Considerations for the Design of Pedagogical Tasks in Computer‐Based L2 Listening

Abstract

This multi‐stage study introduces a comprehensive set of considerations to inform task design for pedagogical purposes in computer‐based L2 listening environments. Using a 360‐degree approach to consideration construction and validation, which included bottom‐up and top‐down perspectives, this study engaged participants with diverse backgrounds in language learning, language teaching, and research, and employed varied data collection and data analysis procedures. During the initial stage, we used educational engineering techniques to elicit personal goals from 68 high school learners of English. In Stage 2, we undertook a participatory action research cycle involving pre‐service and in‐service language teachers to construct guidelines based on the data analysis and results from Stage 1. Finally, in Stage 3, we refined and validated those guidelines and devised a final set of eight considerations with the input of L2 listening and CALL experts. We conclude this paper by presenting the final set of eight considerations to the community and encourage implementation in diverse language teaching contexts.