Task-Based Meaningful Literacy for Language Learners

Autor/in	Saaty, Ahdab A.
Titel	Task-Based Meaningful Literacy for Language Learners
Quelle	In: Arab World English Journal, 10 (2019) 4, S.356-373 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Saaty, Ahdab A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2229-9327
Schlagwörter	Task Analysis; Second Language Learning; Second Language Instruction; English (Second Language); Social Media; Social Networks; Computer Mediated Communication; Teaching Methods; Technology Integration; Learning Processes; Literacy; Graduate Students; Language Tests; Readability Formulas; Student Attitudes; Writing Evaluation; Cues; Test of English as a Foreign Language; International English Language Testing System; Flesch Kincaid Grade Level Formula + Suchen Sie Ihr Suchwort? Aufgabenanalyse; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Soziale Medien; Social network; Soziales Netzwerk; Computerkonferenz; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Alphabetisierung; Schreib- und Lesefähigkeit; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Language test; Sprachtest; Schülerverhalten; Stichwort; Language tests; Englisch
Abstract	This article reflects on the concept of meaningful literacy. It offers a classroom methodology, posting on a closed Facebook Group, that manifests this approach to English as a second language (ESL) or English as a foreign language (EFL) classroom meaningful literacy instruction. This study aims to produce empirically informed teaching materials by providing a meaningful literacy writing task for ESL/EFL educational environments. This aim is guided by the main research question: What are the genre characteristics of posting a photo and writing a caption about it in a closed Facebook Group writing task? To answer the question, multiple instruments are employed including observation of task completion, Facebook Group posts, and post-task completion face-to-face interviews. These instruments help in understanding the participants' contribution to the closed Facebook Group task. This article focuses on utilizing Facebook as a language learning tool to create meaningful experiences. It starts with a summary of empirical evidence that supports implementing the use of Facebook in ESL/EFL classes. Then, this article provides some descriptions of the practical aspects of applying it. This approach is presented as a way of focusing on the individual language learner as a center of the language learning process and as a way of facilitating the development of language learning. The findings revealed that the participants are able to create meaning easily and to express themselves better. Therefore, Facebook Groups can be extended spaces for writing tasks in educational contexts where students learn the language through bridging life experiences with school subjects. (As Provided).
Anmerkungen	Arab World English Journal. 10602 Davlee Lane, Richmond, Texas, 77407. e-mail: editor@awej.org; e-mail: info@ASELS.org; Web site: https://awej.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01