Task-based language teaching (TBLT) has attracted a great deal of interest since its inception, as reflected in a large body of relevant literature; most of the literature deals with TBLT in in-person (IP) settings and a small number of TBLT applications in online settings. The shift from the traditional IP mode to the virtual classroom caused by COVID-19 has made the effective application of TBLT a concern. However, most of the past studies have been conducted from the researcher’s perspective, which cannot meet the urgent needs of language teachers from a practical standpoint. This study examined TBLT in virtual Chinese classroom from the perspectives of teachers and students. The action research was conducted to observe the challenges students encountered in online TBLT sessions. Surveys and interviews were conducted to collect data from participants to understand the students’ viewpoints towards online TBLT. The data were analyzed to determine how teachers made actions to improve the TBLT learning and whether these actions were effective. After six weeks of research, the data from the participants revealed that students encountered many problems in online TBLT session, such as difficulties of applying online TBLT including student’s lack of media literacy and the limitedness of Zoom affordance; the challenges of designing tasks for online L2 TBLT class such as teacher’s lack of attention on taking students’ task preferences, grouping methods and targeted prompts into consideration; as well as the challenges of peer collaboration in virtual TBLT for example the dis-connectivity, peer communication, and response distribution issues. In response to challenges that I observed in my study, I integrated and analyzed the following teacher actions to help improve students’ performance and the effectiveness of online TBLT sessions. I rewrote the prompts to provide students with multiple perspectives on the context and appropriate vocabulary in terms of the pre-task materials. Also, I selected relevant grouping patterns for each task type and grouped them appropriately. Moreover, I reduced the power imbalance between the teacher and students, intervened in the in-task discussions appropriately, provided students with guidance on specific Zoom classroom functions, and effectively managed the time spent on each cycle of the TBLT. Last but not least, I enhanced student meta-cognition, provided students with complete information about the TBLT process, explained the benefits and purpose of the assignment, encouraged interaction and collaboration among the students, and attempted to provide a safe and comfortable learning environment for students. To conclude, both students and teachers encounter challenges in this new online learning model environment; thus, we all need to adapt and learn how to learn and teach in this new situation. In this study, I tried different approaches to improve the observed problems and promote the effectiveness of teaching and the learning experience of students through a teacher action research approach. Feedback from participants indicated that the actions were effective. The study revealed that teacher should take the students’ needs into consideration when designing and implementing online TBLT in the future and make a difference through teacher actions. It is hoped that this study can offer some implications on applying TBLT in the virtual setting.

This research is a practitioner inquiry into change in concepts in contexts of task based discourse in teacher education classrooms. The particular concepts selected for study are epistemic beliefs about knowledge in history. A hypothesis that there is a relationship between a perception of agency in task based discourse and change in concepts is proposed for research on the basis of a review of Kuhn's arguments for paradigm change and those of others on the problems of convergence of meaning between paradigms.1 Four of five quasi experimental studies conducted find tentative support for the alternative hypothesis and demonstrate how the relationship could be tested in the field. Change in epistemic beliefs from pre-test to post-test is significant in both groups, Control and Experimental, and consistently more and better change with moderate effect sizes is seen in the Experimental groups. A matched pedagogical method, experience of a range of suitable examples, Skemp (1971) was provided to both Control and Experimental groups and this is found to be effective in developing beliefs. The experimental construct, a perception of agency in task based discourse was enhanced in Experimental groups alone, which is used to explain the difference in change. A rubric, the Categories of Beliefs about Knowledge in History, CBKH, is developed and employed to examine responses to open ended questions. Likert Scales are also used and conclusions are drawn with a final quantitative analysis of data. Excerpts from a focus group discussion illustrate the process.

京都大学 / 新制・課程博士 / 博士(人間・環境学) / 甲第24686号 / 人博第1059号 / 新制||人||248(附属図書館) / 2022||人博||1059(吉田南総合図書館) / 京都大学大学院人間・環境学研究科共生人間学専攻 / (主査)准教授 PETERSON Mark, 准教授 中森 誉之, 教授 勝又 直也, 教授 Hawkinson Eric Charles / 学位規則第4条第1項該当 / Doctor of Human and Environmental Studies / Kyoto University / DFAM

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Det här examensarbetet utformas inom TBLT forskningsområdet, dvs. uppgiftsbaserad språkundervisning (Task-based Language Teaching) och utvecklingen av inlärares skriftliga målspråksperformans. TBLT-forskning har bevisat att kognitiv uppgiftskomplexitet manipulation har en tydlig påverkan på inlärares produktions. Detta visas i specifika aspekter i målspråksproduktionen. TBLT-forskning präglas dock av motstridiga studieresultat när det gäller hur den kognitiva manipulationen påverkar lingvistiska dimensioner. I syfte att undersöka effekten av uppgiftskomplexitets manipulation, presenteras detta examensarbete med empiriskt fokus på de lingvistiska dimensionerna korrekthet, komplexitet och flyt (CAF dimensions) i skolelevers skriftliga produktioner. Dessutom undersöker examensarbetet hur elevernas språkliga kompentens ytterligare kan påverka effekten av manipulationen. Examensarbetets bakgrund, diskussion och slutsats grundas på två teoretiska modeller, Cognition Hypothesis (Robinson, 2003, 2005, 2007) och Trade-off Hypothesis (Skehan, 1998, 2015). Dessa förklarar manipulationseffekten i uppgiftskomplexitet på olika och kontrasterande sätt. I detta examensarbete undersöks 72 svenska gymnasieelevers skriftliga produktioner i engelska genom två versioner (enkel vs. komplex) av en argumenterande uppgift. Resultaten visar att den komplexa versionen bara har få skillnader och inom dessa visas en större effekt i lexikalisk komplexitet. Manipulationen av uppgiftskomplexitet visar ytterligare större effekt bland elever med högre språklig kompetensnivå. Sådana resultat innefattar betydelsefulla pedagogiska tillämpningar för klassrummets praktik, för uppgiftsutformning och val, samt för lärares arbete.

English is the second language of almost 89,9% of all South Africans (Bull, 1990:3). A concern about the low levels of proficiency in English in South African primary schools prompted this study. The majority of pupils (both in schools that use English as medium of instruction and schools that offer English as a subject only), as well as many teachers of English are not proficient in English. The aim of this study is to design a task-based syllabus for English in South African primary schools that will address this problem through its potential to provide extensive support for the teaching and learning of English. The syllabus is the single most influential document all English Second Language (ESL) teachers receive, as it directs and guides teaching. In order to propose a syllabus for ESL in primary schools, the following aspects were investigated in this study: the teaching and learning of ESL in the primary school approaches to syllabus design, task-based approaches to syllabus design, current language syllabuses and the present situation in South African primary schools. Task-based approaches to language learning are increasingly proposed as a viable option for syllabus design. There is a firm theoretical rationale for task-based approaches to language learning. Task-based models proposed by Prabhu, Breen and Candlin and Long and Crookes have been influential in the design of task-based syllabuses for language learning. A survey was undertaken to ascertain to what extent language syllabuses from various countries can be regarded as task-based, and what information they specify. Seven representative task-based syllabuses were studied, namely Graded Levels of Achievement for Foreign Language Learning (GLAFLL), the Alabama Course of Study - English Language Arts and the Alaska Model Curriculum Guide: Language Arts (both for English as L1), and the Dutch Syllabus for ESL, the Botswana Syllabus for ESL, the Australian Language Levels (ALL) Project and the Target Oriented curriculum (TOC) of Hong Kong. The Target Oriented Curriculum (TOC) of Hong Kong is regarded as the most suitable model on which to base a task-based model for language teaching and learning in South African primary schools. Not only does it provide firm support for classroom practice in a teacher-friendly and concise manner, but it also provides examples of how the various components of the syllabus can be integrated in the planning of a scheme of work. A core task-based syllabus for English in South African primary schools is proposed. It consists of a situation analysis, the aims and objectives of the course, its content, teaching-learning opportunities and guidelines for assessment. / Proefskrif (PhD (Vakdidaktiek))--PU vir CHO, 1997

English is the second language of almost 89,9% of all South Africans (Bull, 1990:3). A concern about the low levels of proficiency in English in South African primary schools prompted this study. The majority of pupils (both in schools that use English as medium of instruction and schools that offer English as a subject only), as well as many teachers of English are not proficient in English. The aim of this study is to design a task-based syllabus for English in South African primary schools that will address this problem through its potential to provide extensive support for the teaching and learning of English. The syllabus is the single most influential document all English Second Language (ESL) teachers receive, as it directs and guides teaching. In order to propose a syllabus for ESL in primary schools, the following aspects were investigated in this study: the teaching and learning of ESL in the primary school approaches to syllabus design, task-based approaches to syllabus design, current language syllabuses and the present situation in South African primary schools. Task-based approaches to language learning are increasingly proposed as a viable option for syllabus design. There is a firm theoretical rationale for task-based approaches to language learning. Task-based models proposed by Prabhu, Breen and Candlin and Long and Crookes have been influential in the design of task-based syllabuses for language learning. A survey was undertaken to ascertain to what extent language syllabuses from various countries can be regarded as task-based, and what information they specify. Seven representative task-based syllabuses were studied, namely Graded Levels of Achievement for Foreign Language Learning (GLAFLL), the Alabama Course of Study - English Language Arts and the Alaska Model Curriculum Guide: Language Arts (both for English as L1), and the Dutch Syllabus for ESL, the Botswana Syllabus for ESL, the Australian Language Levels (ALL) Project and the Target Oriented curriculum (TOC) of Hong Kong. The Target Oriented Curriculum (TOC) of Hong Kong is regarded as the most suitable model on which to base a task-based model for language teaching and learning in South African primary schools. Not only does it provide firm support for classroom practice in a teacher-friendly and concise manner, but it also provides examples of how the various components of the syllabus can be integrated in the planning of a scheme of work. A core task-based syllabus for English in South African primary schools is proposed. It consists of a situation analysis, the aims and objectives of the course, its content, teaching-learning opportunities and guidelines for assessment. / Proefskrif (PhD (Vakdidaktiek))--PU vir CHO, 1997

During the 1990's high expectations were put on telemedicine technology in health care organizations, which can be seen as a reflexion of the society's interest in IT. The use of tele-medicine is expected to improve the quality and decrease costs of health care services. However, if these expectations are to be attained the visions have to be translated into fields of application in local settings where the technology would be used. This could be seen as an infusion process, which means that the technology would incrementally be used in a comprehensive and integrated manner. In this thesis, four Swedish telemedicine projects are analyzed. The approach used is that of Actor network theory (ANT), which has enabled the development of a theory of the infusion process, implementation of IT-projects, and parts of ANT, e.g. the model of the translation process and the notion of inscription. By using the concept of translation, it is possible to see the infusion process as a process where the generic features of the technology (transmitting sound and pictures in real time) are translated into concrete activities in local settings. These fields of application are realized by the mobilization of different task-based networks, where the roles of the actors are defined by the task to be solved. An iterated mobilization of the network implies further that the network will become stabilized, which is a central dimension in the process of infusion. Another way to understand the process of infusion is to describe it as cycles of implementation, where one cycle symbolizes the implementation of a field of application, which is a result of the translation of the generic features of the technology. The inscriptions in the studied technology allow a high degree of flexibility of use and flexibility of action. The flexibility means that fields of application ought to be developed in interaction between actors in local settings, and supporting programs of action are to be identified, or developed, in order to integrate technology use into daily routines. The considerable numbers of failed of IT-project implementations can be explained by the fact that a traditional planning perspective has been used on technologies, which allow a high degree of flexibility of use and flexibility of action. However, by categorizing inscriptions in technological artifacts, it becomes possible to predict what kinds of implementation strategies are appropriate for different kinds of technologies. By viewing the implementation of open networking technologies as a process of translation, the infusion process will be facilitated and a comprehensive and integrated use of technology will be enabled. / digitalisering@umu

The effectiveness of e-mail writing has been exhaustively studied and reported on, especially in Taiwan. However, there has not been any research carried out on the topics that mainland Chinese university students enjoy writing about when corresponding with their Western epals, nor does the literature report research on writing e-mails to two groups of epals simultaneously. This study explores what issues concerned the participants when they exchanged e-mails with their Western epals and how they viewed their cross-cultural learning experience. The participants were 28 mainland Chinese second-year English majors who voluntarily corresponded with 28 American high school pupils and 28 Western adult epals for about two months in Autumn 2006. The data of this exploratory interpretative research was mainly collected from their e-mails, ‘final reports’, the mid-project questionnaire, and semi-structured interviews. The study found that the topics the participants enjoyed writing about actually depended on with whom they were corresponding. With the younger school pupils, they tended to look for friendship by talking about pastimes, their own high school experience, etc. To the more sophisticated adult epals though, they wrote largely about personal matters, on which they seemed to be covertly seeking advice. However, some topics were common to both groups and were equally popular – for example, school and daily life. The data also reveals that the majority of the participants enjoyed the experience and overall had positive views about it. These fall into three broad categories of learning: language, cultural, and communication. However, some experienced minor difficulties and problems in these areas, particularly regarding the communication aspect. Meanwhile, in the process of the participants multiediting their ‘final reports’, learning seems to have occurred between their first and final drafts – perhaps as a result of responding to the researcher’s written feedback, which seemed to make a significant difference. The implications arising from the study suggest that the students’ interest in it stimulated their engagement with learning - though the findings are tentative. Some recommendations for further research are also given.

The potentially beneficial role of classroom codeswitching, or the use of the first language (L1) in foreign language (FL) classroom settings, is gradually becoming acknowledged in the field of second language acquisition (SLA) research. However, researchers call for the construction of a framework, which indicates when this use is beneficial for language learning and when it is not. In an attempt to contribute to the construction of this framework, the present study investigates whether codeswitching can be used as a tool within task-based learning settings for the development of second language (L2) oral fluency. It is hypothesised that by allowing learners to codeswitch during task completion, their willingness to communicate (WTC) is enhanced because the function of that switching is likely to be mainly the metalanguage needed to complete the task. Previous research has also suggested that task repetition might lead to greater fluency. However, both teachers and learners may be sceptical of the value of repetition without some form of feedback on the first task attempt. This study sought to explore therefore the value of task repetition with feedback (TR+). By repeating the task with feedback that recycles metalanguage into the L2, it is hypothesised that learners will learn to move to a state of less reliance on their L1, while simultaneously achieving the overall aim of tasks, which is effective L2 communication. With increased WTC and L2 metalanguage, extensive L2 oral practice will facilitate the proceduralisation processes needed for fluency development. In short, the pedagogical package of TR+ on recycled language is tested in the present study as a potential contributor to oral fluency. The thesis begins by relating these themes with the context of Cyprus through teacher interviews. It becomes evident through these interviews that the activities taking place in this context are not tasks in the sense researchers intended. Following the setting of the context, the interactions of 75 primary school learners of English (11-12-year-olds) practising TR+ are analysed qualitatively. This analysis determines whether the package can lead to enriched output on the second attempt. In addition, there is a quasi-experimental aspect to the study. The students were allocated in three groups, each testing a different package. The codeswitching group was allowed to switch to Greek while completing the tasks and had their L1 metalanguage recycled into the L2 when they repeated the tasks. The English-only group completed the tasks strictly under L2 conditions and repeated them with feedback on accuracy. The comparison group completed the tasks once with no language instructions. Oral production tests, used as pre- and post-tests, partly support the hypothesis by suggesting that WTC is enhanced with the incorporation of codeswitching, but no evidence supports fluency development. Nevertheless, when comparing TR+ with no task repetition, the data indicate that TR+ leads to greater fluency. It is suggested that a larger and longer intervention would have allowed more time for fluency to be developed when codeswitching was incorporated. As for task-based learning, it is suggested that TR+ is a more viable way to move forward in real classroom contexts, particularly those with young learners. Furthermore, the results of the present study indicate that this package works better with learners of a certain proficiency level.