cognition Hypothesis to task-based communication via text chat. We also provide suggestions for how L2 tasks can be implemented in computer-mediated contexts in order to promote attention to form, noting that considering language production and learning in CMC tasks challenges task-based theories and requires transformation of research methods and analysis.
01
01
JB code
tblt.6.04sol
06
10.1075/tblt.6.04sol
79
114
36
Article
4
01
04
Chapter 4. Textbooks, tasks, and technology
Chapter 4. Textbooks, tasks, and technology
01
04
An
action research study in a textbook-bound EFL context
An action research study in a textbook-bound EFL context
1
A01
01
JB code
831433216
Maria-Elena Solares-Altamirano
Solares-Altamirano, Maria-Elena
Maria-Elena
Solares-Altamirano
07
https://benjamins.com/catalog/persons/831433216
01
eng
03
00
This chapter reports on an action research study conducted in the context of English as a foreign language (EFL) tertiary education in Mexico. It examines the educational value of blending technology into a task-based instruction module that was designed around a pre-during-post-task model, following the main tenets of task-based language teaching (Ellis 2003; Van den Branden,Bygate & Norris 2009). The participants were three intact classes of pre-intermediate-level EFL students at the National Autonomous University of Mexico (UNAM) who completed 8 two-hour classes on a module of their textbook targeting grammar learning (simple past, past continuous, and used to). The module culminated with a writing activity, which served as the springboard for the design of an innovative Story Telling Contest task online. At the end of the textbook module, Group A (N = 25) engaged in this task-based, technology-mediated instructional design, Group B (N = 23) experienced the same task-based design but with no digital tools, and Group C (N = 25) did the writing activity in the original design offered in the textbook. The three groups were compared by collecting student perceptions through questionnaires and by measuring grammar learning via a pre- and post-test of narrative past tense use. A subset of 7 learners who experienced the task with the support of technology was also interviewed a few months later. The triangulated evidence suggests that, while all three instructional approaches led to similar linguistic gains in the use of narrative tenses, Groups A and B perceived the task design to have helped them develop rich new competencies, more so than the technological element. Students in Group A reported some additional value in the technology-mediated TBLT experience, including the improvement of their digital skills and the easy delivery of instructional material to carry out the task. This action research study contributes to the understanding of ways in which a task mediated by digital tools can enhance language learning in the context of traditional textbook-bound curricula.
01
01
JB code
tblt.6.05osk
06
10.1075/tblt.6.05osk
115
148
34
Article
5
01
04
Chapter 5. Promoting foreign language collaborative writing through the use of Web 2.0 tools and tasks
Chapter 5. Promoting foreign language collaborative writing through the use of Web 2.0 tools and tasks
1
A01
01
JB code
70215203
Ana Oskoz
Oskoz, Ana
Ana
Oskoz
07
https://benjamins.com/catalog/persons/70215203
2
A01
01
JB code
382215204
Idoia Elola
Elola, Idoia
Idoia
Elola
07
https://benjamins.com/catalog/persons/382215204
01
eng
03
00
This chapter reports on the benefits of embedding chats and wikis, two Web 2.0 social tools, within a module designed to teach the process model of writing with argumentative and expository essays. Sixteen learners enrolled in an advanced Spanish writing course at a mid-sized, east-coast university in the United States completed two three-week essay writing modules working collaboratively in pairs: the first writing piece was in the argumentative genre and the second concerned expository writing. In each module, the same sequence of pedagogic tasks scaffolded the learners through the writing stages of planning, drafting, getting feedback, revising, and publishing. Students were asked to use chats and wikis at specific points during the completion of the modules. Content analysis of the chat and wiki data showed that the synchronous nature of the chats encouraged learners to focus on the content and structure of their writing, while the wikis allowed learners to focus more on localized aspects of text production, such as grammar, fine-tuning of chosen vocabulary, and editing. Comparison of data across the two genres further indicated that while working on the argumentative essay learners focused on syntactic complexity, whereas for the expository essay (completed later in the same semester) learners focused more on accuracy. We conclude that the task-based collaborative approach to teaching process writing, with the mediation of the social tools, allowed learners to construct and reconstruct their content knowledge, to engage with various writing conventions, and to adopt an appropriate, genre-specific language register.
01
01
JB code
tblt.6.06syk
06
10.1075/tblt.6.06syk
149
182
34
Article
6
01
04
Chapter 6. TBLT and synthetic immersive environments
Chapter 6. TBLT and synthetic immersive environments
01
04
What can in-game task restarts tell us about design and implementation?
What can in-game task restarts tell us about design and implementation?
1
A01
01
JB code
920215205
Julie M. Sykes
Sykes, Julie M.
Julie M.
Sykes
07
https://benjamins.com/catalog/persons/920215205
01
eng
03
00
While previous work has identified a strong connection between tasks and digital games, very little empirical evidence exists to aid in our understanding of how tasks within these complex digital spaces should be designed, implemented, and evaluated so as to optimally support language learning. This chapter synthesizes evidence from 120 hours of in-game behavior data and 30 hours of interview data, collected in a larger study (Sykes 2008), in which 53 advanced learners of Spanish participated in Croquelandia, a synthetic immersive environment (SIE) explicitly designed for learning how to appropriately perform requests and apologies in Spanish. The chapter focuses on quest restarts, a design capability of SIEs that allows a player to repeat a task by resetting the conditions prior to a follow-up attempt. Through the empirical examination of how quest restarts were or were not actualized in participants’ choices while playing the SIE, I will demonstrate that restart elements of in-game tasks for language learning are critical to the successful design of SIEs. My discussion includes attention to designer intentions versus player actualization and a focus on ‘playing to learn’ versus ‘learning to play’ perspectives.
01
01
JB code
tblt.6.07can
06
10.1075/tblt.6.07can
183
212
30
Article
7
01
04
Chapter 7. Collaborative tasks for negotiation of intercultural meaning in virtual worlds and video-web communication
Chapter 7. Collaborative tasks for negotiation of intercultural meaning in virtual worlds and video-web communication
1
A01
01
JB code
542215206
Silvia Canto
Canto, Silvia
Silvia
Canto
07
https://benjamins.com/catalog/persons/542215206
2
A01
01
JB code
736215207
Rick Graaff
Graaff, Rick
Rick
Graaff
07
https://benjamins.com/catalog/persons/736215207
3
A01
01
JB code
876215208
Kristi Jauregi
Jauregi, Kristi
Kristi
Jauregi
07
https://benjamins.com/catalog/persons/876215208
01
eng
03
00
In many foreign language education settings, communication tasks in the target language mostly take place between nonnative-speaker classmates sharing the same mother tongue. ‘Networked’ environments such as voice-enabled 3D virtual worlds or video-web communication may have an added value in creating opportunities for language learners to synchronously communicate outside the classroom. As such, these tools may facilitate intercultural communication and collaboration with other (native) speakers of the target language. In the European Networked Interaction in Foreign Language Acquisition and Research (NIFLAR) project,* innovative e-learning environments were designed and studied for their potential to create authentic and interactive contexts that support the development of intercultural competence in foreign language learning contexts. The technology-mediated pedagogical tasks targeted intercultural communicative competence (following, e.g. Byram 1997; and Müller-Jacquier 2003), in which intercultural awareness and social interaction seek to play a much larger role than it is possible in current classroom-based foreign language education. The NIFLAR design also took into consideration the set of design principles that have emerged from TBLT research (Ellis 2003; Doughty & Long 2003; Long 2009; Norris 2009; Van den Branden 2006; Willis 1996). In this chapter we present NIFLAR’s technology-mediated, task-based framework for the development of intercultural competence and discuss its application to both video-web task-based communication and the virtual world Second Life by Dutch learners of Spanish communicating with native-speaker teachers of Spanish. We offer qualitative and quantitative data gleaned from the completion of two tasks and discuss the potential effects of technology-mediated TBLT in such environments, focusing on negotiation of intercultural meaning in communication between language learners and native speakers.
01
01
JB code
tblt.6.08gan
06
10.1075/tblt.6.08gan
213
238
26
Article
8
01
04
Chapter 8. The third dimension
Chapter 8. The third dimension
01
04
A
sociocultural theory approach to the design and evaluation of 3D virtual worlds tasks
A sociocultural theory approach to the design and evaluation of 3D virtual worlds tasks
1
A01
01
JB code
504215209
Gabriela Adela Gánem-Gutiérrez
Gánem-Gutiérrez, Gabriela Adela
Gabriela Adela
Gánem-Gutiérrez
07
https://benjamins.com/catalog/persons/504215209
01
eng
03
00
This chapter describes a theoretical framework for the design and evaluation of pedagogical tasks for 3D virtual world environments. The proposed framework is informed by Vygotskian Sociocultural Theory (SCT) and Activity Theory, two related sociocultural approaches to second (L2) language learning which, I argue, offer a particularly suitable paradigm for the design, implementation, and evaluation of technology-mediated tasks. Firstly, I provide an overview of what characterises 3D virtual worlds (3D VWs) and of current research into the potential of this technological application in the service of second language learning and teaching, and the range of tasks that this research has thus far inspected. Secondly, I briefly review core SCT concepts underlying the proposed framework and point out how they apply to 3D VW tasks. I then identify pedagogical principles derived from this approach to L2 learning and discuss their relevance in the context of technology-mediated task-based language teaching (TBLT) with specific reference to the current state and capabilities of 3D VWs. I also outline a task example designed to capitalise on the potential of 3D VWs for L2 learning. I conclude with a proposal for the application of Activity Theory to the evaluation of 3D VWs tasks. At a theoretical level, my goal in the chapter is to bring key sociocultural perspectives to TBLT and show how SCT can inform theoretically sound pedagogical design in TBLT. At a practical level, I hope to offer a framework for practitioners to support the design and evaluation of technology-mediated tasks in general and 3D VWs tasks in particular.
01
01
JB code
tblt.6.09sau
06
10.1075/tblt.6.09sau
239
262
24
Article
9
01
04
Chapter 9. Lessons from the fandom
Chapter 9. Lessons from the fandom
01
04
Technology-mediated tasks for language learning
Technology-mediated tasks for language learning
1
A01
01
JB code
12215210
Shannon Sauro
Sauro, Shannon
Shannon
Sauro
Malmö University
07
https://benjamins.com/catalog/persons/12215210
01
eng
03
00
This chapter builds upon work in media and fandom studies to explore the use of fandoms (online networks of fans of books, movies, bands, etc.) and fandom tasks as pedagogical tools in technology-enhanced language classes. This fandom-oriented task-based approach to computer-assisted language learning (CALL) looks at the creative and practical work of several online fandoms, and focuses on examples of four different technology-mediated language tasks that offer both technological and linguistic continuity with language learners’ target online activities. The chapter explores the linguistic skills and proficiency levels targeted by each of the four tasks and discusses curriculum implications. Finally, this chapter concludes with a discussion of specific technology-influenced pedagogical considerations associated with fandom tasks.
01
01
JB code
tblt.6.10win
06
10.1075/tblt.6.10win
263
294
32
Article
10
01
04
Chapter 10. Formative, task-based oral assessments in an advanced Chinese-language class
Chapter 10. Formative, task-based oral assessments in an advanced Chinese-language class
1
A01
01
JB code
315215211
Paula Winke
Winke, Paula
Paula
Winke
07
https://benjamins.com/catalog/persons/315215211
01
eng
03
00
This chapter reports on task-based, formative assessments of oral proficiency that were designed to help students self-monitor their oral development in a fourth-year, university foreign-language Chinese classroom. Seventeen advanced learners of Chinese completed two group role-play tasks two times during their 15-week semester. Both tasks were designed to follow a pre-task, main-task, post-task cycle and culminated within the same 90-minute lesson in individual oral assessments. Computerized tools aided in the design and delivery of both tasks and assessments. Immediately after completing each formative assessment, the learners were asked to self-rate their performances, which were then rated by two Chinese language experts as well. Finally, for each task and assessment cycle, a 30-minute reflective lesson was conducted by the teacher subsequently in class, in which students discussed their self-ratings and compared them to the expert ratings. The statistical comparison of student and expert ratings on the two task cycles suggests that students were realistic judges in their self-assessment and largely agreed with the expert raters in their estimations of the quality (i.e. accuracy, fluency, complexity, and accent/tones) of their task-based assessment performances. The chapter closes with a discussion of pedagogical implications and a call for oral formative assessments that are brought into the language classroom on a regular basis as part of task work, so as to support learners’ self-regulation and to increase their chances of language improvement.
01
01
JB code
tblt.6.11nie
06
10.1075/tblt.6.11nie
295
322
28
Article
11
01
04
Chapter 11. Evaluation of an online, task-based Chinese course
Chapter 11. Evaluation of an online, task-based Chinese course
1
A01
01
JB code
892215212
Katharine Brown Nielson
Brown Nielson, Katharine
Katharine
Brown Nielson
University of Maryland
07
https://benjamins.com/catalog/persons/892215212
01
eng
03
00
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.
01
01
JB code
tblt.6.12cha
06
10.1075/tblt.6.12cha
323
334
12
Article
12
01
04
Chapter 12. Afterword
Chapter 12. Afterword
01
04
Technology-mediated TBLT and the evolving role of the innovator
Technology-mediated TBLT and the evolving role of the innovator
1
A01
01
JB code
358215213
Carol A. Chapelle
Chapelle, Carol A.
Carol A.
Chapelle
07
https://benjamins.com/catalog/persons/358215213
01
eng
01
01
JB code
tblt.6.13ind
06
10.1075/tblt.6.13ind
335
336
2
Miscellaneous
13
01
04
index
index
01
eng
01
JB code
JBENJAMINS
John Benjamins Publishing Company
01
01
JB code
JB
John Benjamins Publishing Company
01
https://benjamins.com
02
https://benjamins.com/catalog/tblt.6
Amsterdam
NL
00
John Benjamins Publishing Company
Marketing Department / Karin Plijnaar, Pieter Lamers
onix@benjamins.nl
04
01
00
20140724
C
2014
John Benjamins Publishing Company
D
2014
John Benjamins Publishing Company
02
WORLD
WORLD
US CA MX
09
01
JB
1
John Benjamins Publishing Company
+31 20 6304747
+31 20 6739773
bookorder@benjamins.nl
01
https://benjamins.com
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14
14
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Unqualified price
02
JB
1
02
99.00
EUR
02
00
Unqualified price
02
83.00
01
Z
0
GBP
GB
US CA MX
01
01
JB
2
John Benjamins Publishing Company
+1 800 562-5666
+1 703 661-1501
benjamins@presswarehouse.com
01
https://benjamins.com
21
14
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Unqualified price
02
JB
1
02
149.00
USD
172008553
03
01
01
JB code
JB
John Benjamins Publishing Company
01
JB code
TBLT 6 Eb
15
9789027270191
06
10.1075/tblt.6
00
EA
E107
10
01
JB code
TBLT
02
1877-346X
02
6.00
01
02
Task-Based Language Teaching
Task-Based Language Teaching
11
01
JB code
jbe-all
01
02
Full EBA collection (ca. 4,200 titles)
11
01
JB code
jbe-2015-all
01
02
Complete backlist (3,208 titles, 1967–2015)
05
02
Complete backlist (1967–2015)
11
01
JB code
jbe-2015-linguistics
01
02
Subject collection: Linguistics (2,773 titles, 1967–2015)
05
02
Linguistics (1967–2015)
01
01
Technology-mediated TBLT
Researching Technology and Tasks
Technology-mediated TBLT: Researching Technology and Tasks
1
B01
01
JB code
527131035
Marta González-Lloret
González-Lloret, Marta
Marta
González-Lloret
University of Hawai`i at Manoa
07
https://benjamins.com/catalog/persons/527131035
2
B01
01
JB code
252131036
Lourdes Ortega
Ortega, Lourdes
Lourdes
Ortega
Georgetown University
07
https://benjamins.com/catalog/persons/252131036
01
eng
11
342
03
03
vi
03
00
336
03
01
23
418.0078/5
03
2014
P53.28
04
Language and languages--Computer-assisted instruction.
04
Language and languages--Study and teaching--Methodology.
04
Task analysis in education.
10
LAN009000
12
CFDC
24
JB code
LIN.APPL
Applied linguistics
24
JB code
LIN.LA
Language acquisition
24
JB code
LIN.EDUC
Language teaching
01
06
02
00
Opens up a new framework that the authors call “technology-mediated TBLT,” in which tasks and technology are genuinely and productively integrated in the curriculum according to learning-by-doing philosophies of language pedagogy, new language education needs, and digital technology realities.
03
00
This volume contributes to the development and advancement of TBLT as a research domain by investigating the intersection between tasks and technology from a variety of theoretical perspectives (e.g., educational, cognitive, sociocultural) and by gathering empirical findings on the design and implementation of diverse tasks for writing, interaction, and assessment with the mediation of technological tools such as wikis, blogs, CMC, Fanfiction sites, and virtual and synthetic environments. The innovative blend of tasks and technology in technology-mediated communication is guided by task-based language teaching and learning principles, and the contexts of study span adult college-level education settings in the United States, Mexico, the Netherlands, and Malaysia. The volume opens up a new framework that the authors call “technology-mediated TBLT,” in which tasks and technology are genuinely and productively integrated in the curriculum according to learning-by-doing philosophies of language pedagogy, new language education needs, and digital technology realities.
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Article
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Chapter 1. Towards technology-mediated TBLT
Chapter 1. Towards technology-mediated TBLT
01
04
An
introduction
An introduction
1
A01
01
JB code
275215197
Marta González-Lloret
González-Lloret, Marta
Marta
González-Lloret
07
https://benjamins.com/catalog/persons/275215197
2
A01
01
JB code
474215198
Lourdes Ortega
Ortega, Lourdes
Lourdes
Ortega
07
https://benjamins.com/catalog/persons/474215198
01
eng
03
00
Computer and online-communication technologies have given rise to new tasks in the real world. The present collection* is based on two premises: (a) that rapid digital technological change fuels constant transformations in learning and language use, continually creating new language education needs, and (b) that these developments in turn demand suitable curricular and instructional responses, whereby tasks and technology are genuinely and productively integrated. In this introduction, we present our vision for how the canonical principles of task-based language teaching (TBLT) can be fitted integrally into the new language education and digital technology realities, and we outline a new framework that we call “technology-mediated TBLT” and which the book seeks to open up for new research. We also introduce each chapter and highlight connections among them as they provide relevant empirical evidence and help envision future needed research into technology-mediated TBLT.
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28
Article
2
01
04
Chapter 2. The need for needs analysis in technology-mediated TBLT
Chapter 2. The need for needs analysis in technology-mediated TBLT
1
A01
01
JB code
111215199
Marta González-Lloret
González-Lloret, Marta
Marta
González-Lloret
07
https://benjamins.com/catalog/persons/111215199
01
eng
03
00
Needs analysis (NA) is an important component of any well-developed language curriculum and an essential component of a task-based language curriculum (Long & Crookes 1993; Long & Norris 2000). It is actually “the first stage in the design of a TBLT program” (Long 2007, p. 124). In this chapter, the tasks that make up such a program are understood in real-world terms, as something that the “learners need to do with the language” (Norris 2009, p. 578) in order to function in a certain situation which is based on authentic needs (Long & Norris 2000). It is through a NA that the tasks to be included in the program are identified, as well as the language needed to be able to conduct them effectively and appropriately. In a technology-mediated TBLT program, the NA should address not just the language necessities (linguistic and pragmatic) to complete the tasks, but also the informational and multimodal digital skills needed to effectively engage with the technology. In addition, a NA should help us gather information about what innovations and technological tools are most appropriate for the curriculum, as well as inform us about the necessary training for students and teachers to be able to use them successfully. Although NAs have been reported in the literature in the field of language teaching since the early 1980s, they are not yet a systematic practice in language educational curriculum development. This chapter defends the importance of such a practice, especially for technology-mediated language teaching. It presents the steps necessary to conduct a well-balanced, reliable NA for a technology-mediated TBLT program that would target not only the language needs and wants of students, teachers, and administrators, but also their multimodal, digital and informational needs. The chapter includes examples of several NAs conducted for task-based technology curricula and discusses the possible challenges of conducting such NAs.
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10.1075/tblt.6.03ada
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78
28
Article
3
01
04
Chapter 3. Prior knowledge and second language task production in text chat
Chapter 3. Prior knowledge and second language task production in text chat
1
A01
01
JB code
668215200
Rebecca Adams
Adams, Rebecca
Rebecca
Adams
University of Auckland
07
https://benjamins.com/catalog/persons/668215200
2
A01
01
JB code
846215201
Nik Aloesnita Nik Mohd Alwi
Nik Mohd Alwi, Nik Aloesnita
Nik Aloesnita
Nik Mohd Alwi
07
https://benjamins.com/catalog/persons/846215201
01
eng
03
00
The Cognition Hypothesis framed by Robinson (2001; 2003; 2005) has generated a large body of research on how varying task complexity may influence second language (L2) production and learning opportunities; however, most of these studies were conducted in a face-to-face setting (e.g. Gilabert 2007; Gilabert, Baron & Llanes 2009; Kim 2009; Michel, Kuiken & Vedder 2007; Nuevo 2006; Nuevo, Adams & Ross-Feldman 2011). As computer-mediated communication becomes more pervasive in educational contexts, research that extends current understandings of principles of second language learning is increasingly important to help learners and teachers understand how best to make use of this technology to promote specific learning goals (see Kern 2006). The role of task complexity in computer-mediated environments may be particularly important, as this may influence how learners commit attentional resources to language processing during communication (Robinson 2005; Skehan 1998). This study examines the role of one task complexity factor, prior knowledge, on second language production in text-based chat. Analysis of the language produced by first language Malay engineering students engaged in text-based chat group tasks in English indicated that prior knowledge of the task subject area had a limited effect on the complexity and accuracy of language production. We conclude with a critical discussion of the applicability of the Cognition Hypothesis to task-based communication via text chat. We also provide suggestions for how L2 tasks can be implemented in computer-mediated contexts in order to promote attention to form, noting that considering language production and learning in CMC tasks challenges task-based theories and requires transformation of research methods and analysis.
01
01
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tblt.6.04sol
06
10.1075/tblt.6.04sol
79
114
36
Article
4
01
04
Chapter 4. Textbooks, tasks, and technology
Chapter 4. Textbooks, tasks, and technology
01
04
An
action research study in a textbook-bound EFL context
An action research study in a textbook-bound EFL context
1
A01
01
JB code
831433216
Maria-Elena Solares-Altamirano
Solares-Altamirano, Maria-Elena
Maria-Elena
Solares-Altamirano
07
https://benjamins.com/catalog/persons/831433216
01
eng
03
00
This chapter reports on an action research study conducted in the context of English as a foreign language (EFL) tertiary education in Mexico. It examines the educational value of blending technology into a task-based instruction module that was designed around a pre-during-post-task model, following the main tenets of task-based language teaching (Ellis 2003; Van den Branden,Bygate & Norris 2009). The participants were three intact classes of pre-intermediate-level EFL students at the National Autonomous University of Mexico (UNAM) who completed 8 two-hour classes on a module of their textbook targeting grammar learning (simple past, past continuous, and used to). The module culminated with a writing activity, which served as the springboard for the design of an innovative Story Telling Contest task online. At the end of the textbook module, Group A (N = 25) engaged in this task-based, technology-mediated instructional design, Group B (N = 23) experienced the same task-based design but with no digital tools, and Group C (N = 25) did the writing activity in the original design offered in the textbook. The three groups were compared by collecting student perceptions through questionnaires and by measuring grammar learning via a pre- and post-test of narrative past tense use. A subset of 7 learners who experienced the task with the support of technology was also interviewed a few months later. The triangulated evidence suggests that, while all three instructional approaches led to similar linguistic gains in the use of narrative tenses, Groups A and B perceived the task design to have helped them develop rich new competencies, more so than the technological element. Students in Group A reported some additional value in the technology-mediated TBLT experience, including the improvement of their digital skills and the easy delivery of instructional material to carry out the task. This action research study contributes to the understanding of ways in which a task mediated by digital tools can enhance language learning in the context of traditional textbook-bound curricula.
01
01
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tblt.6.05osk
06
10.1075/tblt.6.05osk
115
148
34
Article
5
01
04
Chapter 5. Promoting foreign language collaborative writing through the use of Web 2.0 tools and tasks
Chapter 5. Promoting foreign language collaborative writing through the use of Web 2.0 tools and tasks
1
A01
01
JB code
70215203
Ana Oskoz
Oskoz, Ana
Ana
Oskoz
07
https://benjamins.com/catalog/persons/70215203
2
A01
01
JB code
382215204
Idoia Elola
Elola, Idoia
Idoia
Elola
07
https://benjamins.com/catalog/persons/382215204
01
eng
03
00
This chapter reports on the benefits of embedding chats and wikis, two Web 2.0 social tools, within a module designed to teach the process model of writing with argumentative and expository essays. Sixteen learners enrolled in an advanced Spanish writing course at a mid-sized, east-coast university in the United States completed two three-week essay writing modules working collaboratively in pairs: the first writing piece was in the argumentative genre and the second concerned expository writing. In each module, the same sequence of pedagogic tasks scaffolded the learners through the writing stages of planning, drafting, getting feedback, revising, and publishing. Students were asked to use chats and wikis at specific points during the completion of the modules. Content analysis of the chat and wiki data showed that the synchronous nature of the chats encouraged learners to focus on the content and structure of their writing, while the wikis allowed learners to focus more on localized aspects of text production, such as grammar, fine-tuning of chosen vocabulary, and editing. Comparison of data across the two genres further indicated that while working on the argumentative essay learners focused on syntactic complexity, whereas for the expository essay (completed later in the same semester) learners focused more on accuracy. We conclude that the task-based collaborative approach to teaching process writing, with the mediation of the social tools, allowed learners to construct and reconstruct their content knowledge, to engage with various writing conventions, and to adopt an appropriate, genre-specific language register.
01
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tblt.6.06syk
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149
182
34
Article
6
01
04
Chapter 6. TBLT and synthetic immersive environments
Chapter 6. TBLT and synthetic immersive environments
01
04
What can in-game task restarts tell us about design and implementation?
What can in-game task restarts tell us about design and implementation?
1
A01
01
JB code
920215205
Julie M. Sykes
Sykes, Julie M.
Julie M.
Sykes
07
https://benjamins.com/catalog/persons/920215205
01
eng
03
00
While previous work has identified a strong connection between tasks and digital games, very little empirical evidence exists to aid in our understanding of how tasks within these complex digital spaces should be designed, implemented, and evaluated so as to optimally support language learning. This chapter synthesizes evidence from 120 hours of in-game behavior data and 30 hours of interview data, collected in a larger study (Sykes 2008), in which 53 advanced learners of Spanish participated in Croquelandia, a synthetic immersive environment (SIE) explicitly designed for learning how to appropriately perform requests and apologies in Spanish. The chapter focuses on quest restarts, a design capability of SIEs that allows a player to repeat a task by resetting the conditions prior to a follow-up attempt. Through the empirical examination of how quest restarts were or were not actualized in participants’ choices while playing the SIE, I will demonstrate that restart elements of in-game tasks for language learning are critical to the successful design of SIEs. My discussion includes attention to designer intentions versus player actualization and a focus on ‘playing to learn’ versus ‘learning to play’ perspectives.
01
01
JB code
tblt.6.07can
06
10.1075/tblt.6.07can
183
212
30
Article
7
01
04
Chapter 7. Collaborative tasks for negotiation of intercultural meaning in virtual worlds and video-web communication
Chapter 7. Collaborative tasks for negotiation of intercultural meaning in virtual worlds and video-web communication
1
A01
01
JB code
542215206
Silvia Canto
Canto, Silvia
Silvia
Canto
07
https://benjamins.com/catalog/persons/542215206
2
A01
01
JB code
736215207
Rick Graaff
Graaff, Rick
Rick
Graaff
07
https://benjamins.com/catalog/persons/736215207
3
A01
01
JB code
876215208
Kristi Jauregi
Jauregi, Kristi
Kristi
Jauregi
07
https://benjamins.com/catalog/persons/876215208
01
eng
03
00
In many foreign language education settings, communication tasks in the target language mostly take place between nonnative-speaker classmates sharing the same mother tongue. ‘Networked’ environments such as voice-enabled 3D virtual worlds or video-web communication may have an added value in creating opportunities for language learners to synchronously communicate outside the classroom. As such, these tools may facilitate intercultural communication and collaboration with other (native) speakers of the target language. In the European Networked Interaction in Foreign Language Acquisition and Research (NIFLAR) project,* innovative e-learning environments were designed and studied for their potential to create authentic and interactive contexts that support the development of intercultural competence in foreign language learning contexts. The technology-mediated pedagogical tasks targeted intercultural communicative competence (following, e.g. Byram 1997; and Müller-Jacquier 2003), in which intercultural awareness and social interaction seek to play a much larger role than it is possible in current classroom-based foreign language education. The NIFLAR design also took into consideration the set of design principles that have emerged from TBLT research (Ellis 2003; Doughty & Long 2003; Long 2009; Norris 2009; Van den Branden 2006; Willis 1996). In this chapter we present NIFLAR’s technology-mediated, task-based framework for the development of intercultural competence and discuss its application to both video-web task-based communication and the virtual world Second Life by Dutch learners of Spanish communicating with native-speaker teachers of Spanish. We offer qualitative and quantitative data gleaned from the completion of two tasks and discuss the potential effects of technology-mediated TBLT in such environments, focusing on negotiation of intercultural meaning in communication between language learners and native speakers.
01
01
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tblt.6.08gan
06
10.1075/tblt.6.08gan
213
238
26
Article
8
01
04
Chapter 8. The third dimension
Chapter 8. The third dimension
01
04
A
sociocultural theory approach to the design and evaluation of 3D virtual worlds tasks
A sociocultural theory approach to the design and evaluation of 3D virtual worlds tasks
1
A01
01
JB code
504215209
Gabriela Adela Gánem-Gutiérrez
Gánem-Gutiérrez, Gabriela Adela
Gabriela Adela
Gánem-Gutiérrez
07
https://benjamins.com/catalog/persons/504215209
01
eng
03
00
This chapter describes a theoretical framework for the design and evaluation of pedagogical tasks for 3D virtual world environments. The proposed framework is informed by Vygotskian Sociocultural Theory (SCT) and Activity Theory, two related sociocultural approaches to second (L2) language learning which, I argue, offer a particularly suitable paradigm for the design, implementation, and evaluation of technology-mediated tasks. Firstly, I provide an overview of what characterises 3D virtual worlds (3D VWs) and of current research into the potential of this technological application in the service of second language learning and teaching, and the range of tasks that this research has thus far inspected. Secondly, I briefly review core SCT concepts underlying the proposed framework and point out how they apply to 3D VW tasks. I then identify pedagogical principles derived from this approach to L2 learning and discuss their relevance in the context of technology-mediated task-based language teaching (TBLT) with specific reference to the current state and capabilities of 3D VWs. I also outline a task example designed to capitalise on the potential of 3D VWs for L2 learning. I conclude with a proposal for the application of Activity Theory to the evaluation of 3D VWs tasks. At a theoretical level, my goal in the chapter is to bring key sociocultural perspectives to TBLT and show how SCT can inform theoretically sound pedagogical design in TBLT. At a practical level, I hope to offer a framework for practitioners to support the design and evaluation of technology-mediated tasks in general and 3D VWs tasks in particular.
01
01
JB code
tblt.6.09sau
06
10.1075/tblt.6.09sau
239
262
24
Article
9
01
04
Chapter 9. Lessons from the fandom
Chapter 9. Lessons from the fandom
01
04
Technology-mediated tasks for language learning
Technology-mediated tasks for language learning
1
A01
01
JB code
12215210
Shannon Sauro
Sauro, Shannon
Shannon
Sauro
Malmö University
07
https://benjamins.com/catalog/persons/12215210
01
eng
03
00
This chapter builds upon work in media and fandom studies to explore the use of fandoms (online networks of fans of books, movies, bands, etc.) and fandom tasks as pedagogical tools in technology-enhanced language classes. This fandom-oriented task-based approach to computer-assisted language learning (CALL) looks at the creative and practical work of several online fandoms, and focuses on examples of four different technology-mediated language tasks that offer both technological and linguistic continuity with language learners’ target online activities. The chapter explores the linguistic skills and proficiency levels targeted by each of the four tasks and discusses curriculum implications. Finally, this chapter concludes with a discussion of specific technology-influenced pedagogical considerations associated with fandom tasks.
01
01
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tblt.6.10win
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10.1075/tblt.6.10win
263
294
32
Article
10
01
04
Chapter 10. Formative, task-based oral assessments in an advanced Chinese-language class
Chapter 10. Formative, task-based oral assessments in an advanced Chinese-language class
1
A01
01
JB code
315215211
Paula Winke
Winke, Paula
Paula
Winke
07
https://benjamins.com/catalog/persons/315215211
01
eng
03
00
This chapter reports on task-based, formative assessments of oral proficiency that were designed to help students self-monitor their oral development in a fourth-year, university foreign-language Chinese classroom. Seventeen advanced learners of Chinese completed two group role-play tasks two times during their 15-week semester. Both tasks were designed to follow a pre-task, main-task, post-task cycle and culminated within the same 90-minute lesson in individual oral assessments. Computerized tools aided in the design and delivery of both tasks and assessments. Immediately after completing each formative assessment, the learners were asked to self-rate their performances, which were then rated by two Chinese language experts as well. Finally, for each task and assessment cycle, a 30-minute reflective lesson was conducted by the teacher subsequently in class, in which students discussed their self-ratings and compared them to the expert ratings. The statistical comparison of student and expert ratings on the two task cycles suggests that students were realistic judges in their self-assessment and largely agreed with the expert raters in their estimations of the quality (i.e. accuracy, fluency, complexity, and accent/tones) of their task-based assessment performances. The chapter closes with a discussion of pedagogical implications and a call for oral formative assessments that are brought into the language classroom on a regular basis as part of task work, so as to support learners’ self-regulation and to increase their chances of language improvement.
01
01
JB code
tblt.6.11nie
06
10.1075/tblt.6.11nie
295
322
28
Article
11
01
04
Chapter 11. Evaluation of an online, task-based Chinese course
Chapter 11. Evaluation of an online, task-based Chinese course
1
A01
01
JB code
892215212
Katharine Brown Nielson
Brown Nielson, Katharine
Katharine
Brown Nielson
University of Maryland
07
https://benjamins.com/catalog/persons/892215212
01
eng
03
00
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.
01
01
JB code
tblt.6.12cha
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10.1075/tblt.6.12cha
323
334
12
Article
12
01
04
Chapter 12. Afterword
Chapter 12. Afterword
01
04
Technology-mediated TBLT and the evolving role of the innovator
Technology-mediated TBLT and the evolving role of the innovator
1
A01
01
JB code
358215213
Carol A. Chapelle
Chapelle, Carol A.
Carol A.
Chapelle
07
https://benjamins.com/catalog/persons/358215213
01
eng
01
01
JB code
tblt.6.13ind
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10.1075/tblt.6.13ind
335
336
2
Miscellaneous
13
01
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index
index
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eng
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JB code
JBENJAMINS
John Benjamins Publishing Company
01
01
JB code
JB
John Benjamins Publishing Company
01
https://benjamins.com
02
https://benjamins.com/catalog/tblt.6
Amsterdam
NL
00
John Benjamins Publishing Company
Marketing Department / Karin Plijnaar, Pieter Lamers
onix@benjamins.nl
04
01
00
20140724
C
2014
John Benjamins Publishing Company
D
2014
John Benjamins Publishing Company
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WORLD
13
15
9789027207272
WORLD
09
01
JB
3
John Benjamins e-Platform
03
https://jbe-platform.com
29
https://jbe-platform.com/content/books/9789027270191
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06
Corporate / Library / Education price
02
99.00
EUR
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Consumer price
02
33.00
EUR
01
06
Corporate / Library / Education price
02
83.00
GBP
GB
01
05
Consumer price
02
28.00
GBP
GB
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06
Corporate / Library / Education price
02
149.00
USD
01
05
Consumer price
02
49.95
USD
324015710
03
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JB code
JB
John Benjamins Publishing Company
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TBLT 6 GE
15
9789027270191
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10.1075/tblt.6
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EA
E133
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JB code
TBLT
02
JB code
1877-346X
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6.00
01
02
Task-Based Language Teaching
Task-Based Language Teaching
01
01
Technology-mediated TBLT
Technology-mediated TBLT
1
B01
01
JB code
527131035
Marta González-Lloret
González-Lloret, Marta
Marta
González-Lloret
University of Hawai`i at Manoa
2
B01
01
JB code
252131036
Lourdes Ortega
Ortega, Lourdes
Lourdes
Ortega
Georgetown University
01
eng
11
342
03
03
vi
03
00
336
03
24
JB code
LIN.APPL
Applied linguistics
24
JB code
LIN.LA
Language acquisition
24
JB code
LIN.EDUC
Language teaching
10
LAN009000
12
CFDC
01
06
02
00
Opens up a new framework that the authors call “technology-mediated TBLT,” in which tasks and technology are genuinely and productively integrated in the curriculum according to learning-by-doing philosophies of language pedagogy, new language education needs, and digital technology realities.
03
00
This volume contributes to the development and advancement of TBLT as a research domain by investigating the intersection between tasks and technology from a variety of theoretical perspectives (e.g., educational, cognitive, sociocultural) and by gathering empirical findings on the design and implementation of diverse tasks for writing, interaction, and assessment with the mediation of technological tools such as wikis, blogs, CMC, Fanfiction sites, and virtual and synthetic environments. The innovative blend of tasks and technology in technology-mediated communication is guided by task-based language teaching and learning principles, and the contexts of study span adult college-level education settings in the United States, Mexico, the Netherlands, and Malaysia. The volume opens up a new framework that the authors call “technology-mediated TBLT,” in which tasks and technology are genuinely and productively integrated in the curriculum according to learning-by-doing philosophies of language pedagogy, new language education needs, and digital technology realities.
01
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22
22
Article
1
01
04
Chapter 1. Towards technology-mediated TBLT
Chapter 1. Towards technology-mediated TBLT
01
04
An
introduction
An introduction
1
A01
01
JB code
275215197
Marta González-Lloret
González-Lloret, Marta
Marta
González-Lloret
2
A01
01
JB code
474215198
Lourdes Ortega
Ortega, Lourdes
Lourdes
Ortega
01
01
JB code
tblt.6.02gon
06
10.1075/tblt.6.02gon
23
50
28
Article
2
01
04
Chapter 2. The need for needs analysis in technology-mediated TBLT
Chapter 2. The need for needs analysis in technology-mediated TBLT
1
A01
01
JB code
111215199
Marta González-Lloret
González-Lloret, Marta
Marta
González-Lloret
01
01
JB code
tblt.6.03ada
06
10.1075/tblt.6.03ada
51
78
28
Article
3
01
04
Chapter 3. Prior knowledge and second language task production in text chat
Chapter 3. Prior knowledge and second language task production in text chat
1
A01
01
JB code
668215200
Rebecca Adams
Adams, Rebecca
Rebecca
Adams
University of Auckland
2
A01
01
JB code
846215201
Nik Aloesnita Nik Mohd Alwi
Nik Mohd Alwi, Nik Aloesnita
Nik Aloesnita
Nik Mohd Alwi
01
01
JB code
tblt.6.04sol
06
10.1075/tblt.6.04sol
79
114
36
Article
4
01
04
Chapter 4. Textbooks, tasks, and technology
Chapter 4. Textbooks, tasks, and technology
01
04
An
action research study in a textbook-bound EFL context
An action research study in a textbook-bound EFL context
1
A01
01
JB code
831433216
Maria-Elena Solares-Altamirano
Solares-Altamirano, Maria-Elena
Maria-Elena
Solares-Altamirano
01
01
JB code
tblt.6.05osk
06
10.1075/tblt.6.05osk
115
148
34
Article
5
01
04
Chapter 5. Promoting foreign language collaborative writing through the use of Web 2.0 tools and tasks
Chapter 5. Promoting foreign language collaborative writing through the use of Web 2.0 tools and tasks
1
A01
01
JB code
70215203
Ana Oskoz
Oskoz, Ana
Ana
Oskoz
2
A01
01
JB code
382215204
Idoia Elola
Elola, Idoia
Idoia
Elola
01
01
JB code
tblt.6.06syk
06
10.1075/tblt.6.06syk
149
182
34
Article
6
01
04
Chapter 6. TBLT and synthetic immersive environments
Chapter 6. TBLT and synthetic immersive environments
01
04
What can in-game task restarts tell us about design and implementation?
What can in-game task restarts tell us about design and implementation?
1
A01
01
JB code
920215205
Julie M. Sykes
Sykes, Julie M.
Julie M.
Sykes
01
01
JB code
tblt.6.07can
06
10.1075/tblt.6.07can
183
212
30
Article
7
01
04
Chapter 7. Collaborative tasks for negotiation of intercultural meaning in virtual worlds and video-web communication
Chapter 7. Collaborative tasks for negotiation of intercultural meaning in virtual worlds and video-web communication
1
A01
01
JB code
542215206
Silvia Canto
Canto, Silvia
Silvia
Canto
2
A01
01
JB code
736215207
Rick Graaff
Graaff, Rick
Rick
Graaff
3
A01
01
JB code
876215208
Kristi Jauregi
Jauregi, Kristi
Kristi
Jauregi
01
01
JB code
tblt.6.08gan
06
10.1075/tblt.6.08gan
213
238
26
Article
8
01
04
Chapter 8. The third dimension
Chapter 8. The third dimension
01
04
A
sociocultural theory approach to the design and evaluation of 3D virtual worlds tasks
A sociocultural theory approach to the design and evaluation of 3D virtual worlds tasks
1
A01
01
JB code
504215209
Gabriela Adela Gánem-Gutiérrez
Gánem-Gutiérrez, Gabriela Adela
Gabriela Adela
Gánem-Gutiérrez
01
01
JB code
tblt.6.09sau
06
10.1075/tblt.6.09sau
239
262
24
Article
9
01
04
Chapter 9. Lessons from the fandom
Chapter 9. Lessons from the fandom
01
04
Technology-mediated tasks for language learning
Technology-mediated tasks for language learning
1
A01
01
JB code
12215210
Shannon Sauro
Sauro, Shannon
Shannon
Sauro
Malmö University
01
01
JB code
tblt.6.10win
06
10.1075/tblt.6.10win
263
294
32
Article
10
01
04
Chapter 10. Formative, task-based oral assessments in an advanced Chinese-language class
Chapter 10. Formative, task-based oral assessments in an advanced Chinese-language class
1
A01
01
JB code
315215211
Paula Winke
Winke, Paula
Paula
Winke
01
01
JB code
tblt.6.11nie
06
10.1075/tblt.6.11nie
295
322
28
Article
11
01
04
Chapter 11. Evaluation of an online, task-based Chinese course
Chapter 11. Evaluation of an online, task-based Chinese course
1
A01
01
JB code
892215212
Katharine Brown Nielson
Brown Nielson, Katharine
Katharine
Brown Nielson
University of Maryland
01
01
JB code
tblt.6.12cha
06
10.1075/tblt.6.12cha
323
334
12
Article
12
01
04
Chapter 12. Afterword
Chapter 12. Afterword
01
04
Technology-mediated TBLT and the evolving role of the innovator
Technology-mediated TBLT and the evolving role of the innovator
1
A01
01
JB code
358215213
Carol A. Chapelle
Chapelle, Carol A.
Carol A.
Chapelle
01
01
JB code
tblt.6.13ind
06
10.1075/tblt.6.13ind
335
336
2
Miscellaneous
13
01
04
index
index
01
JB code
JBENJAMINS
John Benjamins Publishing Company
01
01
JB code
JB
John Benjamins Publishing Company
01
https://benjamins.com
Amsterdam
NL
00
John Benjamins Publishing Company
Marketing Department / Karin Plijnaar, Pieter Lamers
onix@benjamins.nl
04
01
00
20140724
C
2014
John Benjamins Publishing Company
D
2014
John Benjamins Publishing Company
02
WORLD
13
15
9789027207289
WORLD
03
01
JB
17
Google
03
https://play.google.com/store/books
21
01
00
Unqualified price
00
33.00
EUR
01
00
Unqualified price
00
28.00
GBP
01
00
Unqualified price
00
49.95
USD
983008554
03
01
01
JB code
JB
John Benjamins Publishing Company
01
JB code
TBLT 6 Pb
15
9789027207289
06
10.1075/tblt.6
13
2014010413
00
BC
01
240
mm
02
170
mm
08
635
gr
10
01
JB code
TBLT
02
1877-346X
02
6.00
01
02
Task-Based Language Teaching
Task-Based Language Teaching
01
01
Technology-mediated TBLT
Researching Technology and Tasks
Technology-mediated TBLT: Researching Technology and Tasks
1
B01
01
JB code
527131035
Marta González-Lloret
González-Lloret, Marta
Marta
González-Lloret
University of Hawai`i at Manoa
07
https://benjamins.com/catalog/persons/527131035
2
B01
01
JB code
252131036
Lourdes Ortega
Ortega, Lourdes
Lourdes
Ortega
Georgetown University
07
https://benjamins.com/catalog/persons/252131036
01
eng
11
342
03
03
vi
03
00
336
03
01
23
418.0078/5
03
2014
P53.28
04
Language and languages--Computer-assisted instruction.
04
Language and languages--Study and teaching--Methodology.
04
Task analysis in education.
10
LAN009000
12
CFDC
24
JB code
LIN.APPL
Applied linguistics
24
JB code
LIN.LA
Language acquisition
24
JB code
LIN.EDUC
Language teaching
01
06
02
00
Opens up a new framework that the authors call “technology-mediated TBLT,” in which tasks and technology are genuinely and productively integrated in the curriculum according to learning-by-doing philosophies of language pedagogy, new language education needs, and digital technology realities.
03
00
This volume contributes to the development and advancement of TBLT as a research domain by investigating the intersection between tasks and technology from a variety of theoretical perspectives (e.g., educational, cognitive, sociocultural) and by gathering empirical findings on the design and implementation of diverse tasks for writing, interaction, and assessment with the mediation of technological tools such as wikis, blogs, CMC, Fanfiction sites, and virtual and synthetic environments. The innovative blend of tasks and technology in technology-mediated communication is guided by task-based language teaching and learning principles, and the contexts of study span adult college-level education settings in the United States, Mexico, the Netherlands, and Malaysia. The volume opens up a new framework that the authors call “technology-mediated TBLT,” in which tasks and technology are genuinely and productively integrated in the curriculum according to learning-by-doing philosophies of language pedagogy, new language education needs, and digital technology realities.
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01
01
JB code
tblt.6.01gon
06
10.1075/tblt.6.01gon
1
22
22
Article
1
01
04
Chapter 1. Towards technology-mediated TBLT
Chapter 1. Towards technology-mediated TBLT
01
04
An
introduction
An introduction
1
A01
01
JB code
275215197
Marta González-Lloret
González-Lloret, Marta
Marta
González-Lloret
07
https://benjamins.com/catalog/persons/275215197
2
A01
01
JB code
474215198
Lourdes Ortega
Ortega, Lourdes
Lourdes
Ortega
07
https://benjamins.com/catalog/persons/474215198
01
eng
03
00
Computer and online-communication technologies have given rise to new tasks in the real world. The present collection* is based on two premises: (a) that rapid digital technological change fuels constant transformations in learning and language use, continually creating new language education needs, and (b) that these developments in turn demand suitable curricular and instructional responses, whereby tasks and technology are genuinely and productively integrated. In this introduction, we present our vision for how the canonical principles of task-based language teaching (TBLT) can be fitted integrally into the new language education and digital technology realities, and we outline a new framework that we call “technology-mediated TBLT” and which the book seeks to open up for new research. We also introduce each chapter and highlight connections among them as they provide relevant empirical evidence and help envision future needed research into technology-mediated TBLT.
01
01
JB code
tblt.6.02gon
06
10.1075/tblt.6.02gon
23
50
28
Article
2
01
04
Chapter 2. The need for needs analysis in technology-mediated TBLT
Chapter 2. The need for needs analysis in technology-mediated TBLT
1
A01
01
JB code
111215199
Marta González-Lloret
González-Lloret, Marta
Marta
González-Lloret
07
https://benjamins.com/catalog/persons/111215199
01
eng
03
00
Needs analysis (NA) is an important component of any well-developed language curriculum and an essential component of a task-based language curriculum (Long & Crookes 1993; Long & Norris 2000). It is actually “the first stage in the design of a TBLT program” (Long 2007, p. 124). In this chapter, the tasks that make up such a program are understood in real-world terms, as something that the “learners need to do with the language” (Norris 2009, p. 578) in order to function in a certain situation which is based on authentic needs (Long & Norris 2000). It is through a NA that the tasks to be included in the program are identified, as well as the language needed to be able to conduct them effectively and appropriately. In a technology-mediated TBLT program, the NA should address not just the language necessities (linguistic and pragmatic) to complete the tasks, but also the informational and multimodal digital skills needed to effectively engage with the technology. In addition, a NA should help us gather information about what innovations and technological tools are most appropriate for the curriculum, as well as inform us about the necessary training for students and teachers to be able to use them successfully. Although NAs have been reported in the literature in the field of language teaching since the early 1980s, they are not yet a systematic practice in language educational curriculum development. This chapter defends the importance of such a practice, especially for technology-mediated language teaching. It presents the steps necessary to conduct a well-balanced, reliable NA for a technology-mediated TBLT program that would target not only the language needs and wants of students, teachers, and administrators, but also their multimodal, digital and informational needs. The chapter includes examples of several NAs conducted for task-based technology curricula and discusses the possible challenges of conducting such NAs.
01
01
JB code
tblt.6.03ada
06
10.1075/tblt.6.03ada
51
78
28
Article
3
01
04
Chapter 3. Prior knowledge and second language task production in text chat
Chapter 3. Prior knowledge and second language task production in text chat
1
A01
01
JB code
668215200
Rebecca Adams
Adams, Rebecca
Rebecca
Adams
University of Auckland
07
https://benjamins.com/catalog/persons/668215200
2
A01
01
JB code
846215201
Nik Aloesnita Nik Mohd Alwi
Nik Mohd Alwi, Nik Aloesnita
Nik Aloesnita
Nik Mohd Alwi
07
https://benjamins.com/catalog/persons/846215201
01
eng
03
00
The Cognition Hypothesis framed by Robinson (2001; 2003; 2005) has generated a large body of research on how varying task complexity may influence second language (L2) production and learning opportunities; however, most of these studies were conducted in a face-to-face setting (e.g. Gilabert 2007; Gilabert, Baron & Llanes 2009; Kim 2009; Michel, Kuiken & Vedder 2007; Nuevo 2006; Nuevo, Adams & Ross-Feldman 2011). As computer-mediated communication becomes more pervasive in educational contexts, research that extends current understandings of principles of second language learning is increasingly important to help learners and teachers understand how best to make use of this technology to promote specific learning goals (see Kern 2006). The role of task complexity in computer-mediated environments may be particularly important, as this may influence how learners commit attentional resources to language processing during communication (Robinson 2005; Skehan 1998). This study examines the role of one task complexity factor, prior knowledge, on second language production in text-based chat. Analysis of the language produced by first language Malay engineering students engaged in text-based chat group tasks in English indicated that prior knowledge of the task subject area had a limited effect on the complexity and accuracy of language production. We conclude with a critical discussion of the applicability of the Cognition Hypothesis to task-based communication via text chat. We also provide suggestions for how L2 tasks can be implemented in computer-mediated contexts in order to promote attention to form, noting that considering language production and learning in CMC tasks challenges task-based theories and requires transformation of research methods and analysis.
01
01
JB code
tblt.6.04sol
06
10.1075/tblt.6.04sol
79
114
36
Article
4
01
04
Chapter 4. Textbooks, tasks, and technology
Chapter 4. Textbooks, tasks, and technology
01
04
An
action research study in a textbook-bound EFL context
An action research study in a textbook-bound EFL context
1
A01
01
JB code
831433216
Maria-Elena Solares-Altamirano
Solares-Altamirano, Maria-Elena
Maria-Elena
Solares-Altamirano
07
https://benjamins.com/catalog/persons/831433216
01
eng
03
00
This chapter reports on an action research study conducted in the context of English as a foreign language (EFL) tertiary education in Mexico. It examines the educational value of blending technology into a task-based instruction module that was designed around a pre-during-post-task model, following the main tenets of task-based language teaching (Ellis 2003; Van den Branden,Bygate & Norris 2009). The participants were three intact classes of pre-intermediate-level EFL students at the National Autonomous University of Mexico (UNAM) who completed 8 two-hour classes on a module of their textbook targeting grammar learning (simple past, past continuous, and used to). The module culminated with a writing activity, which served as the springboard for the design of an innovative Story Telling Contest task online. At the end of the textbook module, Group A (N = 25) engaged in this task-based, technology-mediated instructional design, Group B (N = 23) experienced the same task-based design but with no digital tools, and Group C (N = 25) did the writing activity in the original design offered in the textbook. The three groups were compared by collecting student perceptions through questionnaires and by measuring grammar learning via a pre- and post-test of narrative past tense use. A subset of 7 learners who experienced the task with the support of technology was also interviewed a few months later. The triangulated evidence suggests that, while all three instructional approaches led to similar linguistic gains in the use of narrative tenses, Groups A and B perceived the task design to have helped them develop rich new competencies, more so than the technological element. Students in Group A reported some additional value in the technology-mediated TBLT experience, including the improvement of their digital skills and the easy delivery of instructional material to carry out the task. This action research study contributes to the understanding of ways in which a task mediated by digital tools can enhance language learning in the context of traditional textbook-bound curricula.
01
01
JB code
tblt.6.05osk
06
10.1075/tblt.6.05osk
115
148
34
Article
5
01
04
Chapter 5. Promoting foreign language collaborative writing through the use of Web 2.0 tools and tasks
Chapter 5. Promoting foreign language collaborative writing through the use of Web 2.0 tools and tasks
1
A01
01
JB code
70215203
Ana Oskoz
Oskoz, Ana
Ana
Oskoz
07
https://benjamins.com/catalog/persons/70215203
2
A01
01
JB code
382215204
Idoia Elola
Elola, Idoia
Idoia
Elola
07
https://benjamins.com/catalog/persons/382215204
01
eng
03
00
This chapter reports on the benefits of embedding chats and wikis, two Web 2.0 social tools, within a module designed to teach the process model of writing with argumentative and expository essays. Sixteen learners enrolled in an advanced Spanish writing course at a mid-sized, east-coast university in the United States completed two three-week essay writing modules working collaboratively in pairs: the first writing piece was in the argumentative genre and the second concerned expository writing. In each module, the same sequence of pedagogic tasks scaffolded the learners through the writing stages of planning, drafting, getting feedback, revising, and publishing. Students were asked to use chats and wikis at specific points during the completion of the modules. Content analysis of the chat and wiki data showed that the synchronous nature of the chats encouraged learners to focus on the content and structure of their writing, while the wikis allowed learners to focus more on localized aspects of text production, such as grammar, fine-tuning of chosen vocabulary, and editing. Comparison of data across the two genres further indicated that while working on the argumentative essay learners focused on syntactic complexity, whereas for the expository essay (completed later in the same semester) learners focused more on accuracy. We conclude that the task-based collaborative approach to teaching process writing, with the mediation of the social tools, allowed learners to construct and reconstruct their content knowledge, to engage with various writing conventions, and to adopt an appropriate, genre-specific language register.
01
01
JB code
tblt.6.06syk
06
10.1075/tblt.6.06syk
149
182
34
Article
6
01
04
Chapter 6. TBLT and synthetic immersive environments
Chapter 6. TBLT and synthetic immersive environments
01
04
What can in-game task restarts tell us about design and implementation?
What can in-game task restarts tell us about design and implementation?
1
A01
01
JB code
920215205
Julie M. Sykes
Sykes, Julie M.
Julie M.
Sykes
07
https://benjamins.com/catalog/persons/920215205
01
eng
03
00
While previous work has identified a strong connection between tasks and digital games, very little empirical evidence exists to aid in our understanding of how tasks within these complex digital spaces should be designed, implemented, and evaluated so as to optimally support language learning. This chapter synthesizes evidence from 120 hours of in-game behavior data and 30 hours of interview data, collected in a larger study (Sykes 2008), in which 53 advanced learners of Spanish participated in Croquelandia, a synthetic immersive environment (SIE) explicitly designed for learning how to appropriately perform requests and apologies in Spanish. The chapter focuses on quest restarts, a design capability of SIEs that allows a player to repeat a task by resetting the conditions prior to a follow-up attempt. Through the empirical examination of how quest restarts were or were not actualized in participants’ choices while playing the SIE, I will demonstrate that restart elements of in-game tasks for language learning are critical to the successful design of SIEs. My discussion includes attention to designer intentions versus player actualization and a focus on ‘playing to learn’ versus ‘learning to play’ perspectives.
01
01
JB code
tblt.6.07can
06
10.1075/tblt.6.07can
183
212
30
Article
7
01
04
Chapter 7. Collaborative tasks for negotiation of intercultural meaning in virtual worlds and video-web communication
Chapter 7. Collaborative tasks for negotiation of intercultural meaning in virtual worlds and video-web communication
1
A01
01
JB code
542215206
Silvia Canto
Canto, Silvia
Silvia
Canto
07
https://benjamins.com/catalog/persons/542215206
2
A01
01
JB code
736215207
Rick Graaff
Graaff, Rick
Rick
Graaff
07
https://benjamins.com/catalog/persons/736215207
3
A01
01
JB code
876215208
Kristi Jauregi
Jauregi, Kristi
Kristi
Jauregi
07
https://benjamins.com/catalog/persons/876215208
01
eng
03
00
In many foreign language education settings, communication tasks in the target language mostly take place between nonnative-speaker classmates sharing the same mother tongue. ‘Networked’ environments such as voice-enabled 3D virtual worlds or video-web communication may have an added value in creating opportunities for language learners to synchronously communicate outside the classroom. As such, these tools may facilitate intercultural communication and collaboration with other (native) speakers of the target language. In the European Networked Interaction in Foreign Language Acquisition and Research (NIFLAR) project,* innovative e-learning environments were designed and studied for their potential to create authentic and interactive contexts that support the development of intercultural competence in foreign language learning contexts. The technology-mediated pedagogical tasks targeted intercultural communicative competence (following, e.g. Byram 1997; and Müller-Jacquier 2003), in which intercultural awareness and social interaction seek to play a much larger role than it is possible in current classroom-based foreign language education. The NIFLAR design also took into consideration the set of design principles that have emerged from TBLT research (Ellis 2003; Doughty & Long 2003; Long 2009; Norris 2009; Van den Branden 2006; Willis 1996). In this chapter we present NIFLAR’s technology-mediated, task-based framework for the development of intercultural competence and discuss its application to both video-web task-based communication and the virtual world Second Life by Dutch learners of Spanish communicating with native-speaker teachers of Spanish. We offer qualitative and quantitative data gleaned from the completion of two tasks and discuss the potential effects of technology-mediated TBLT in such environments, focusing on negotiation of intercultural meaning in communication between language learners and native speakers.
01
01
JB code
tblt.6.08gan
06
10.1075/tblt.6.08gan
213
238
26
Article
8
01
04
Chapter 8. The third dimension
Chapter 8. The third dimension
01
04
A
sociocultural theory approach to the design and evaluation of 3D virtual worlds tasks
A sociocultural theory approach to the design and evaluation of 3D virtual worlds tasks
1
A01
01
JB code
504215209
Gabriela Adela Gánem-Gutiérrez
Gánem-Gutiérrez, Gabriela Adela
Gabriela Adela
Gánem-Gutiérrez
07
https://benjamins.com/catalog/persons/504215209
01
eng
03
00
This chapter describes a theoretical framework for the design and evaluation of pedagogical tasks for 3D virtual world environments. The proposed framework is informed by Vygotskian Sociocultural Theory (SCT) and Activity Theory, two related sociocultural approaches to second (L2) language learning which, I argue, offer a particularly suitable paradigm for the design, implementation, and evaluation of technology-mediated tasks. Firstly, I provide an overview of what characterises 3D virtual worlds (3D VWs) and of current research into the potential of this technological application in the service of second language learning and teaching, and the range of tasks that this research has thus far inspected. Secondly, I briefly review core SCT concepts underlying the proposed framework and point out how they apply to 3D VW tasks. I then identify pedagogical principles derived from this approach to L2 learning and discuss their relevance in the context of technology-mediated task-based language teaching (TBLT) with specific reference to the current state and capabilities of 3D VWs. I also outline a task example designed to capitalise on the potential of 3D VWs for L2 learning. I conclude with a proposal for the application of Activity Theory to the evaluation of 3D VWs tasks. At a theoretical level, my goal in the chapter is to bring key sociocultural perspectives to TBLT and show how SCT can inform theoretically sound pedagogical design in TBLT. At a practical level, I hope to offer a framework for practitioners to support the design and evaluation of technology-mediated tasks in general and 3D VWs tasks in particular.
01
01
JB code
tblt.6.09sau
06
10.1075/tblt.6.09sau
239
262
24
Article
9
01
04
Chapter 9. Lessons from the fandom
Chapter 9. Lessons from the fandom
01
04
Technology-mediated tasks for language learning
Technology-mediated tasks for language learning
1
A01
01
JB code
12215210
Shannon Sauro
Sauro, Shannon
Shannon
Sauro
Malmö University
07
https://benjamins.com/catalog/persons/12215210
01
eng
03
00
This chapter builds upon work in media and fandom studies to explore the use of fandoms (online networks of fans of books, movies, bands, etc.) and fandom tasks as pedagogical tools in technology-enhanced language classes. This fandom-oriented task-based approach to computer-assisted language learning (CALL) looks at the creative and practical work of several online fandoms, and focuses on examples of four different technology-mediated language tasks that offer both technological and linguistic continuity with language learners’ target online activities. The chapter explores the linguistic skills and proficiency levels targeted by each of the four tasks and discusses curriculum implications. Finally, this chapter concludes with a discussion of specific technology-influenced pedagogical considerations associated with fandom tasks.
01
01
JB code
tblt.6.10win
06
10.1075/tblt.6.10win
263
294
32
Article
10
01
04
Chapter 10. Formative, task-based oral assessments in an advanced Chinese-language class
Chapter 10. Formative, task-based oral assessments in an advanced Chinese-language class
1
A01
01
JB code
315215211
Paula Winke
Winke, Paula
Paula
Winke
07
https://benjamins.com/catalog/persons/315215211
01
eng
03
00
This chapter reports on task-based, formative assessments of oral proficiency that were designed to help students self-monitor their oral development in a fourth-year, university foreign-language Chinese classroom. Seventeen advanced learners of Chinese completed two group role-play tasks two times during their 15-week semester. Both tasks were designed to follow a pre-task, main-task, post-task cycle and culminated within the same 90-minute lesson in individual oral assessments. Computerized tools aided in the design and delivery of both tasks and assessments. Immediately after completing each formative assessment, the learners were asked to self-rate their performances, which were then rated by two Chinese language experts as well. Finally, for each task and assessment cycle, a 30-minute reflective lesson was conducted by the teacher subsequently in class, in which students discussed their self-ratings and compared them to the expert ratings. The statistical comparison of student and expert ratings on the two task cycles suggests that students were realistic judges in their self-assessment and largely agreed with the expert raters in their estimations of the quality (i.e. accuracy, fluency, complexity, and accent/tones) of their task-based assessment performances. The chapter closes with a discussion of pedagogical implications and a call for oral formative assessments that are brought into the language classroom on a regular basis as part of task work, so as to support learners’ self-regulation and to increase their chances of language improvement.
01
01
JB code
tblt.6.11nie
06
10.1075/tblt.6.11nie
295
322
28
Article
11
01
04
Chapter 11. Evaluation of an online, task-based Chinese course
Chapter 11. Evaluation of an online, task-based Chinese course
1
A01
01
JB code
892215212
Katharine Brown Nielson
Brown Nielson, Katharine
Katharine
Brown Nielson
University of Maryland
07
https://benjamins.com/catalog/persons/892215212
01
eng
03
00
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.
01
01
JB code
tblt.6.12cha
06
10.1075/tblt.6.12cha
323
334
12
Article
12
01
04
Chapter 12. Afterword
Chapter 12. Afterword
01
04
Technology-mediated TBLT and the evolving role of the innovator
Technology-mediated TBLT and the evolving role of the innovator
1
A01
01
JB code
358215213
Carol A. Chapelle
Chapelle, Carol A.
Carol A.
Chapelle
07
https://benjamins.com/catalog/persons/358215213
01
eng
01
01
JB code
tblt.6.13ind
06
10.1075/tblt.6.13ind
335
336
2
Miscellaneous
13
01
04
index
index
01
eng
01
JB code
JBENJAMINS
John Benjamins Publishing Company
01
01
JB code
JB
John Benjamins Publishing Company
01
https://benjamins.com
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https://benjamins.com/catalog/tblt.6
Amsterdam
NL
00
John Benjamins Publishing Company
Marketing Department / Karin Plijnaar, Pieter Lamers
onix@benjamins.nl
04
01
00
20140724
C
2014
John Benjamins Publishing Company
D
2014
John Benjamins Publishing Company
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WORLD
WORLD
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John Benjamins Publishing Company
+31 20 6304747
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bookorder@benjamins.nl
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https://benjamins.com
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33.00
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28.00
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John Benjamins Publishing Company
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https://benjamins.com
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