Collaborative tasks in web conferencing: a case study on Chinese online

Research output: Contribution to journalArticleResearchpeer-review

Abstract

This case study aimed to explore best practice in applying task-based language teaching (TBLT) via a Web-conferencing tool, Blackboard Collaborate, in a beginners’ online Chinese course by evaluating the pedagogical values and limitations of the software and the tasks designed. Chapelle’s (2001) criteria for computer-assisted language learning (call) task appropriateness were adopted and adapted to evaluate five tasks designed for an online environment in terms of practicality, language learning potential, learner fit, authenticity, and positive effects. Sixteen undergraduate on-campus students who enrolled in an introductory Chinese language course participated in this project. Five fortnightly 1-hour online sessions were conducted, which included two jigsaw tasks, two decisionmaking tasks, and one information-gap task. Learners’ interaction in the online sessions was recorded and transcribed to conduct a
thorough investigation of learners’ negotiation actions in peer-to-peer interaction. Their experiences of using Blackboard Collaborate and carrying out the tasks were recorded in in-depth interviews and pre- and post-session
questionnaires.
LanguageEnglish
Pages3-23
Number of pages21
JournalJALT CALL Journal
Volume13
Issue number1
Publication statusPublished - 1 Apr 2017

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Teaching
Students
language
language course
interaction
authenticity
learning
best practice
interview
World Wide Web
Values
experience
student
software

Keywords

  • CALL evaluation
  • computer mediated communication (CMC)
  • online Chinese teaching
  • second language acqui sition (SLA)
  • TBLT
  • web conferencing

Cite this

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abstract = "This case study aimed to explore best practice in applying task-based language teaching (TBLT) via a Web-conferencing tool, Blackboard Collaborate, in a beginners’ online Chinese course by evaluating the pedagogical values and limitations of the software and the tasks designed. Chapelle’s (2001) criteria for computer-assisted language learning (call) task appropriateness were adopted and adapted to evaluate five tasks designed for an online environment in terms of practicality, language learning potential, learner fit, authenticity, and positive effects. Sixteen undergraduate on-campus students who enrolled in an introductory Chinese language course participated in this project. Five fortnightly 1-hour online sessions were conducted, which included two jigsaw tasks, two decisionmaking tasks, and one information-gap task. Learners’ interaction in the online sessions was recorded and transcribed to conduct athorough investigation of learners’ negotiation actions in peer-to-peer interaction. Their experiences of using Blackboard Collaborate and carrying out the tasks were recorded in in-depth interviews and pre- and post-sessionquestionnaires.",
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Collaborative tasks in web conferencing : a case study on Chinese online. / Guo, Sijia; Möllering, Martina.

In: JALT CALL Journal, Vol. 13, No. 1, 01.04.2017, p. 3-23.

Research output: Contribution to journalArticleResearchpeer-review

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