Agency and technology-mediated task repetition with young learners

Abstract

This paper offers a review of the TBLT literature for young learners with an aim to identify some gaps where future research and classroom practice could be targeted. The specific focus of this review is on procedural task repetition for children, arguing that in addition to the linguistic benefits, task repetition is associated with important gains in the affective domain. It is suggested that technology-mediated task repetition, via tablet devices, can further enhance both opportunities for learning and confidence building and enjoyment. Due to the technological affordances, the learners are firmly in charge of creating dynamic, fluid tasks through cycles of reflection and practice, polishing their performance along the way, stretching towards their ‘upper potential’. To date research within TBLT with children has not explored yet what types of tasks children enjoy working with and why and how task repetition is realised when using tablet devices to record their own performances. This paper suggests steps that can be taken in this direction both in research and classroom practice.

Technology Integration Designed to Scaffold 5th Graders in Task-Based Language Teaching

“…Finally, the findings from the experimental group's feedback pointing to little difficulty during the implementation seems compatible with Solares (2014)'s argument that learners tend to be less anxious about making mistakes in technology integrated activities, and can be more motivated for completing the tasks (Park, 2010;Pinter 2019). This might also be due to the fact that it was the first time the students participated in such a technology based language class, being at a school with no computer or Internet access.…”

“…As illustrated in the studies above, it seems that technology integrated TBLT was studied in the Turkish context at the tertiary level, sometimes with a focus on learner attitude. There seems a need for research with more varied student profiles, and at lower levels of language proficiency, in line with recent suggestions from Ellis (2020) and Pinter (2019) for TBLT implementation with younger learners. In addition, technology integration must offer more than an add-on, and help create a space of meaning-making where affordances of technology serve as scaffolds to achieve a purpose.…”

Program evaluation of English language learning for EYL curriculum development in Indonesia: teachers’ perception, challenges, and expectation

“…Thus, involving them in various physical activities may be much more successful (Sulistyo et al, 2019). What participants shared in this study about the difficulty of handling student emotions during learning, Pinter (2019) proposed that YLs should be provided with meaningful and purposeful activities to engage them in learning a language.…”

Word Instruction Techniques in Saudi EFL Classrooms: Their Use and Perceived Usefulness by Teachers

“…This has led many vocabulary researchers to advocate for the merging of multiple word instruction techniques in EFL classes rather than the use of one particular technique. In this regard, Pinter (2006) advocates for the varied presentation of new words and believes that using a combination of word instruction techniques is more useful for vocabulary teaching than the use of a single technique. One apparent advantage of having word instruction varied in this way is keeping the learners’ attention throughout the class period (Slattery & Willis, 2001).…”

“…In general terms, vocabulary instruction research evolves around the idea of achieving effective word instruction in EFL classrooms. However, a good bulk of research on this topic took the form and is still oriented toward non-empirical suggestions and recommendations by researchers (e.g., Awaludin, 2013; Basurto, 2004; Beck et al., 2002; Blachowicz & Fisher, 2000; Blachowicz et al., 2006; Borg, 2003; Folse, 2010; Graves, 2006; McCarthy, 1990; Michel & Patin, 1972; Nam, 2010; Nation, 1990; Neuman & Wright, 2014; Pinter, 2006; Sedita, 2005; Slattery & Willis, 2001; Stahl & Shiel, 1992). As such, less attention has been given to the empirical investigation of the actual use of techniques used to facilitate vocabulary instruction either in terms of finding out the techniques EFL teachers currently use in their classrooms (i.e., the empirical descriptive lane of inquiry) or assessing the effectiveness of using certain individual techniques (i.e., the empirical prescriptive lane of inquiry).…”