Task-Based Language Learning and Teaching with Technology

263 Pages·2010·1.3 MB·english

by  Michael Thomas

Task-Based Language Learning and
Teaching with Technology
Also available from Continuum
Online Second Language Acquisition, Vincenza Tudini
Teacher Cognition and Language Education, Simon Borg
Task-Based Language
Learning and Teaching with
Technology
Edited by
Michael Thomas and
Hayo Reinders
Continuum International Publishing Group
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11 York Road Suite 704
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www.continuumbooks.com
© Michael Thomas, Hayo Reinders and contributors 2010
All rights reserved. No part of this publication may be reproduced or transmitted
in any form or by any means, electronic or mechanical, including photocopying,
recording, or any information storage or retrieval system, without prior permission
in writing from the publishers.
Michael Thomas and Hayo Reinders have asserted their right under the Copyright,
Designs and Patents Act, 1988, to be identifi ed as Authors of this work.
British Library Cataloguing-in-Publication Data
A catalogue record for this book is available from the British Library.
ISBN: 978-1-4411-0153-2 (hardcover)
Library of Congress Cataloging-in-Publication Data
Task-based language learning and teaching with technology / edited by
Michael Thomas and Hayo Reinders.
p. cm.
Includes bibliographical references and index.
ISBN 978-1-4411-0153-2 (hardback)
1. Language and languages--Computer-assisted instruction. I. Thomas, Michael, 1969-

II. Reinders, Hayo. III. Title.
P53.28.T38 2010
418.0078'5--dc22
2009051951
Typeset by Newgen Imaging Systems Pvt Ltd, Chennai, India
Printed and bound in Great Britain by the MPG Books Group
Contents
List of Figures and Tables vii
Notes on Contributors x
Foreword by Rod Ellis xvi
List of Abbreviations xix
Chapter 1: Deconstructing Tasks and Technology 1
Michael Thomas and Hayo Reinders
Part I: Research on Tasks in CALL
Chapter 2: Research on the Use of Technology in Task-Based
Language Teaching 17
Andreas Müller-Hartmann and
Marita Schocker-v. Ditfurth
Chapter 3: T ask-Based Language Teaching in Network-Based CALL:
An Analysis of Research on Learner Interaction in
Synchronous CMC 41

Mark Peterson
Chapter 4: Taking Intelligent CALL to Task 63
Mathias Schulze
Chapter 5: Effects of Multimodality in Computer-Mediated
Communication Tasks 83
Glenn Stockwell
vi Contents
Chapter 6: Measuring Complexity in Task-Based Synchronous
Computer-Mediated Communication 105
Karina Collentine
Part II: Applying Technology-Mediated Tasks
Chapter 7: Task Design for a Virtual Learning Environment in a
Distance Language Course 131
Regine Hampel
Chapter 8: Teacher Development, TBLT and Technology 154
Thomas Raith and Volker Hegelheimer
Chapter 9: Edubba: Real-World Writing Tasks in a
Virtual World 176
Kenneth Reeder
Chapter 10: The Enactment of Task Design in Telecollaboration 2.0 197
Mirjam Hauck
Chapter 11: Afterword: Future Directions for Technology-
Mediated Tasks 218
Gary Motteram and Michael Thomas
Index 239
List of Figures and Tables
Figures
Figure 2.1 Activity system (based on Engeström et al., 1999) 22
Figure 6.1 Sample treatment screen 114
Figure 6.2 N ominal cluster: Descriptive statistics of summed
z-scores by task and learner level 117
Figure 6.3 N arrative cluster: Descriptive statistics of summed
z-scores by task and learner level 119
Figure 6.4 P ropositional complexity cluster: Descriptive
statistics of summed z-scores by task and
learner level 121
Figure 6.5 O verlay of screens with timer bar and iChat
directions 123
Figure 9.1 Edubba’s virtual characters 178
Figure 9.2 Edubba’s conceptual design 179
Figure 9.3 The virtual city 180
Figure 9.4 The pedagogical model of writing in Edubba 191
Figure 10.1 Project Task 1 208
Figure 10.2 Proje ct Task 1, Part 3 new 211
Figure 10.3 2009 exchange – Task 2, Part 3 213
Figure 11.1 Needs analysis viewed through an activity
theory lens 223
Figure 11.2 The hexagon model of synchronous teaching
methodology 224
Figure 11.3 A model for implementing tasks in Second Life
from Deutschmann (2009) 227
viii List of Figures and Tables
Tables
Table 3.1 Potential advantages and limitations of interaction
in text-based real-time CMC for language learners 47
Table 3.2 K ey fi ndings of studies on learner interaction in
LAN-based CMC 50
Table 3.3 K ey fi ndings of studies on learner interaction in
chat-based CMC 53
Table 3.4 K ey fi ndings of studies on learner interaction in
chat-based CMC 56
Table 5.1 S tudents participating in the classes according
to year 91
Table 5.2 M ean number of words per chat session/
forum post 93
Table 5.3 M ean TTR for each chat session/forum post 94
Table 5.4 P ercentage of correctly spelt words in each
chat session/forum post 94
Table 5.5 M ean length of c-unit for each chat session/
forum post 95
Table 5.6 P ercentage of error-free c-units for each
chat session/forum post 95
Table 6.1 N ominal cluster: descriptive statistics of
summed z-scores by task and learner level 117
Table 6.2 N ominal cluster: signifi cance tests of summed
z-scores 118
Table 6.3 Narrative cluster: descriptive statistics of summed
z-scores by task and learner level 119

Table 6.4 Narrative cluster: signifi cance tests of summed
z-scores 119
Table 6.5 Propositional complexity cluster: descriptive
statistics of summed z-scores by task and
learner level 121
Table 6.6 Propositional complexity cluster: Signifi cance
tests of summed z-scores 121
Table 7.1 T ask framework 140
Table 7.2 A dditional dimensions of the task framework 141
Table 7.3 R ealization of Ellis’s and Oxford’s task features
in online design 142
List of Figures and Tables ix
Table 8.1 Standards-based model of task-based teaching
competencies 162
Table 8.2 L evels of task refl ection 165
Table 9.1 G enres and thinking skills in Edubba 184
Table 9.2 ‘ To-Do’ list for student interns’ orientation 186
Table 9.3 ‘ Task vs. Exercise’ learning activities 187
Table 9.4 ‘ To-Do’ list for staff reporters’ story 1 188
Table 10.1 Participant groups 202
Table 10.2 Project plan 203