Book contents
- The Cambridge Handbook of Task-Based Language Teaching
- Cambridge Handbooks In Language And Linguistics
- The Cambridge Handbook of Task-Based Language Teaching
- Copyright page
- Dedication
- Contents
- Figures
- Tables
- Contributors
- Preface The Origins and Growth of Task-Based Language Teaching
- Part I The Rationale for Task-Based Language Teaching
- Part II Tasks and Needs Analysis
- Part III The Task Syllabus and Materials
- Part IV Methodology and Pedagogy
- 9 A Psycholinguistically Motivated Methodology for Task-Based Language Teaching
- 10 Technology-Mediated Task-Based Language Teaching
- 10A Delivering Task-Based Language Teaching at Scale
- 10B Task-Based Language Teaching and Indigenous Language Revitalisation
- 10C Task-Based Simulations for Diplomatic Security Agents
- Part V Task-Based Language Teaching with School-Age Children
- Part VI The Teacher in Task-Based Language Teaching
- Part VII Task-Based Assessment and Program Evaluation
- Part VIII Research Needs and Future Prospects
- Index
- References
10A - Delivering Task-Based Language Teaching at Scale
A Case Study of a Needs-Based, Technology-Mediated Workplace English Program
from Part IV - Methodology and Pedagogy
Published online by Cambridge University Press: 19 November 2021
Book contents
- The Cambridge Handbook of Task-Based Language Teaching
- Cambridge Handbooks In Language And Linguistics
- The Cambridge Handbook of Task-Based Language Teaching
- Copyright page
- Dedication
- Contents
- Figures
- Tables
- Contributors
- Preface The Origins and Growth of Task-Based Language Teaching
- Part I The Rationale for Task-Based Language Teaching
- Part II Tasks and Needs Analysis
- Part III The Task Syllabus and Materials
- Part IV Methodology and Pedagogy
- 9 A Psycholinguistically Motivated Methodology for Task-Based Language Teaching
- 10 Technology-Mediated Task-Based Language Teaching
- 10A Delivering Task-Based Language Teaching at Scale
- 10B Task-Based Language Teaching and Indigenous Language Revitalisation
- 10C Task-Based Simulations for Diplomatic Security Agents
- Part V Task-Based Language Teaching with School-Age Children
- Part VI The Teacher in Task-Based Language Teaching
- Part VII Task-Based Assessment and Program Evaluation
- Part VIII Research Needs and Future Prospects
- Index
- References
Summary
Over the past thirty years, a considerable amount of empirical research has been published on various aspects of computer-assisted language learning, much of it concerning the effectiveness of various types of technology-mediated tasks. Although there have been repeated calls for evaluations and case studies of technology-mediated language courses, these remain few and far between (although see Gonzalez-Lloret and Ortega, [2014]). As Doughty and Long (2003) indicated and Gonzalez-Lloret and Ziegler point out in this volume, technology-mediated courses are ideal places to observe task-based instruction, as they often come equipped with the tools to capture large quantities of learner data. This chapter offers a glimpse into the mechanics of Voxy – a technology-mediated, task-based English course. After a brief description of the platform and general approach to language instruction, the discussion will turn to the details of a specific implementation of this course and the attendant learning outcomes.
- Type
- Chapter
- Information
- The Cambridge Handbook of Task-Based Language Teaching , pp. 346 - 358Publisher: Cambridge University PressPrint publication year: 2021
References
Further Reading
Doughty, C. and Long, M. H. (2003). Optimal psycholinguistic environments for distance foreign language learning. Language Learning and Technology, 7, 50–80.Google Scholar
Faria, A. M., Bergey, R., and Lishinski, A. (2019). Using technology to support English language learners in higher education: A study of Voxy’s effect on English language proficiency. American Institutes for Research Technical Report. Retrieved from https://air.org/system/files/downloads/report/Using-Technology-to-Support-ELLs-in-Higher-Education-Voxy-January-2019.pdf.Google Scholar
González-Lloret, M. and Nielson, K. (2014). Evaluating TBLT: The case of a task-based Spanish program. Language Teaching Research, 19(5), 545-49.Google Scholar
González-Lloret, M. and Ortega, L. (2014). Towards technology-mediated TBLT: An introduction. In González-Lloret, M. and Ortega, L., eds. Technology-mediated TBLT: researching technology and tasks. Amsterdam: John Benjamins, pp. 1–22.Google Scholar
Lai, C. and Li, G. (2011). Technology and task-based language teaching: A critical review, CALICO Journal, 28(2), 498–521.Google Scholar
Long, M. H. (2005). Second language needs analysis. Cambridge: Cambridge University Press.Google Scholar
Nielson, K. (2014). Evaluation of an online, task-based Chinese course. In Gonzalez-Lloret, M. and Ortega, L., eds. Technology-mediated TBLT: Researching technology and tasks. Amsterdam: John Benjamins, pp. 295–321.Google Scholar
Van den Branden, K., Van Gorp, K., and Verhelst, M. (2007), eds. Tasks in action: task-based language education from a classroom-based perspective. Cambridge: Cambridge Scholars Publishing.Google Scholar
References
Doughty, C. and Long, M. H. (2003). Optimal psycholinguistic environments for distance foreign language learning. Language Learning and Technology, 7, 50–80.Google Scholar
González-Lloret, M. and Ortega, L. (2014). Towards technology-mediated TBLT: An introduction. In González-Lloret, M. and Ortega, L., eds. Technology-mediated TBLT: researching technology and tasks. Amsterdam: John Benjamins, pp. 1–22.Google Scholar
Faria, A.M., Bergey, R., and Lishinski, A. (2019). Using technology to support English language learners in higher education: A study of Voxy’s effect on English language proficiency. American Institutes for Research Technical Report. Retrieved from https://air.org/system/files/downloads/report/Using-Technology-to-Support-ELLs-in-Higher-Education-Voxy-January-2019.pdf.Google Scholar
Gonzalez-Lloret, M. and Ortega, L. (2014), eds. Technology-mediated TBLT: Researching technology and tasks. Amsterdam: John BenjaminsGoogle Scholar
Nielson, K. (2018). Case Study: “English for Software Engineering” The conception and creation of an e-learning English-Language course tailored to learners’ real-world needs. International Journal of Advanced Corporate Learning, 11(2), 27–29.Google Scholar
Nielson, K., Breen, A., Tyson, N., and Kirkham, K. (2016). US Patent number 9,262,935. Washington DC: US Patent and Trademark Office.Google Scholar
Nielson, K. Breen, A., Tyson, N., and Kirkham, K. (2017). US Patent number 9,666,098. Washington DC: US Patent and Trademark Office.Google Scholar