Task Based Learning with Technology
Summary
This study investigates designing and implementing a speaking course in which face-to-face instruction informed by the principles of Task-Based Learning is blended with the use of technology, the video, for the first-year student teachers of English in Turkish higher education. The study consisted of three hours of task-based classroom instruction, complemented with one hour of additional class time, which was devoted to viewing and evaluating students’ video recorded speaking tasks, assigned as homework. A mixed research method was used to collect data from multiple sources: recordings of a pre-and post-course speaking task, analysis of the video-recordings of students’ speaking tasks, informal interviews with the students, and a written end-of-year course evaluation survey. Analysis of quantitative and qualitative data revealed that students made noticeable improvement in their oral communication skills, and they were positive in their perceptions of integrating technology in the lesson. The study also indicated that the use of video camera, as a technological tool, had a positive impact on students’ viewing and critically evaluating their speaking tasks. Attention is drawn to a number of potential advantages of integrating technology into face-to-face instruction, and it is suggested that video cameras represent a language learning resource worthy of further investigation.
Keywords: blended learning, speaking skills, student teachers of English, mixed research method, task-based speaking course (TBSC), video camera
Introduction In the last decade, second language (L2) courses that combine face-to-face learning and applications of technology, in particular computer assisted language learning (CALL), have been the subject of numerous studies (Bonk & Graham, 2006; Dewar & Whittington, 2004; MacDonald, 2006; Neumeier, 2005; Stracke, 2007). These courses usually require students to attend traditional face-to-face classes and to work independently
This study investigates designing and implementing a speaking course in which face-to-face instruction informed by the principles of Task-Based Learning is blended with the use of technology, the video, for the first-year student teachers of English in Turkish higher education. The study consisted of three hours of task-based classroom instruction, complemented with one hour of additional class time, which was devoted to viewing and evaluating students’ video recorded speaking tasks, assigned as homework. A mixed research method was used to collect data from multiple sources: recordings of a pre-and post-course speaking task, analysis of the video-recordings of students’ speaking tasks, informal interviews with the students, and a written end-of-year course evaluation survey. Analysis of quantitative and qualitative data revealed that students made noticeable improvement in their oral communication skills, and they were positive in their perceptions of integrating technology in the lesson. The study also indicated that the use of video camera, as a technological tool, had a positive impact on students’ viewing and critically evaluating their speaking tasks. Attention is drawn to a number of potential advantages of integrating technology into face-to-face instruction, and it is suggested that video cameras represent a language learning resource worthy of further investigation.
Keywords: blended learning, speaking skills, student teachers of English, mixed research method, task-based speaking course (TBSC), video camera
Introduction In the last decade, second language (L2) courses that combine face-to-face learning and applications of technology, in particular computer assisted language learning (CALL), have been the subject of numerous studies (Bonk & Graham, 2006; Dewar & Whittington, 2004; MacDonald, 2006; Neumeier, 2005; Stracke, 2007). These courses usually require students to attend traditional face-to-face classes and to work independently