scholarly journals Oral Interaction in the EFL Classroom: The Effects of Instructional Focus and Task Type on Learner Affect

2019 ◽  
Vol 103 (1) ◽  
pp. 308-326 ◽  
Author(s):  
ELINE S. L. VAN BATENBURG ◽  
RON J. OOSTDAM ◽  
AMOS J. S. VAN GELDEREN ◽  
RUBEN G. FUKKINK ◽  
NIVJA H. DE JONG
Keyword(s):  
Task Type ◽  
Instructional Focus ◽  
Oral Interaction ◽  
And Task

Effect of modality and task type on interlanguage variation

ReCALL ◽  
2017 ◽  
Vol 29 (2) ◽  
pp. 219-236 ◽  
Author(s):  
Hye Yeong Kim
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Computer Mediated Communication ◽  
Task Type ◽  
L2 Acquisition ◽  
Mediated Communication ◽  
Face To Face ◽  
Oral Interaction ◽  
Task Types ◽  
And Task

AbstractAn essential component for assessing the accuracy and fluency of language learners is understanding how mode of communication and task type affect performance in second-language (L2) acquisition. This study investigates how text-based synchronous computer-mediated communication (SCMC) and face-to-face (F2F) oral interaction can influence the performance of language learners in producing grammatical forms accurately when learners of English as a second language complete different tasks in their L2. Findings show a systematic variability in learner interlanguage that depends on mode of communication and task type. L2 learners used articles more correctly and produced advanced-stage questions more frequently in text-based SCMC than in F2F. These findings suggest that task types and the mode of communication in which a task is completed need careful selection based on pedagogical purposes in order to maximize L2 learning and better evaluate L2 performance.

scholarly journals The effects of instructional focus and task type on pre-vocational learners’ ability in EFL oral interaction

2019 ◽  
Vol 171 (2) ◽  
pp. 153-190 ◽  
Author(s):  
Eline van Batenburg ◽  
Ron Oostdam ◽  
Amos van Gelderen ◽  
Ruben Fukkink ◽  
Nivja de Jong
Keyword(s):  
Foreign Language ◽  
Task Type ◽  
Controlled Study ◽  
Control Group ◽  
Positive Effects ◽  
Instructional Focus ◽  
Oral Interaction ◽  
Business As Usual ◽  
Oral Skills ◽  
Interaction Skills

Abstract Little is known about the effect of diverging pedagogies on the development of interactional oral skills in a foreign language. In a controlled study, we evaluated three newly developed instructional programmes that were situated in the same training context, but that differed in instructional focus and type of task. These were compared to the effects of business-as-usual instruction. Multilevel analysis revealed that all experimental groups outperformed the ‘business-as-usual’ control group on oral interaction skills (N = 199), with similar results for the programmes. Positive effects were found on interaction skills for trained contexts of use only. No transfer was found to tasks in other contexts of use. We conclude that receiving contextualised oral interaction instruction is beneficial to the development of pre-vocational learners’ interaction skills.

The Influence of Hypertext Linking Structures on the Efficiency of Information Retrieval

1992 ◽  
Vol 34 (3) ◽  
pp. 351-367 ◽  
Author(s):  
Michael F. Mohageg
Keyword(s):  
Information Retrieval ◽  
Data Base ◽  
Task Type ◽  
Performance Gain ◽  
Hierarchical Network ◽  
Novice Users ◽  
Task Variables ◽  
Information Domain ◽  
Better Than ◽  
And Task

Hypertext systems parse documents into components connected by machine-supported links. This study investigated several usability issues relating to linking configurations in an information retrieval application. A HyperCardTM-based geography data base was used as the information domain. Linear, hierarchical, network, and combination hierarchical/network linking were of particular interest. In addition, the number of required links (two, four, or six links to reach the answer) and task type were the task variables studied. Task type refers to expert programmers' judgments as to whether a task is best suited to a hierarchical or network linking configuration. The intention was to identify the task situations under which each linking structure excels. Results indicated that users of the hierarchical linking structure performed significantly better than those using network linking (on average requiring 49 s less per task). Subjects using the combination condition performed no worse than those using the hierarchical condition, yet the combination condition provided no consistent advantages. Hence, for novice users of a system, no performance gain results from the inclusion of network links (in isolation or in combination with hierarchical).

Investigating task and modality switching costs using bimodal stimuli

2012 ◽  
Vol 25 (0) ◽  
pp. 22
Author(s):  
Raj Sandhu ◽  
Ben Dyson
Keyword(s):  
Task Switching ◽  
Visual Stimulus ◽  
Switching Costs ◽  
Stimulus Presentation ◽  
Task Type ◽  
Task Repetition ◽  
Specific Combination ◽  
Task Change ◽  
Modality Switching ◽  
And Task

Investigations of concurrent task and modality switching effects have to date been studied under conditions of uni-modal stimulus presentation. As such, it is difficult to directly compare resultant task and modality switching effects, as the stimuli afford both tasks on each trial, but only one modality. The current study investigated task and modality switching using bi-modal stimulus presentation under various cue conditions: task and modality (double cue), either task or modality (single cue) or no cue. Participants responded to either the identity or the position of an audio–visual stimulus. Switching effects were defined as staying within a modality/task (repetition) or switching into a modality/task (change) from trial n − 1 to trial n, with analysis performed on trial n data. While task and modality switching costs were sub-additive across all conditions replicating previous data, modality switching effects were dependent on the modality being attended, and task switching effects were dependent on the task being performed. Specifically, visual responding and position responding revealed significant costs associated with modality and task switching, while auditory responding and identity responding revealed significant gains associated with modality and task switching. The effects interacted further, revealing that costs and gains associated with task and modality switching varying with the specific combination of modality and task type. The current study reconciles previous data by suggesting that efficiently processed modality/task information benefits from repetition while less efficiently processed information benefits from change due to less interference of preferred processing across consecutive trials.

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