Using Information and Communication Using Information and Communication Technologies to Support Tasks in the EFL Technologies to Support Tasks in the EFL

Classroom Classroom

Maria Elena SolaresMaria Elena Solaressolares@unam.mx

Department of Applied LinguisticsDepartment of Applied LinguisticsCentro de Enseñanza de Lenguas ExtranjerasCentro de Enseñanza de Lenguas Extranjeras

Universidad Nacional Autónoma de MéxicoUniversidad Nacional Autónoma de México

September, 2009September, 2009

Premises of TBLT (Willis, 2004)Premises of TBLT (Willis, 2004)

Language as an organic processLanguage as an organic process Input hypothesisInput hypothesis Output hypothesisOutput hypothesis

interactioninteraction negotiation of meaningnegotiation of meaning

Task-Based Language TeachingTask-Based Language Teaching Promotes meaningful learning/assimilation of Promotes meaningful learning/assimilation of

content and development of skills by solving tasks content and development of skills by solving tasks similar to real life.similar to real life.

Linguistic regularities are acquired through Linguistic regularities are acquired through noticing during communicative activity, and noticing during communicative activity, and should therefore be addressed primarily by should therefore be addressed primarily by incidental focus on form during task performance. incidental focus on form during task performance. (Michael Swan. 2005. p. 376) (Michael Swan. 2005. p. 376)

Task Task (Skehan 1998, p. 95)(Skehan 1998, p. 95) Real life activity where there is a communication problem to Real life activity where there is a communication problem to

solve, where the focus is on meaning, where the task solve, where the focus is on meaning, where the task completion is fundamental and where the assessment of completion is fundamental and where the assessment of the task is made in terms of the outcome.the task is made in terms of the outcome.

A task has a not clearly defined linguistic objective but in A task has a not clearly defined linguistic objective but in order to solve it learners are involved in the use of the order to solve it learners are involved in the use of the target language.target language.

Focus during task performance is on the linguistic Focus during task performance is on the linguistic resources that learners use and develop to carry out the resources that learners use and develop to carry out the task. task.

Instructional DesignInstructional Design(Textbooks, TBLT and ICTs)(Textbooks, TBLT and ICTs)

American Cutting Edge. Level 4American Cutting Edge. Level 4By Peter Moor and Sara CunninghamBy Peter Moor and Sara Cunningham

Module 2 “Memories”Module 2 “Memories”

Language Focus: S. Past & Past Continuous, Used to, not … any longerLanguage Focus: S. Past & Past Continuous, Used to, not … any longer Task: Describe a childhood memoryTask: Describe a childhood memory

Task (Project Poster)Task (Project Poster)Objectives:Objectives: Students will write a story to participate in “Students will write a story to participate in “A Story Telling ContestA Story Telling Contest”.”. Students will use the digital tool “Project Poster” to publish their story on line.Students will use the digital tool “Project Poster” to publish their story on line.

Outcome:Outcome: A written story published on line as a Poster.A written story published on line as a Poster.

Potential Linguistic Output:Potential Linguistic Output: Narrative tenses:Narrative tenses: simple past, past progressive, used to simple past, past progressive, used to Cohesive elements:Cohesive elements: expressions for expressions for beginningbeginning ( (This all happened about . . . . years This all happened about . . . . years

ago / One day, when I was . .ago / One day, when I was . . .); .); tellingtelling ( (Suddenly / After a while / So, anyway / Suddenly / After a while / So, anyway / ThenThen) and; ) and; endingending the story ( the story (So, eventually / In the endSo, eventually / In the end).).

http://poster.4teachers.org/teacher/teacher_posters.php?teacher_id=112515&class_code=192145&action=&poster_id=&showImage=1

Pre-task (Webworksheet and links)Pre-task (Webworksheet and links)

Define the final task and the intermediary ones Define the final task and the intermediary ones Define linguistic, lexical and cohesive components Define linguistic, lexical and cohesive components Choose appropriate linksChoose appropriate links Sequence the activitiesSequence the activities Design a variety of tasks which develop sts’ Design a variety of tasks which develop sts’

communicative competence for telling stories communicative competence for telling stories Show plenty of models and provide plenty of inputShow plenty of models and provide plenty of input Design rubrics for product evaluationDesign rubrics for product evaluation

http://poster.4teachers.org/worksheet/view.php?id=120518http://poster.4teachers.org/worksheet/view.php?id=120518

Post-task (Blog)Post-task (Blog)

Students read everyone’s stories and vote for the best onesStudents read everyone’s stories and vote for the best ones

Students’ opinions on task experienceStudents’ opinions on task experience

Cool! I liked it a lotCool! I liked it a lot Useful, Useful, innovatinginnovating FunnyFunny and fast learning and fast learning EntertainingEntertaining, there was curiosity to read everyone's stories, there was curiosity to read everyone's stories To write the story we had to To write the story we had to search about the topicsearch about the topic, put that , put that

on a story, on a story, look for the stylelook for the style to write. Besides as the to write. Besides as the instructions for publishing were in English we learned new instructions for publishing were in English we learned new wordswords. .

It gave me It gave me extra class practice. I had to read all the stories extra class practice. I had to read all the stories in Englishin English! ! (language exposure and practice)(language exposure and practice)

Students’ opinions (cont.)Students’ opinions (cont.)

Scared: I did not know how to use the tools. Interested: Scared: I did not know how to use the tools. Interested: when I saw what I could do with them. Surprised: when I when I saw what I could do with them. Surprised: when I discovered discovered a different way of learninga different way of learning..

An experience which related me to the English language in An experience which related me to the English language in a a different and more creative way.different and more creative way.

Interesting to know about my peers and share my Interesting to know about my peers and share my experience with them. experience with them. (group cohesion)(group cohesion)

You can You can learn by reading other people’s storieslearn by reading other people’s stories. . (learning as a (learning as a social event)social event)

I feel now closer to technology.I feel now closer to technology.

M e t h o dM e t h o d

Research QuestionsResearch Questions

Do tasks foster language learning?Do tasks foster language learning? Do web-supported tasks foster language Do web-supported tasks foster language

learning?learning? If so, how?If so, how? If web supported tasks foster language learning, If web supported tasks foster language learning,

what exactly fosters learning:what exactly fosters learning: the task or the use of digital tools? the task or the use of digital tools? the teaching approach or the means of instruction?the teaching approach or the means of instruction?

SampleSample 3 groups of university students3 groups of university students

Control (306): 25 stsControl (306): 25 sts Experimental 1 (308): 23 stsExperimental 1 (308): 23 sts Experimental 2 (308): 25 stsExperimental 2 (308): 25 sts

Intermediate levelIntermediate level Men and womenMen and women 19 to 28 years old19 to 28 years old From different study areasFrom different study areas

VariablesVariables

DependentDependent: narrative tenses: narrative tenses

IndependentIndependent: different teaching approaches : different teaching approaches and means of instructionand means of instruction

3 Groups3 Groups

ControlControl: : - Traditional text-book based teaching (PPP)- Traditional text-book based teaching (PPP)

Experimental 1Experimental 1: : - TBLT around the task “- TBLT around the task “A Story Telling ContestA Story Telling Contest””- Non-web-supported task and on-site learning- Non-web-supported task and on-site learning

Experimental 2Experimental 2::- TBLT around the task “- TBLT around the task “A Story Telling ContestA Story Telling Contest””- Web-supported task and blended learning- Web-supported task and blended learning

Evaluation InstrumentsEvaluation Instruments

A story before + after instructionA story before + after instruction Chart for qualitative analysis of narrative tenses in free contextsChart for qualitative analysis of narrative tenses in free contexts

Diagnostic exam before + after instructionDiagnostic exam before + after instruction Quantitative analysis of narrative tenses in controlled contextsQuantitative analysis of narrative tenses in controlled contexts

Questionnaire: students’ opinions / perceptions Questionnaire: students’ opinions / perceptions concerning:concerning:

Achievement of objectivesAchievement of objectives InstructionInstruction Means and materialsMeans and materials

Results?Results?

BEFORE AFTER

Mean 5.5 8.3

Median 4.4 7

Mode 5.2 8.6

BEFORE AFTER

Mean 5.7 7.5

Median 4.7 6.3

Mode 5.2 / 6.3 9.2

BEFORE AFTER

Mean 5.3 7.2

Median 3.9 6.2

Mode 4.3 / 5.7 6.9

Diagnostic Exam: improvement in 3 groupsDiagnostic Exam: improvement in 3 groupsGrade average increases from the first to the second exam in the three Grade average increases from the first to the second exam in the three groups:groups:

Control: Control: 5.5 (before) to 8.3 (after)5.5 (before) to 8.3 (after) Experimental 1: Experimental 1: 5.7 (before) to 7.5 (after)5.7 (before) to 7.5 (after) Experimental 2: Experimental 2: 5.3 (before) a 7.2 (after)5.3 (before) a 7.2 (after)

No. of students that fail the exam decreases and no. of students that pass No. of students that fail the exam decreases and no. of students that pass the exam increases before and after instruction in the three groups:the exam increases before and after instruction in the three groups:

Control: Control: 14 failed + 11 passed (before) 14 failed + 11 passed (before) 1 failed + 24 passed (after) 1 failed + 24 passed (after) Exp. 1: Exp. 1: 11 failed + 12 passed (before) 11 failed + 12 passed (before) 2 failed + 21 passed (after) 2 failed + 21 passed (after) Exp. 2: Exp. 2: 13 failed + 12 passed (before) 13 failed + 12 passed (before) 3 failed y 22 passed (after) 3 failed y 22 passed (after)

The mode in the students’ grades increases in the three groups:The mode in the students’ grades increases in the three groups: Control: Control: 5 (before) 5 (before) 9 (after)9 (after) Exp. 1: Exp. 1: 5.2 and 6.3 (before) 5.2 and 6.3 (before) 9.2 (after ) 9.2 (after ) Exp. 2:Exp. 2: 4.3 and 5.7 (before) 4.3 and 5.7 (before) 7 (after)7 (after)

Preliminary “conclusions” / insightsPreliminary “conclusions” / insights

What exactly fosters learning: the task or the digital What exactly fosters learning: the task or the digital tools? Unable to give an answer yettools? Unable to give an answer yet

What explains the preliminary results?What explains the preliminary results? Same teacher Same teacher TSLT TSLT A Story Telling Contest (only A Story Telling Contest (only

difference)difference) Improvement is more relevant in the last group Improvement is more relevant in the last group students’ students’

profileprofile Saying TBLT is good does not mean PPP is notSaying TBLT is good does not mean PPP is not Learning depends 100% on the learnerLearning depends 100% on the learner

Explaining preliminary results (cont.)Explaining preliminary results (cont.)

Much wider concept of “learning” beyond narrative Much wider concept of “learning” beyond narrative tenses tenses development of other competences/literacies development of other competences/literacies and aspects of learningand aspects of learning

Opportunities for learning awareness and motivation in Opportunities for learning awareness and motivation in language learninglanguage learning

Language + language learning + language teachingLanguage + language learning + language teaching Other factors influencing learning (means, approach, Other factors influencing learning (means, approach,

teacher, learner): class schedule, classroom conditions, teacher, learner): class schedule, classroom conditions, students’ profilestudents’ profile

““Winning is important but what brings real joy is the Winning is important but what brings real joy is the experience of being fully engaged in whatever your are doing”experience of being fully engaged in whatever your are doing”

Thank you!Thank you!

solares@unam.mxsolares@unam.mx

ReferencesReferences

Willis, J. & Leaver, B. (Editors). (2004). Willis, J. & Leaver, B. (Editors). (2004). Task-based Task-based Instruction in Foreign Language Education. Practices Instruction in Foreign Language Education. Practices and Programs. and Programs. USA: Georgetown University Press.USA: Georgetown University Press.

Swan, M. (2005). Legislation by Hypothesis: The Case Swan, M. (2005). Legislation by Hypothesis: The Case of Task-Based Instruction.of Task-Based Instruction. Applied Linguistics Applied Linguistics, (26) 3, , (26) 3, 376-401. OUP.376-401. OUP.

Skehan, P. (1998). Skehan, P. (1998). A Cognitive Approach to Language A Cognitive Approach to Language Learning.Learning. Oxford: OUP. Oxford: OUP.