Technology-mediated TBLT : Researching Technology and Tasks.

Technology-mediated TBLT : Researching Technology and Tasks.

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 instr...

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Bibliographic Details
Main Author: González-Lloret, Marta
Format: eBook
Language:English
Published: John Benjamins Publishing Company, 2014.
Series:Task-based language teaching ; 6.
Subjects:
Language and languages > Computer-assisted instruction.
Language and languages > Study and teaching > Methodology.
Task analysis in education.
FOREIGN LANGUAGE STUDY > Multi-Language Phrasebooks.
LANGUAGE ARTS & DISCIPLINES > Alphabets & Writing Systems.
LANGUAGE ARTS & DISCIPLINES > Grammar & Punctuation.
LANGUAGE ARTS & DISCIPLINES > Linguistics > General.
LANGUAGE ARTS & DISCIPLINES > Readers.
LANGUAGE ARTS & DISCIPLINES > Spelling.
Language and languages > Computer-assisted instruction
Language and languages > Study and teaching > Methodology
Task analysis in education
Online Access:Click for online access
Table of Contents:
  • Technology-mediated TBLT
  • Editorial page
  • Title page
  • LCC data
  • Table of content
  • Chapter 1. Towards technology-mediated TBLT
  • Introduction
  • CALL and TBLT: Potential for synergies
  • Towards a new understanding of technology-and-task integration: Technology-mediated TBLT
  • Structure of the collection
  • Summary of the main chapters
  • Limitations and future research
  • References
  • Chapter 2. The need for needs analysis in technology-mediated TBLT
  • Introduction
  • Defining and conducting a NA: Needs, wants, desires
  • Examples of NA in language teaching
  • The central role of NA in TBLT
  • Early NAs in technology-mediated education: Tasks, language, and technology needs
  • Propelling technology to center stage in NA for technology-mediated TBLT
  • What to include in a NA of technology-mediated TBLT
  • Tasks
  • Tools
  • Digital literacies
  • Access to technology
  • Looking forward to the future: A new model of TBLT and needs analysis
  • Conclusion
  • References
  • Chapter 3. Prior knowledge and second language task production in text chat
  • Introduction
  • Tasks in computer-mediated contexts
  • Task complexity and language production
  • Prior knowledge and task-based performance
  • The Cognition Hypothesis and CMC
  • The present study
  • Method
  • Participants
  • The task
  • Procedure
  • Data collection
  • Coding of complexity, accuracy, and fluency in CMC data
  • Results
  • Discussion
  • Conclusion
  • References
  • Chapter 4. Textbooks, tasks, and technology
  • Introduction
  • Tasks and TBLT in textbook-bound contexts for L2 learning and teaching
  • The action research study
  • Online TBLT design: The Story Telling Contest task
  • Method
  • Participants
  • Task design and implementation
  • Data collection and analysis
  • Results
  • Quantitative evidence of student perceptions
  • Qualitative evidence from questionnaires.
  • Further insights from interviews
  • Summary of qualitative perceptions
  • Evidence from gap-filling test on narrative tenses
  • Discussion
  • Limitations and conclusion
  • PostScript
  • References
  • Digital Tools
  • Anchor 76
  • Appendix A
  • Appendix B
  • Chapter 5. Promoting foreign language collaborative writing through the use of Web 2.0 tools and tasks
  • Introduction
  • Teaching task-based process writing
  • Collaboration and social, mediated learning
  • Chats and wikis as Web 2.0 social tools for language learning
  • The genres of argumentation and exposition
  • Our previous research and present research questions
  • Method
  • Participants
  • Procedure and schedule
  • The task-based writing module
  • Data
  • Analysis
  • Results
  • Composition elements: Effects of social tool and genre
  • Synchronous Interactions in Chats: Collaboration and scaffolding
  • Accuracy and syntactic complexity of task products
  • Discussion
  • The role of chats and wikis in task-based collaborative writing
  • Insights about writing in two genres
  • Accuracy and syntactic complexity of essay products
  • A cautionary note on accuracy
  • Limitations and conclusion
  • References
  • Chapter 6. TBLT and synthetic immersive environments
  • Introduction
  • Tasks, fail states, and quest restarts in synthetic immersive environments
  • Croquelandia
  • Method
  • Participants
  • Curricular implementation
  • Procedures for data collection
  • Procedures for data analysis
  • Results
  • Total number of quest restarts
  • Quest restarts by gameplay context
  • Quest restarts by scenario
  • Discussion
  • Designer intentions versus player actualization
  • Playing to learn versus learning to play
  • Conclusion
  • References
  • Appendix A
  • Sample Interview Questions
  • Chapter 7. Collaborative Tasks for Negotiation of Intercultural Meaning in Virtual Worlds and Video-web Communication.
  • Introduction
  • Background
  • Affordances of networked synchronous communication
  • Design principles for intercultural online tasks
  • Method
  • Research questions and data
  • Context of the wider NIFLAR project
  • Results
  • A look at negotiation of intercultural meaning
  • Support for intercultural learning
  • Perceptions of Synchronous Online Tasks
  • Discussion and conclusion
  • References
  • Appendix
  • Global task descriptions.
  • Chapter 8. The third dimension
  • Introduction
  • 3D virtual worlds for L2 learning: Affordances and limitations
  • An overview of the research
  • Tasks for L2 learning in 3D virtual worlds
  • Sociocultural theory for task development: Theoretical foundations
  • SCT-based pedagogical principles for the design of technology-mediated tasks
  • SCT for technology-mediated TBLT: A 3D VW task example
  • A cultural journey
  • Evaluating tasks and activity in 3D VWEs
  • Concluding remarks
  • References
  • Appendix
  • A Cultural Journey
  • Chapter 9. Lessons from the fandom
  • Introduction
  • Task-based language teaching and fandom tasks
  • FictionAlley.com and threaded games
  • Blogs and role playing games
  • Wikis and literary lexicons
  • Video, translation software, and fan subbing
  • Discussion and conclusion
  • References
  • Chapter 10. Formative, task-based oral assessments in an advanced Chinese-language class
  • Introduction
  • Learning Chinese as a foreign language through tasks
  • Philosophy of tasks in an advanced Chinese language class
  • Formative task-based assessments and self-reflection
  • The current study
  • Method
  • Participants
  • Student needs
  • Task Design
  • Task-based formative assessments and self-reflection
  • Analysis of ratings
  • Results
  • Discussion
  • A role for formative assessment
  • A role for technology
  • Looking to the future
  • Conclusion
  • References
  • Appendix A.
  • Future Language Use Survey
  • Appendix B
  • Excerpts from the "Chinese Language School" Pre-task Activity
  • Anchor 151
  • Appendix C
  • Appendix D
  • Self-Assessment of Speaking Ability
  • Chapter 11. Evaluation of an online, task-based Chinese course
  • Introduction
  • TBLT as a framework for online language instruction and assessment
  • Design of the online, task-based Chinese course
  • Research questions
  • Method
  • Participants
  • Data collection
  • Results
  • Task participation rates
  • Performance-based assessments
  • STAMP proficiency tests
  • Survey data
  • Discussion
  • Conclusion
  • References
  • Appendix
  • Chapter 12. Afterword
  • From innovation to obvious
  • An evolution of task qualities
  • Challenges for technology-mediated TBLT
  • Redefining targeted L2 competence
  • Selecting and analyzing real-world tasks
  • Preparing learners to create a future
  • Developing an evaluation argument
  • Concluding thoughts: The innovator's evolving mission
  • References
  • Index.

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