Authenticity of Tasks in Online ESL/EFL Learning to Foster Transfer

Autor/inn/en	Anagnostopoulou, Angeliki; Hummel, Hans G. K.; Martens, Rob
Titel	Authenticity of Tasks in Online ESL/EFL Learning to Foster Transfer
Quelle	In: Cogent Education, 10 (2023) 1, Artikel 2190429 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1080/2331186X.2023.2190429
Schlagwörter	Transfer of Training; Teaching Methods; Authentic Learning; English (Second Language); Second Language Learning; Second Language Instruction; Content and Language Integrated Learning; Task Analysis; Online Courses; Comparative Analysis; Holistic Approach; Measures (Individuals); Student Attitudes; Secondary School Students; Foreign Countries; Greece + Suchen Sie Ihr Suchwort? Training; Transfer; Ausbildung; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; CLIL; Lernkonzept; Aufgabenanalyse; Online course; Online-Kurs; Holistischer Ansatz; Messdaten; Schülerverhalten; Sekundarschüler; Ausland; Griechenland
Abstract	Authentic learning tasks, resembling life-like situations, have been effectively used in this research with Task-based Language Teaching (TBLT) of English as a Second/Foreign Language (ESL/EFL). The present study also focuses on the implementation of the Content and Language Integrated Learning (CLIL) approach in ESL/EFL teaching comparing two online courses, a course containing more "traditional" tasks with one consisting of less authentic tasks. For more meaningful learning, a sufficient level of authenticity to enable holistic teaching is required. Towards this goal, the study put into effect two e-courses, with 50 participants, differing distinctly in levels of authenticity. The Method section describes the three instruments, used to collect the relevant data, which will provide answers to the equally posed three research questions. Specifically, the Integrative Learning Value (ILV) instrument measured knowledge transfer, the Approaches to Teaching Inventory (ATI) students' learning performance in relation to more or less teacher/student-centered teaching strategies as well as the 5-Dimensional Framework for Authenticity (5DF) instrument for student perceived authenticity. Finally, results are presented and conclusions are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01