Task type completion in lower level EFL classes: A conversation analytic study

Abstract

This study assesses a range of task-based interaction (i.e. structured vs. unstructured tasks) between lower-English-proficiency middle school English as a foreign language (EFL) learners in a task-based learning (TBL) class employing conversation analytic methodology. From the video data, which allowed for an emic analysis of the students’ vocal and non-vocal actions when engaging in the different task types, it was found that in both the structured and unstructured task interactions, because the students were mainly focused on task completion, there were frequent minimal turns and sequences. A deviant case analysis revealed that the participants prioritized task completion as the focus of activities even when engaging in social talk by evoking various types of roles (e.g. students, friends). The study proposes several pedagogical suggestions for employing tasks in lower-level EFL contexts.

The Effectiveness of Task-Based and Genre-Based Integrated Learning on English Language Proficiency of Thai Rural Secondary School Students

“…This case is similar to low-level English-proficiency middle school students in Korea learning through TBLT. They appeared to have minimal interactions, as the students mainly focused on task completion (Park, 2021). In addition, the fact that the students disagreed that they could apply their knowledge from the TIGA-based lessons to their daily life communication reflects English language education in Thai contexts.…”

L2 grammar‐for‐interaction: Functions of “and”‐prefaced turns in L2 students’ collaborative talk

“…Many of these tasks included several subtasks, often materialized in the form of lists of questions. The tasks were semistructured in that the teachers or textbooks had provided some instructions and guiding questions, yet the way the students accomplished the tasks was negotiated moment‐to‐moment as the interaction unfolded (see Park, 2021). For the analysis, we went through the videos and the transcripts, which were produced following CA conventions for transcription (Jefferson, 2004), and created a collection of sequences in which “and” featured in turn‐initial position, thus narrowing down the locus of analysis to a specific interactional phenomenon, that is, students’ “and”‐prefaced turns during the speaking tasks (for crosslinguistic comparability in interactional grammar research, see, e.g., Pekarek Doehler et al., 2021).…”

Application of Natural Language Processing-based Emotional Semantic Analysis in the “One Core, Three Integrations” Vocal Music Teaching Model

“…At present, Chinese vocal music education is backward in many aspects such as educational ideas, educational concepts, classroom models, and curriculum contents, and must be innovated and reformed to get better development. Vocal music teaching integrates knowledge, art, skills, and practice, and the curriculum highlights the demonstration characteristics, which have an irreplaceable role in developing students' musical talents and enhancing musical expression [7]. At the same time, vocal teaching assumes an important role in the school teaching system to cultivate students' artistic and aesthetic qualities and enhance their multicultural cognitive abilities.…”