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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 18 of 18 1 Implementing a Culture of Thinking in Lao EFL Pre-Service Teacher Education: A Case of Reading Phonekeo, Say. - : Victoria University of Wellington, 2020 BASE Show details 2 The emerging understandings and practices of task-based language teaching (TBLT) by Thai EFL student teachers Jaruteerapan, Paweena. - : Victoria University of Wellington, 2020 BASE Show details 3 Intercultural Language Teaching in Vietnamese Tertiary EFL Classes: A Participatory Action Research Study Tran, Thao. - : Victoria University of Wellington, 2020 BASE Show details 4 The implementation of task-based language teaching in EFL primary school classrooms: A case study in Vietnam Bui, Trang. - : Victoria University of Wellington, 2019 BASE Show details 5 Enhancing pronunciation teaching in the tertiary EFL classrooom: A Vietnamese case study Nguyen, Loc Tan. - : Victoria University of Wellington, 2019 BASE Show details 6 Fostering incidental vocabulary uptake from audio-visual materials: The role of text comprehension Nguyễn, Chí Đức. - : Victoria University of Wellington, 2017 BASE Show details 7 Peer Interaction Opportunities for Non-Native-Speaker-of-English International Students in Postgraduate Courses of a NZ University Mukai, Shota. - : Victoria University of Wellington, 2017 BASE Show details 8 In pursuit of intercultural communicative competence: An investigation into English language policy and practices at a private university in Indonesia Siregar, Fenty Lidya. - : Victoria University of Wellington, 2016 BASE Show details 9 Theatre as TBLT: The implementation of theatre in a high school EFL Oral Communication course in Japan Reid, Robin David. - : Victoria University of Wellington, 2015 BASE Show details 10 The effect of input, repetition and metacognitive awareness on task performance in South Korean EFL classes Manning, Shaun Justin. - : Victoria University of Wellington, 2014 Abstract: The implementation of language learning tasks in EFL settings has been questioned for a number of reasons: limited use of L2, student overuse of a shared L1, a lack of connection between tasks and institutional demands, managing off-task behaviour and teacher unfamiliarity with tasks (Butler, 2011; Carless, 2004, 2008, 2009; Tinker Sachs, 2007). This study took an ecological approach (Van Lier, 2004) to investigate tasks and task implementation conditions designed to address the first four of these concerns. The study was a two-phase, mixed-method design in which I implemented ecologically valid tasks in an EFL course for South Korean university freshmen. The first phase was a one-semester exploratory study of six task-types with the aim of identifying deviations from the task-as-workplan. Differences from the workplan were discussed in relation to which stage of the task cycle, activity. planning. report (see J. Willis, 1996b) students re-interpreted and how these changes altered learning opportunities. The key findings were: (1) the students generally followed the workplan and engaged in extensive English-language collaborative assistance (Ohta, 2001). (2) Students rarely used the ‘planning’ phase of the task cycle to rehearse their public reports. They used this time to add new content, often using L1. (3) Throughout the task cycle, talk about grammar was rare except when one of the students was writing their team’s answer. (4) Echoing Carless (2008), students used markedly more L1 when the tasks were more “absorbing” because students worked to create interesting content rather than to develop their L2. (5) Of the six task types, the values clarification (VC) task was found to have best prompted students to discuss both lexis and grammar and to do so using relatively little L1. Based on these findings, the second phase, a quasi-experimental intervention, was carried out to determine the effect of three task implementation conditions on VC task performance. The conditions were: (1) an input-processing activity (IPA) done either pre- or post-task (cf. J. Willis, 1996b); (2) task and procedural repetition (Kim, 2013); and (3) raising learners’ metacognitive awareness (MA) of the purposes of the task (cf. Ewald, 2004). The intervention took place across six weeks of regularly scheduled classes. Students were kept in the same small teams throughout the study. The main findings were: (1) Students did not use target items from the IPA in their task performances; (2) Neither task nor procedural repetition had a statistically significant impact on the number or type of LREs, the amount of L1 used or on the correct use of a targeted task-natural grammar form. However, LRE counts and L1 use showed unpredicted negative trends. (3) The MA activity positively reversed the negative trends from repetition for some teams, indicating it provided a way to refocus participants on the learning objectives of the task particularly through the responses of other students. The following conclusions were made. First, for students to use target language in task interaction, it should be essential to the task. Second, the inclusion of collaborative writing in speaking tasks promotes attention to grammar. The effects of task repetition are mitigated by familiarity with members of the team; and therefore, effects of task repetition reported elsewhere represent the interaction of language development plus a new interlocutor. Finally, the metacognitive awareness activity affected student output, but had no impact on the use of input, suggesting training in learning from input may be needed. This study concludes with suggestions for further research and language teaching pedagogy. Keyword: Classroom research; Task implementation; Values clarification tasks URL: http://hdl.handle.net/10063/3403 BASE Hide details 11 Tasks in action in Vietnamese EFL high school classrooms: The role of rehearsal and performance in teaching and learning through oral tasks Nguyen, Thi Bao Trang. - : Victoria University of Wellington, 2013 BASE Show details 12 Study Abroad and Its Effect on the Pragmatic Performance of English Requests by Hong Kong English Language Students Wai-Cook, Misty So-Sum. - : Victoria University of Wellington, 2012 BASE Show details 13 An Investigation of Intercultural Teaching and Learning in Tertiary EFL Classrooms in Vietnam Ho, Si Thang Kiet. - : Victoria University of Wellington, 2011 BASE Show details 14 Applying linguistic research to real world problems: the social meaning of talk in workplace interaction Holmes, J.; Joe, Angela; Marra, Meredith. - : De Gruyter Mouton, 2011 BASE Show details 15 The Use of L1 and the TL in Focus on Form and Its Impact on Uptake, Noticing and Language Development Truong, Hong Hue Minh. - : Victoria University of Wellington, 2010 BASE Show details 16 Examining the Language Learning Potential of a Task-Based Approach to Synchronous Computer-Meditated communication Nik Mohd Alwi, Nik Aloesnita bt.. - : Victoria University of Wellington, 2010 BASE Show details 17 Interactions during teacher-fronted class time of English classes in a Chinese university Xie, Xiaoyan. - : Victoria University of Wellington, 2008 BASE Show details 18 Task-Based Interaction Among Adult Learners of English and Its Role in Second Language Development Newton, Jonathan Mark. - : Victoria University of Wellington, 1993 BASE Show details

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