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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

By
Katharine B. Nielson
Edited by
Mohammad Javad Ahmadian  and
Michael H. Long
Mohammad Javad Ahmadian
Affiliation:
University of Leeds
Michael H. Long
Affiliation:
University of Maryland, College Park
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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 - 358
Publisher: Cambridge University Press
Print publication year: 2021

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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

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