Implementing Technology-Mediated Task-Based Language Teaching in an EFL Writing Course

Autor/in	Wang, Yi-Chien
Titel	Implementing Technology-Mediated Task-Based Language Teaching in an EFL Writing Course
Quelle	In: International Journal of Computer-Assisted Language Learning and Teaching, 12 (2022) 2, Artikel 29 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wang, Yi-Chien)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2155-7098
DOI	10.4018/IJCALLT.305829
Schlagwörter	Teaching Methods; Second Language Learning; Second Language Instruction; English (Second Language); Task Analysis; Writing Instruction; Writing Assignments; Tourism; Video Technology; Comparative Analysis; Computer Mediated Communication; Peer Groups; Instructional Effectiveness; Undergraduate Students; Foreign Countries; Computer Assisted Instruction; Student Attitudes; Writing Tests; Language Proficiency; Taiwan + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Aufgabenanalyse; Schreibunterricht; Tourismus; Computerkonferenz; Gleichaltrigengruppe; Peer Group; Unterrichtserfolg; Ausland; Computer based training; Computerunterstützter Unterricht; Schülerverhalten; Writing test; Schreibtest; Language skill; Language skills; Sprachkompetenz
Abstract	This study explored the effects of technology-mediated task-based language teaching (TMTBLT) in an English as a foreign language (EFL) writing course on students' descriptive writing performance. A quasi-experiment was conducted. Students in two writing courses were recruited and randomly assigned to an experimental or control group. The participants in the experimental group were engaged in the technology-mediated writing task of transforming their descriptive writing assignment, in which they introduced local tourist attractions, into videos to exchange online with foreign virtual peers. A mixed-methods research approach was adopted to analyze the data collected from participants' compositions and self-reflections. The results revealed that TMTBLT was effective in developing EFL students' descriptive writing proficiency. In addition to improving their writing, the students enjoyed participating in the task and used multiple skills. The implications of this study for TMTBLT in EFL writing teaching practices are also discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01