The Effects of Technology-Mediated TBLT on Enhancing the Speaking Abilities of University Students in a Collaborative EFL Learning Environment

Chen, Kate Tzu-Ching

doi:10.1515/applirev-2018-0126

Cited by 12 publications

(6 citation statements)

References 29 publications

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“…Based on the findings, accuracy in writing was the most difficult to achieve for this group of learners, receiving the lowest points in the evaluation rubric. However, providing pre-activities in each session seems to have helped the development of content and vocabulary knowledge in preparation for the main task, as suggested in the literature (Chen, 2019;Ellis et al 2020;Gibbons, 2014). Nonetheless, it may be inferred from the increase in 4 of the 5 groups' blog entry scores that the students started using the skills they were gaining.…”

Section: Discussionmentioning

confidence: 98%

“…Ellis, 2017;Lambert & Kormos (2014), and technology-integrated studies involved mostly more advanced, usually college level learners (e.g. Chen 2019, Oskoz & Elola, 2014Solares, 2014). This study aimed to employ affordances of technology by carefully designed language activities based on TBLT and scaffolding framework for learning software (Quintana et al 2004), implemented in a station rotation model.…”

Section: Introductionmentioning

confidence: 99%

“…Teknolojinin sağladığı olanaklardan uygun şekilde yararlanan iyi tasarlanmış bir görev temelli öğrenme ortamı, amaca yönelik dil çıktıları için birçok fırsat sunabilir. Son yirmi yılda geniş çapta çalışılmış olmasına rağmen (Ellis, 2017), teknolojiyle bütünleştirilmiş Görev Temelli Dil Öğretimi (TBLT) çoğunlukla üniversite düzeyindeki öğrencileri içermekteydi (Chen 2019, Oskoz & Elola, 2014Solares, 2014). Oysa Görev Temelli Dil Öğretiminin daha küçük yaşlarda ve başlangıç düzeyi öğrencileri için tasarlanan öğrenme ortamlarında da benimsenebileceği ortaya konmuştur (Ellis vd., 2020;Lambert ve Kormos, 2014).…”

Section: Introductionunclassified

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

BAŞARAN

Kartal

2022

Mersin Üniversitesi Eğitim Fakültesi Dergisi

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The purpose of this study was to develop, implement, and evaluate technology enhanced scaffolding design in Task Based Language Teaching (TBLT) for English beginner level students at a middle school with a limited technology infrastructure and low SES profile. The implementation’s effectiveness was assessed by a comparison of pre and posttest data from 38 fifth graders in a control and experimental group, as well as an analysis of the latter’s responses to classroom tasks and feedback questions collected periodically. While both groups progressed, the experimental group significantly outperformed the control in the posttest. Paired samples comparisons showed that the learners in the experimental group improved their test scores significantly in all the subtests, while those in the control showed a significant increase only in vocabulary questions. The additional descriptive analysis of the qualitative data collected from the experimental group provided evidence for how this difference occurred. Based on the findings of the study, an amendment to the guidelines for scaffolding design software is suggested from the perspective of teaching English as a Foreign Language (EFL) in limited contexts.

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Section: Discussionmentioning

confidence: 98%

Section: Introductionmentioning

confidence: 99%

Section: Introductionunclassified

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

BAŞARAN

Kartal

2022

Mersin Üniversitesi Eğitim Fakültesi Dergisi

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“…The idea of successful learning is attained in case of learners who fully collaborate in the activities. Thus, communication and technology expand the number of academic tasks due to the availability of a large resources of internet (Järvi et al, 2018;Pérez-Paredes et al, 2019;Belina, 2020;Chen, 2021), improve the credibility of duties and provide encouragement for having to implement an assignment in the school environment (Lan, 2020;Masuram and Sripada, 2020), and they simplify the students' participations in the tasks (Kalmykova et al, 2018;Deng et al, 2019;Fedorenko et al, 2019;Lan, 2020;Masuram and Sripada, 2020).…”

Section: Review Of the Literature Task-based-teachingmentioning

confidence: 99%

Lexical and cohesive links in EFL learners' writing: Exploring the use of task based language teaching

Albelihi

2022

Front. Educ.

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As English has become the preferred language for recording current innovation and technological breakthroughs, text is the essential medium through which EFL learners enhance their writing abilities. Desirable though it may be, the researcher's experience has shown that most male students have just rudimentary L2 writing skills and are unable to write coherent passages in English. This implies a chasm between learners' lexical and cohesive connections and earlier research has focused on ways and means to bridge this gap. However, the current study is ground-breaking in this field as it explores the efficacy of task-oriented training in filling this chasm. Using linguistic learning methods, the current research examines the efficacy of lexical and cohesive links in enhancing undergraduates' writing. The study sample comprises 35 learners from an intermediate EFL reading class who are exposed to an intervention lasting 15 weeks. Data analysis shows that in the post-test, the learners' grammatical and vocabulary skills are enhanced dramatically, particularly in the discourse analysis sections. Furthermore, during group work activities, (i) students are more engaged and motivated, and they acquire more knowledge about the language system, identification, cause and effect, “if” clause and the purpose and function of using the passages given; (ii) half of the students' grammar proficiency and use of lexical items was correct in the writing output. Finally, the study shows that the biggest obstacle that the students faced in their writings and which they struggle to master is the use of the “if” clause which only 13 students could finally master. In addition, the study shows that (73%) of the students could master the discursive linkers in their writings better than the lexical or grammatical elements. Ultimately, the present study offers practical consequences that EFL teachers may want to contemplate including in their future classes.

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“…, Nget, Pansri, and Poohongthong (2020),Chen (2021), andDarrashiri and Mazdayasna (2021), who indicated positive evidences of the impacts of task-based teaching interventions on improving EFL learners' speaking skills and enhancing oral fluency. They reported that the communicative task completion interventions throughout treatment sessions resulted in significant changes in oral fluency and conclusive outcome in terms of oral speech fluency were obtained.…”

mentioning

confidence: 99%

Improving the Fluency of the Iranian EFL Learners’ Oral Performance through Task Variation

Dogolsara

Ahangari²,

Seifoori³

2022

IJREE

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Researchers have extensively studied factors that impact the development of fluency in L2 oral production while there is scant evidence regarding task variation-related effects. Therefore, this study sought to investigate the effects of task variation involving group dialogue, dialogue unscrambling, and dialogue completion on Iranian EFL learners' oral speech fluency. To this end, 80 EFL learners were assigned to three experimental groups (EXG1, EXG2, and EXG3) and one control group shown as CONG. The EXG1 was treated by three tasks, i. e., dialogue completion, dialogue unscrambling, and group dialogue, the EXG2 through two tasks involving dialogue completion and dialogue unscrambling, the EXG3 by dialogue unscrambling task, and the CONG was instructed by teacher conventional method. The groups were pretested and posttested through the speaking section of Preliminary English Test (PET). The participants' interview transcriptions were then coded for scoring and statistical analysis of fluency to show the effects of treatment for each group. The four groups received their required instructions for ten sessions. The findings revealed that task variation made significant differences in the learners' oral fluency achievement. The analyses made through running ANOVA and Post Hoc yielded to the conclusion that EXG1, instructed through a combination of the three tasks, outperformed the other groups regarding fluency achievement. The findings of this study have pedagogical implications for teachers, EFL learners, and syllabus designers.

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The Effects of Technology-Mediated TBLT on Enhancing the Speaking Abilities of University Students in a Collaborative EFL Learning Environment

Cited by 12 publications

References 29 publications

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

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

Lexical and cohesive links in EFL learners' writing: Exploring the use of task based language teaching

Improving the Fluency of the Iranian EFL Learners’ Oral Performance through Task Variation

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