This article discusses a framework for the development of tasks in a synchronous online environment used for language learning and teaching. It shows how a theoretical approach based on second language acquisition (SLA) principles, sociocultural and constructivist theories, and concepts taken from research on multimodality and new literacies, can influence the design and implementation of tasks for computer-mediated communication (CMC). The findings are based on a study conducted at the Open University, a study which examined all three levels of theory, design and implementation. The paper first presents the underlying theories in more detail before examining how these theories are translated into the design of tasks for language tutorials via an audio-graphic conferencing tool. Finally it looks at how the design was implemented in practice by focusing on a number of issues such as student–student and student–tutor interaction, feedback, use of multimodal tools, and the differences between teaching face-to-face and online.

/pdf/rethinking-task-design-for-the-digital-age-a-framework-for-3pdrbyq5bl.pdf

Rethinking task design for the digital age: A framework for language teaching and learning in a synchronous online environment

The aim of this study was to explore the claim that the hybrid nature of synchronic computer-mediated chat (SCMC) promotes the noticing of target language forms, which may, in turn, stimulate the process of second language actuation. When viewed in the context of interaction theory, the hybrid nature of SCMC makes online negotiation a potentially useful tool for collaborative second language (L2) learning. In the present study, the online negotiations of 16 English as a foreign language (EFL) Persian learners were investigated to determine the potential of SCMC for promoting noticing (operationalized as collaborative mini-dialogues or language-related episodes [LREs]) and to investigate its effectiveness. The study revealed that the learners did focus on form and that the ratio of LREs far exceeded those reported in previous offline settings. To determine the effectiveness of noticing, posttests were designed on the basis of specific linguistic items arising during the LREs, and the performance of learners on these test items was examined in immediate and delayed posttests. The results suggested that noticing in such contexts was associated with subsequent learning and that on the immediate posttests the learners were able to remember more than three fourths of the LREs. If long-term retention is the ultimate goal of L2 learning, most importance should be attached to the correct responses on a delayed test. On these measures, the learners responded correctly 56.7% of the time. Given the incidental nature of noticing, this relatively slight decrease in performance by the learners on the delayed tests was encouraging. Considering the distribution of the characteristics of the LREs, logistic regression analysis revealed that successful uptake was the strongest predictor of correct responses. This result suggested that what was of most benefit to learners was the nature of the uptake, not its mere presence; therefore, learners need to produce successful uptake in order to receive the most benefit from online negotiation of meaning.

Negotiation of Meaning and Noticing in Text‐Based Online Chat

The following paper presents two stages of an action research project involving two oral proficiency courses held in the virtual world Second Life. Course 1 was conducted during the Autumn of 2007. Based on the experiences of this course, we redesigned many aspects of it in order to improve student activity in terms of oral participation and gave the course again in Spring 2008. By analysing the recordings of four 90-minute sessions, two from each course, we were able to measure student participation based on floor space, turn lengths and turn-taking patterns, and in the study we discuss how different changes in design may have contributed to more favourable outcomes. Results seem to indicate that meaning focussed task design, which involves authenticity and collaborative elements, has a direct impact on learner participation and engagement. Furthermore, our results seem to suggest that technical and social initiations into a complex environment such as SL are important factors that have to be worked into the course design.

https://www.cambridge.org/core/services/aop-cambridge-core/content/view/D7342F48521AA7F71A0EA00502CE2584/S0958344009000196a.pdf/div-class-title-designing-oral-participation-in-second-life-a-comparative-study-of-two-language-proficiency-courses-div.pdf

Designing oral participation in second life – a comparative study of two language proficiency courses

The Mediation of Technology in ESL Writing and Its Implications for Writing Assessment.

Learner responses to corrective feedback for spelling errors in CALL

Part 1 Media: the shape of computer-mediated communication user-driven development and content-driven research authoring and the academic linguist - the challenge of multimedia CALL. Part 2 Design: design processes in CALL - integrating theory, research and evaluation evaluating performance, approach and outcome computer-supported language tasks. Part 3 CALL applications: speech recognition in computer-assisted language learning more intelligent CALL grammar checking for CALL - strategies for improving foreign-language grammar checkers visual grammar - multimedia for grammar, spelling and writing corpora, language and literature the missing link in computer-assisted writing. Epilogue: is your CALL connected? dedicated software versus integrated CALL.

Computer assisted language learning (CALL) : media, design, and applications

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Computer assisted language learning (CALL) : media, design, and applications