Instruction of Spanish Direct and Indirect Object Pronouns through Task-Supported Videoconferencing Instruction

Abstract

Task-supported videoconferencing instruction emphasizes learner centeredness and experientiallearning in Second Language Acquisition (SLA). Still, relatively few studies have addressed the useof specific linguistic structures in online courses from a task-based perspective. The present studyexamines the effects of an online task-supported module on the acquisition of direct and indirect objectpronouns in Spanish. These pronouns are used very frequently by proficient Spanish speakers,but are less used by Spanish learners because of their morphological and syntactic complexity. Theresults of this study demonstrate the benefits of using an online task-supported module speciallydesigned to promote the use of direct and indirect object pronouns in Spanish through videoconference.Participants used the target structures on many occasions without being prompted to doso. The results suggest that the task-supported module is a promising approach to the teaching ofgrammar.

A Meta-Analysis of the Effect of Interactive Technologies on Language Education

“…The grammar component of language learning is equally crucial. It not only aids in effective communication but also reflects learners' ability to structure coherent thoughts into sentences (Lopez Vera, 2022). With the assistance of modern technologies, students have been observed to significantly improve their grammar skills, particularly in their ability to choose appropriate tenses and transition between active and passive sentence structures (Karimova et al, 2023;Shen, 2021;R.…”

“…Multimedia, also known as multimodal teaching in education, utilizes various means such as sounds, images, and role-playing to engage learners' diverse senses and enable them to participate in language learning collaboratively (Min, 2018). Technology-assisted tools are computerbased resources that provide language learners with platforms and extensive collections of authentic instructional materials via the internet (Lopez Vera, 2022).…”

“…Karimova et al (2023),Tavassoli & Beyranvand (2023),Bu (2023),Ma (2023),Zakian et al (2022),Rahimi et al (2021),Tang (2021),Cho (2021), Abudou (2014,Smith (2012),Shi (2012), Meli (2009 10 GrammarKarimova et al (2023), Lopez Vera (2022,Wang (2022), Shen (2021)Table 2. Subgroup 4 of Included Studies N Focus Study 1 Flipped classroom Sun (2022), Chen (2015), Prefume (2015) 2 Game Sarabchian (2021), Shen (2021), Yan (2019), Yükseltürk et al (2018) 3 Interactive approach Adel (2023), Jiang (2017), Idrees (2017), Cloe (2012) 4 Mobile Bu (2023), Tavassoli & Beyranvand (2023), Zakian et al (2022), Qiu (2017), Abudou (2014), Woloshen (2013) 5 Multimedia Dai et al (2023), Karimova et al (2023), Ma (2023), Liang et al (2023), Tang (2021), Min(2018),Wang (2010),Guo & Jia (2009), Meli (2009,He (2008) 6 Technology-assisted toolWei (2023), Lopez Vera (2022),Yang (2022),Cho (2021),Liang (2021),Kılıç (2020),Kocaman & İskender (2016), Glymph (2012,Sydorenko (2011), Su (2009 …”