7. The motivational basis of language learning tasks

2002 ◽  
pp. 137-158 ◽  
Author(s):  
Zoltán Dörnyei
Keyword(s):  
Language Learning ◽  
Learning Tasks

A qualitative analysis of language learning tasks: the design of a tool

2008 ◽  
Vol 40 (6) ◽  
pp. 803-820 ◽  
Author(s):  
Carla Driessen ◽  
Gerard Westhoff ◽  
Jacques Haenen ◽  
Mieke Brekelmans
Keyword(s):  
Qualitative Analysis ◽  
Language Learning ◽  
Learning Tasks

L’acquisition de la langue orale par l’entremise de tâches de centres d’apprentissage de littératie dans des classes d’immersion française

2021 ◽  
pp. e20200116
Author(s):  
Josée Le Bouthillier ◽  
Renée Bourgoin ◽  
Joseph Dicks
Keyword(s):  
Language Learning ◽  
Professional Learning ◽  
Oral Language ◽  
Literacy Skills ◽  
Pedagogical Practices ◽  
Independent Learning ◽  
French Immersion ◽  
Oral Production ◽  
Learning Tasks ◽  
Language Literacy

This qualitative exploratory study examined the language/literacy tasks performed by elementary students from six elementary French Immersion (FI) classrooms. Various literacy tasks were performed as students rotated through different literacy centres/stations which had been pre-planned by their teachers. Specifically, researchers investigated students’ oral production and opportunities for extended oral output when working at independent learning centres/stations in order to identify key principles for creating literacy-enhancing tasks suitable for developing language literacy skills within second language (L2) contexts. Data were collected through classroom observations ( n = 23) to identify the types of literacy/language tasks proposed to L2 students, the nature of communicative functions, the targeted learning outcomes, and principles of effective L2 learning tasks. Results demonstrate the importance of adapting pedagogical practices, such as literacy centres/stations, borrowed from the first language teaching contexts to maximize L2 literacy/language learning and meet the specific needs of FI students. Results also highlighted the importance of ongoing professional learning opportunities for FI teachers specific to their L2 teaching contexts. Researchers propose principles for creating literacy/language tasks that promote oral language learning in FI contexts.

Familiar or Unfamiliar Context?

2015 ◽  
pp. 223-250
Author(s):  
Amir Mashhadi ◽  
Saeed Khazaie
Keyword(s):  
Language Learning ◽  
Vocabulary Learning ◽  
The Other ◽  
Mobile Game ◽  
Face To Face ◽  
Learning Tasks ◽  
Content Representation ◽  
L2 Learning ◽  
The Face ◽  
Age Range

This chapter endeavored to devise a motivating way to engage learners in L2 English learning tasks presented through the mobile game (m-game). It started on the issue of whether types of a displayed picture on m-games had any significant relationship with learners' performance in the blended mode of L2 learning. To that end, a cellphone-based form of the nonEnglish game of 'Xane Bazi', modified as didactic 'Xane Bazi' for English vocabulary learning, was grafted onto the face-to-face mode of content representation in the blended language learning module. 100 Iranian boys and girls within the age range of 10-13 were divided into two groups to learn English vocabulary items during 12 sessions of an academic semester: One group played a version of 'Xane Bazi' with learner-made paintings and the other group played a version of the game filled with photos. The results hinted at the desired effect of utilizing m-games as applying learner-made painting condition to didactic 'Xane Bazi' was proved to significantly ratchet up the participants' L2 learning.

scholarly journals The Predictive Evaluation of Language Learning Tasks

2011 ◽  
Vol 4 (1) ◽  
pp. 3
Author(s):  
Zorana Vasiljevic
Keyword(s):  
Language Learning ◽  
Task Design ◽  
Task Selection ◽  
Teaching Activities ◽  
Systematic Procedure ◽  
Learning Tasks

Teachers are often faced with difficulty in choosing appropriate teaching activities for use in their classroom. In selecting suitable materials for their learners, teachers need to be able to analyze any tasks (i.e., their objectives, procedures and intended outcomes) before they are applied in the classroom. This paper will attempt to outline a systematic procedure for predictive task evaluation. This model should help teachers to identify elements in the task design that are likely to affect the accuracy, fluency and complexity of the students’ output before the task is implemented in the classroom and thus help them to make decisions regarding task selection and their sequencing.

scholarly journals Beyond Entertainment: Novels and Film Adaptations in the ESL/EFL Classroom

1998 ◽  
Vol 15 (2) ◽  
pp. 50 ◽  
Author(s):  
Elisabeth Gareis ◽  
Martine Allard ◽  
Susan Gill ◽  
Jacqueline Saindon
Keyword(s):  
Language Learning ◽  
Social Interactions ◽  
Whole Language ◽  
Film Adaptations ◽  
The Novel ◽  
Writing Assignments ◽  
Learning Tasks ◽  
Video Project

This article explores techniques for use with longer works of literature and their film versions. Activities include discussions and writing assignments exploring the content of the selected novel or play, whole language exercises combining skill practice with social interactions, a video project allowing students to assume the roles of actors and crew members in their own production of the novel or play, and language learning tasks accompanying the viewing of the novel's or play's movie adaptation.

A prioriassessment of language learning tasks by practitioners

2009 ◽  
Vol 42 (4) ◽  
pp. 504-518 ◽  
Author(s):  
Gerard J. Westhoff
Keyword(s):  
Teacher Education ◽  
Cognitive Psychology ◽  
Language Learning ◽  
A Priori ◽  
Reliability And Validity ◽  
Learning Task ◽  
Theoretical Framework ◽  
Learning Materials ◽  
Learning Tasks ◽  
Depth Analysis

Teachers' competence to estimate the effectiveness of learning materials is important and often neglected in programmes for teacher education. In this lecture I will try to explore the possibilities of designing scaffolding instruments fora prioriassessment of language learning tasks, based on insights from SLA and cognitive psychology, more specifically connectionist theory. I will subsequently outline the development and evaluation of a ‘yardstick’ to judge complex, integrated, life-like tasks, such as WebQuests. The possibilities will be explored of performing in-deptha prioritask analyses as a learning task for teachers in order to enhance their competence in making ‘educated guesses’ about task effectiveness. Finally, an experiment will be described to determine the reliability and validity of an instrument for in-depth analysis of language learning tasks based on the theoretical framework previously described.

Metacognitive awareness in foreign language learning through Facebook

2015 ◽  
Vol 4 (2) ◽  
pp. 174-192 ◽  
Author(s):  
Ward Peeters
Keyword(s):  
Social Network ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Metacognitive Awareness ◽  
Learning Goals ◽  
First Year ◽  
Learning Tasks ◽  
Social Media Platforms ◽  
Working Together ◽  
Set Up

While over the past decade social network sites have enabled both learners and teachers to set up various forms of online collaborative learning environments, there is an ongoing discussion on how collaboration through these social media platforms can be situated with regard to the development of metacognitive awareness (Li, Pow & Cheung, 2015). This paper presents a study on the development of learners’ metacognitive awareness of first-year English majors collaborating in a closed Facebook group. The theoretical framework for the development of metacognition, proposed by Gunawardena et al. (2009), was used to analyse the students’ metacognitive strategies when working together online. The study shows that students utilise the social network site to complete given learning tasks, and extend their use of the forum by setting new learning goals and socialising with their peers. The students show that, through peer collaboration, they are able to evaluate and plan their learning process online.

An analysis of student engagement patterns in language learning facilitated by Web 2.0 technologies

ReCALL ◽  
2016 ◽  
Vol 28 (2) ◽  
pp. 104-122 ◽  
Author(s):  
Chen-Chung Liu ◽  
Pin-Ching Wang ◽  
Shu-Ju Diana Tai
Keyword(s):  
Elementary School ◽  
Web 2.0 ◽  
Language Learning ◽  
Educational Practice ◽  
School Students ◽  
Oral Fluency ◽  
Learning Tasks ◽  
Digital Stories ◽  
Strategic Motivation ◽  
Northern Taiwan

AbstractRecent research indicates that Web 2.0 applications contribute to supporting a social constructivist approach for language learning. However, students encounter different types of barrier associated with technologies and learning tasks, which can cause disengagement during different phases of learning. Thus, based on flow theory and the strategic motivation framework, this study aims to investigate students’ motivation and their engagement patterns while participating in Web 2.0 digital storytelling activities. The participants are 24 elementary school students of a suburban school in northern Taiwan. Over 19 weeks of observations on students aged 9–10 years in a third-grade classroom, data were collected through three sources: surveys, students’ digital stories, and English tests. The analysis of the data showed that motivation was a dynamic process, initially low but increasing in later phases. A dynamic pattern was also identified in the students’ flow perceptions, which included two cycles of disengagement and reengagement. Students encountered different challenges that led to disengagement phases, which highlighted the need for specific types of learning support in elementary school contexts. In addition, the participants’ vocabulary and oral fluency were found to have been enhanced by the end of the study. The implications for educational practice are discussed and the direction for future studies addressed.

scholarly journals Self-directed use of mobile devices for language learning beyond the classroom

ReCALL ◽  
2017 ◽  
Vol 30 (3) ◽  
pp. 299-318 ◽  
Author(s):  
Chun Lai ◽  
Dongping Zheng
Keyword(s):  
Language Learning ◽  
Mobile Devices ◽  
Language Learners ◽  
Mobile Learning ◽  
Learning Experience ◽  
Learning Experiences ◽  
Educational Interventions ◽  
Three Dimensions ◽  
Foreign Language Learners ◽  
Learning Tasks

AbstractThe essence of mobile learning is learners’ agentic use of mobile devices to create learning experiences across time and space. Thus, understanding learners’ perceptions and preferred use of mobile devices for learning are critical to realizing the educational potentials of mobile learning. This study explored language learners’ self-directed use of mobile devices beyond the classroom through a survey and interview study with foreign language learners at a university in Hong Kong. A total of 256 learners were surveyed and 18 were interviewed to understand the nature of mobile language learning experiences that these learners engaged in autonomously beyond the classroom. Exploratory factor analysis yielded three dimensions of self-directed out-of-class mobile learning experience. Among the three dimensions, learners were found to use mobile devices more for facilitating the personalization of learning than for enhancing the authenticity and social connection in learning. This study further revealed that selective use was an outcome of the interaction between learner-defined affordances of the devices, their culturally informed and habitual use of the devices, their perceptions of the nature of the learning tasks, and the tempo-spatial circumstances of task implementation. The findings suggest that these factors need to be considered when designing mobile learning activities and educational interventions that promote mobile learning beyond the classroom.

scholarly journals Communicative Activities in Saudi EFL Textbooks: A Corpus-driven Analysis

2018 ◽  
Vol 9 (6) ◽  
pp. 1301
Author(s):  
Ahmad Al Khateeb ◽  
Sultan Almujaiwel
Keyword(s):  
Saudi Arabia ◽  
Language Learning ◽  
Corpus Analysis ◽  
Efl Learners ◽  
Learning Tasks ◽  
The Poor ◽  
Wide Range ◽  
Authentic Language ◽  
Oral Skills ◽  
Everyday Communication

This paper investigates the speaking and communication tasks in EFL textbooks in Saudi Arabia by means of corpus analysis. This analysis explores the extent to which the speaking tasks provided in Saudi EFL textbooks are communicatively incompetent, and is important due to the unsatisfactory, limited levels achieved by many learners of English at most educational stages, specifically primary, intermediate, and secondary. The reason for the poor oral skills among many EFL learners is due to the absence of authentic language learning tasks in a wide range of situations. The techniques used to detect the range of communicative tasks are based on sketching and retrieving the n-grams of in pairs and the verbal collocates say, talk, tell, ask, and discuss in a span of n = 2 ≤ ≥ 2. The experimental analysis driven from the intended textbooks shows that speaking tasks lack reasonable distributions of everyday communication examples and speaking/communicative situations.

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