designing and implementing synchronous language tasks
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Designing and Implementing Designing and Implementing Synchronous Language TasksSynchronous Language Tasks
Ismail Fayedismailfayed@yahoo.com
www.edunile.net
TESOL Arabia 16th Annual ConferenceMarch 12‐14, 2009
Outline1. Definition of tasks2. Synchronous vs. Asynchronous..3. Synchronous task design
A. BenefitsB. Negotiation of MeaningC. Types of NegotiationD. Triggers for NegotiationE. Types of CommunicationF. Task Design GuidelinesG. Types of TasksH. Issues to Consider
4. Brainstorming and demo activities
1. Definition of Language Tasks
• meaning‐based activities
• actual communicative needs
• relationship
• genuine outcome
• effectiveKlapper (2003: 35), cited in Hampel (2006)
• Collaborative..
Hampel (2006)
Types of Language Instruction
• F‐2‐F Activities• Online Activities
– Synchronous
– Asynchronous
•Blended Learning Activities– F2F
– Synchronous
– Asynchronous
Gilly Salmon's 5‐stage model (e‐tivities framework)
http://www2.le.ac.uk/departments/beyond-distance-research-alliance/projects/SMELT
2. Synchronous vs. Asynchronous Tasks
Asynchronous TasksAsynchronous TasksSynchronous TasksSynchronous Tasks
Highly interactive & collaborativeHighly interactive & collaborative
Different timesInstant (quick Turn‐taking)
More formal and less mistakesGenerates lots of incorrect forms
(lexical, structural, and in knowledge)
Narrative/ discussion modeDelivery/ negotiation/ spontaneous
mode
Ongoing, long‐term, with extended forms
Quick with shortened forms
Individual/ Group basedIndividual/ Group based
Text, audio & video messagingText, audio, video, virtual worlds
Virtual Learning Environments (VLEs/ PLEs) Tools
PShared applications
PInstant feedback
PPMultimedia lecture content2
PPVirtual class environment1
PAudio conferencing
PVideo conferencing
SSSchedulers and calendar systems
SSListservers
P, SSe-mail messaging
PSUser on-line questionnaire
PS, PDiscussion groups/forums
PSChat room
SSFrequently Asked Questions (FAQ) board
SSNews system
AsynchAsynch. . ee--learninglearning
Synch. Synch. ee--learninglearning
Tool
Notes:P – primary toolS – support tool
Gro
upw
are
i.e. (
Bre
eze)
*E-Tutor Project (2006)
(i.e. Lectures,Materials,Discussions)
http://www.if.insa-lyon.fr/projets/etutor/guidelines/content.html
3. Synchronous Task Design
• oriented towards goals..
Goal Goal –– Activity Activity –– FeedbackFeedbackPica et al, (1993) cited in Smith, (2003)
• model of lexical negotiation..Trigger Trigger Indicator Indicator Response Response ReactionReaction
Varonis and Gass (1985)
A. Synchronous Activities Facilitate SLA by..
• Supporting social interaction where students help each other.
• Learners demonstrate different types of support to each other: social; cognitive; and affective
(Lee, 2002)
• Constructing knowledge collaboratively(e.g. Berge and Collins, 1994; Crook, 1994; Lee 2001;
Warschauer, 1997)
• Providing more equal opportunities to participate (Lee, 2002; Smith, 2003)
• Providing less stressful environment than F2F interaction (e.g. Chun, 1998; Kern, 1995; Warschauer, 1997)
A. Benefits
B. Negotiation of Meaning
Noticing Becoming aware modify output
"In producing L2, a learner will on occasions become aware (i.e. notice) a linguistic problem (brought to his/her attention either by external feedback like clarification requests, or internal feedback)”.
(Swain & Lapkin, 1995, quoted in Tudini, 2003, p. 144)
B. Negotiation
of
Meaning
Negotiation of Meaning ‐ 2
“... is the process in which, in an effort to communicate, learners and competent speakers provide and interpret signals of their own and their interlocutor's perceived comprehension, thus provoking adjustments to linguistic form, conversational structure, message content, or all three, until an acceptable level of understanding is achieved.”
(Long, 1996, quoted in Tudini, 2003, p. 141)
“... the conversational flow is interrupted by the need to questionparticular utterances and request conversational help... both implicit and explicit feedback... promote the incorporation of target language forms by learners... promote the modification of learner discourse.”
(Varonis & Gass, 1985, cited in Tudini, 2003, p. 149)
B. Negotiation
of
Meaning
C. Types of Negotiation
Learners employ a variety of modification devices, through the negotiation of both meaning and form
(Pelleteri, 2000, cited in Lamy, 2004, p. 522)
• Examples
– seek confirmation
– check comprehension
– request clarification
– reformulate
– paraphrase
C. Types
of
Negotiation
D. Triggers for Negotiation..
• recognition of new word • misuse of word • pronunciation error • grammatical error • inappropriate segmentation • abbreviated sentence • sudden topic change • slow response • intercultural communication gap
(Toyoda & Harrison, 2002, cited in Tudini, 2003, p. 144)
D. Triggers
for
Negotiation
E. Three Types of Communication
• Express companionship, emotional support, or advice• Use emoticons (such as J, L) • Provide support when problems arise (such as whenhaving technical difficulties) • Talk about things other than class work
Social support
• Plan work, allocate tasks, coordinate joint efforts, or review drafts• Negotiate and resolve conflicts
Planning of tasks
• Ask or answer a content‐related question • Share information • Express an idea or thought
Content‐related
ExamplesType of Exchange
* Adapted from Haythornthwaite
http://connect.educause.edu/Library/EDUCAUSE+Quarterly/AsynchronousandSynchronou/47683
E. Types
of
Communication
F. Task Design Guidelines
• According to Willis (1996) a task is a goal‐oriented activity with a clear purpose.
• a communication task involves achieving an outcome, creating a final product that can be appreciated by others.
• Tasks should be authentic to the environment that they would be used.
• Tasks should give the learners the opportunity to create contents, which motivates them.
• Synchronous communication tasks give students the opportunity todevelop an audience for authentic communication.
• Tasks should be focused on thinking skills.• It provides collaborative learning experience.• Tasks should give students proof of getting their ideas across• Creates a learning environment that goes beyond the classroom.• Vocabulary improvement
F. Task
Design
Guidelines
Rules Incidents Strategies Roles
The learning task requires learners to
apply standard procedures and
rules in the solution.
Learners meaningfully and reflectively apply procedures and
processes.
The learning activity is
focused around learners’
exposure and participation in authentic and
realistic incidents.
The activities require learners
to reflect and take decisions based on to the
responses to events.
Learning is focused around
strategies employed to
achieve the task goals.
The strategy options are
generated as part of the solution.
The learning is achieved through participation as a
player and participant in a
setting that models a real world issue.
Learners negotiate, apply judgements and
experience.
*Table based on Hedberg’s et al (2002) Learning tasks as the basis for high quality designs.
G. Task
Design
Descriptors
F. Task Design Focus Descriptor
H. Issues to consider!• Lessons follow certain stages:
a) pre‐taskb) Taskc) Pland) Report (post‐task)e) Analysisf) practice
• Students ability to learn something new depends on what they already know.
• Tasks should be challenging for learners.• Tasks should involve negotiation: Learners can challenge their
thoughts, beliefs, perceptions and existing knowledge.• Tasks should promote and increase a collaborative community and
therefore more effective learning would occur.• Students can become frustrated with the sound quality.
(Broadband vs. Dial‐up connection)• Problem with the settings of their computer.• Consider the equipment that learners may have at hand (mic.,
camera, headset, etc)• In cases, provide training sessions.• Teachers need the ability to manage a large amount of visual and
textual material.• Creativity requires practice and effort.
H. Issues
to
Consider
Wang & Chen (2007)
(Mayes & De Freitas, 2007)
4. Brainstorming Tasks..
Tasks may vary to include..– Peer discussion
– Team work task
– Role play
– Group discussions
– Jigsaw task
– Whiteboard tasks
– Problem based task
– Simulation tasks
Demo Activity 1Pre (Time: 15 min.)
Think about a family vacation you went on when you were a child. Use some of the ideas below and share some ideas about your experience there. When you are ready click on reply to post your answers.
* Where did you go?* Who chose the destination?* Was it the first time you'd been there, or had you been there before?* Was it a good place for a vacation?* How did you spend your time there?
During• Small separate groups. • Produce a quick comic :) bout
“A holiday with family and friends".‐ Write a dialogue in the text/ audio chat windowPost• Poll: Did you like that activity?• One group: reflection on the discussion
Demo Activity 2Pre: (Time: 15 min.)
Discuss the advantages and disadvantages of healthy food vs. junk food.
During:Together plan for your comic story. Use this comics website to design
your story. http://www.makebeliefscomix.com/comix.phpPost:
Once done, send it to the teacher and share a screenshot with everyone in the discussion forum. You may like to add some ideas in
the forum too.Practice:
when you finish, send it to the next group and decide whose comic is the best.
*An example made by two G11 students
Demo Activity 3Pre: (Time: 15 min.)
Talk about a place where you would like to go on holiday.
During:Together plan a group trip. You are going away for 7 days. You
can consider the following questions to begin with:Where would you like to go?What would you like to do?
Who is going with you?Post:Students will the come up with a decision and go to a web site to
create a movie. See a sample here: http://www.dvolver.com/live/movies-141354
Practice:When you finish go to this web site and create your movie with
your decision. http://www.dvolver.com/live/moviemaker.htmlwhen you finish creating the movie, send it to the next group
and decide whose movie is the best.
Demo Activity 4: Role Play
Pre: (Time: 15 min.)
Talk about marriage and sincere relations. Listen to the first part of this dialogue.
BBC Learning English - The Flat matesSituation
http://www.bbc.co.uk/worldservice/learningenglish/flatmates/episode136/index.shtml
During:Listen to this dialogue & play the role of Helen and Tim. If you are
Tim, think of the best advice to give to Helen.
Post:Students will the come up with a decision and share their
conclusion with everyone.
*Adapted from: Scot, P. and Chapman, C. (2007)
Demo Activity 4
Pre: (Time: 15 min.)
Talk about marriage and sincere relations. Listen to the first part of this dialogue.
http://www.bbc.co.uk/worldservice/learningenglish/flatmates/episode136/index.shtml
Demo Activity 5: Twitter
Twitter.com
Demo Activity 6: Avatar Worlds
Secondlife.com
Bibliography• Carman, J. M. (2005). Blended Learning Design: Five Key Ingredients. Agilant Learning,
http://www.agilantlearning.com/pdf/Blended%20Learning%20Design.pdf [Accessed: March, 2008].• Felix, U. (2003). Teaching languages online: Deconstructing the myths. Australian Journal of Educational Technology, 19(1),
118‐138. http://www.ascilite.org.au/ajet/ajet19/felix.html [Accessed: March, 2008].• Guidelines for E‐tutors in Multi‐Cultural Collaborative and Synchronous (MCCS) teaching situations: [Website] Available from:
<http://www.if.insa‐lyon.fr/projets/etutor/guidelines/content.html> [Accessed: March 28, 2008].• Hampel, R. (2006). Rethinking task design for the digital age: A framework for language teaching and learning in a synchronous
online environment. ReCALL Vol. 18, Issue 1, 105‐121.• Hedberg, JG (2003). Ensuring quality E‐Learning: creating engaging tasks. Educational Media International, 40:3 p. 175‐186.• Hedberg, JG, Oliver, R, Harper,B, Willis,S and Agostinho, S (2002). Developing Evaluation Frameworks for Assesing Quality ICT‐
based Learning in Higher Education. In P. Barker & S. Rebelsky (eds) Proceedings of ED‐MEDIA 2002: World Conference on Education Multimedia, Hypermedia & Telecommunications. Denver, U.S.A, June 24‐29, 2002. Norfolk, VA: Association for the Advancement of Computing in Education (AACE). p. 736‐741
• E‐Tutor (2006). Innovative e‐learning methodology for tutors in multi‐cultural, collaborative and synchronous context. Guidelines for E‐tutors in Multi‐Cultural Collaborative and Synchronous (MCCS) teaching situations [Website] Available from: < http://www.if.insa‐lyon.fr/projets/etutor/guidelines/content.html > [Accessed: April 1, 2008]
• Lamy, M. (2004). “Oral conversations online: Redefining oral competence in synchronous environments”. ReCALL, (16) 2, 520‐538.
• Lee, L. (2002) Synchronous Online Exchanges: A study of modification devices on nonnative discourse interaction. System, 30(3), 275‐288.
• Mayes & De Freitas (2007) Learning and e‐learning: The Role of Theory. In Beetham & Sharpe (Eds.) Rethinking Pedagogy for a Digital Age. Routledge. P, 13‐25.
• Salmon, G. (2003). The Key to Teaching and Learning Online. London, RoutledgeFalmer.• Scot, P. and Chapman, C. (2007) Interactivity and BBC Learning English, WiA 2007 Online Convention: [Website] Available from:
<http://streamarchives.net/node/50> [Accessed: April 15, 2008]• Smith, B. (2003). Computer‐mediated negotiated interaction: An expanded model. The Modern Language Journal, 87, 38‐54.• Tudini, V. (2003). Using native speakers in chat. Language Learning and Technology, (7) 3, 141‐159.• Willis, J. (1996). A frame work for task‐based learning. Harlow, UK: Longman, Addison‐Wesley.• Wang, Y, & Chen, N. (2007). Online Synchronous Language Learning: SLMS over the Internet. Innovative 3(3) [Website]
Available from: <http:// www.innovateonline.info/index.php?view=article&id=37> [Accessed: April 7, 2008].• Fayed, I. Rosa, L. Conaway, L. Implementing Synchronous Language Tasks Online
Discussion & Questions
Ismail Fayedismailfayed@yahoo.com
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