Learning Environment and Design by Unknown

Author:Unknown
Language: eng
Format: epub
ISBN: 9789811581670
Publisher: Springer Singapore

Abstract

Empirical research has shown that applying authentic tasks can create a collaborative learning environment for learners, which enables them to engage in meaningful language exchanges that promote their second language acquisition. Although new technologies make collaboration among learners possible in virtual classrooms, few studies have investigated task design in multimodal learning environments or its influence on learners’ interaction and collaborative language learning. To fill the gap, this study was carried out to explore the best practice by applying a task-based language teaching approach via a web conferencing-based online Chinese class. The purpose of the current research was to answer the following questions: (1) How do communicative tasks stimulate learners’ collaboration and interaction in an online Chinese language class?, (2) What are learners’ perceptions of the task design in the web-conferencing-based multimodal learning environment?, and (3) What are the impacts of technology-mediated task-based language teaching on learners’ learning experience? In this study, 16 university beginner learners of Chinese participated in this two-stage project. Data were collected through post-session surveys, in-depth interviews, and web conferencing archive recordings. The results confirmed that the designed communicative tasks showed great pedagogical value in facilitating learners’ collaboration and interaction in an online learning environment.

Keywords

Computer-assisted language learning (CALL)Collaborative learningLearners’ interactionMultimodal learning

Sijia Guo

is a Lecturer in Chinese Studies, Department of International Studies at Macquarie University. Her PhD study was on online Chinese teaching in web-conferencing environments. Her research focuses on technology-enhanced language learning (TELL), technology-mediated task-based language teaching, and second language acquisition. She also published on captioned videos for L2 comprehension and design principles to enhance students’ L2 acquisition in flipped classes.

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