Authenticity of tasks in online ESL/EFL learning to foster transfer
AbstractAuthentic learning tasks, resembling life-like situations, have been effectively used in this research with Task-based Language Teaching (TBLT) of English as a Second/Foreign Language (ESL/EFL). The present study also focuses on the implementation of the Content and Language Integrated Learn...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2023-12-01
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| Series: | Cogent Education |
| Subjects: | |
| Online Access: | https://www.tandfonline.com/doi/10.1080/2331186X.2023.2190429 |
| _version_ | 1797671675649589248 |
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| author | Angeliki Anagnostopoulou Hans G. K. Hummel Rob Martens |
| author_facet | Angeliki Anagnostopoulou Hans G. K. Hummel Rob Martens |
| author_sort | Angeliki Anagnostopoulou |
| collection | DOAJ |
| description | AbstractAuthentic learning tasks, resembling life-like situations, have been effectively used in this research with Task-based Language Teaching (TBLT) of English as a Second/Foreign Language (ESL/EFL). The present study also focuses on the implementation of the Content and Language Integrated Learning (CLIL) approach in ESL/EFL teaching comparing two online courses, a course containing more “traditional” tasks with one consisting of less authentic tasks. For more meaningful learning, a sufficient level of authenticity to enable holistic teaching is required. Towards this goal, the study put into effect two e-courses, with 50 participants, differing distinctly in levels of authenticity. The Method section describes the three instruments, used to collect the relevant data, which will provide answers to the equally posed three research questions. Specifically, the Integrative Learning Value (ILV) instrument measured knowledge transfer, the Approaches to Teaching Inventory (ATI) students’ learning performance in relation to more or less teacher/student-centered teaching strategies as well as the 5-Dimensional Framework for Authenticity (5DF) instrument for student perceived authenticity. Finally, results are presented and conclusions are discussed. |
| first_indexed | 2024-03-11T21:18:59Z |
| format | Article |
| id | doaj.art-95f01399d0754d15bae4178298331d36 |
| institution | Directory Open Access Journal |
| issn | 2331-186X |
| language | English |
| last_indexed | 2024-03-11T21:18:59Z |
| publishDate | 2023-12-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Cogent Education |
| spelling | doaj.art-95f01399d0754d15bae4178298331d362023-09-28T10:28:07ZengTaylor & Francis GroupCogent Education2331-186X2023-12-0110110.1080/2331186X.2023.2190429Authenticity of tasks in online ESL/EFL learning to foster transferAngeliki Anagnostopoulou0Hans G. K. Hummel1Rob Martens2English Language Department, SEOPP, Secondary Education Office of Peloponnese Prefecture, Peloponnese, GreeceFaculty of Educational Sciences, Open University of the Netherlands, Heerlen, The NetherlandsFaculty of Educational Sciences, Open University of the Netherlands, Heerlen, The NetherlandsAbstractAuthentic learning tasks, resembling life-like situations, have been effectively used in this research with Task-based Language Teaching (TBLT) of English as a Second/Foreign Language (ESL/EFL). The present study also focuses on the implementation of the Content and Language Integrated Learning (CLIL) approach in ESL/EFL teaching comparing two online courses, a course containing more “traditional” tasks with one consisting of less authentic tasks. For more meaningful learning, a sufficient level of authenticity to enable holistic teaching is required. Towards this goal, the study put into effect two e-courses, with 50 participants, differing distinctly in levels of authenticity. The Method section describes the three instruments, used to collect the relevant data, which will provide answers to the equally posed three research questions. Specifically, the Integrative Learning Value (ILV) instrument measured knowledge transfer, the Approaches to Teaching Inventory (ATI) students’ learning performance in relation to more or less teacher/student-centered teaching strategies as well as the 5-Dimensional Framework for Authenticity (5DF) instrument for student perceived authenticity. Finally, results are presented and conclusions are discussed.https://www.tandfonline.com/doi/10.1080/2331186X.2023.2190429Task authenticityTBLTCLILonline learningESL/EFL teaching |
| spellingShingle | Angeliki Anagnostopoulou Hans G. K. Hummel Rob Martens Authenticity of tasks in online ESL/EFL learning to foster transfer Cogent Education Task authenticity TBLT CLIL online learning ESL/EFL teaching |
| title | Authenticity of tasks in online ESL/EFL learning to foster transfer |
| title_full | Authenticity of tasks in online ESL/EFL learning to foster transfer |
| title_fullStr | Authenticity of tasks in online ESL/EFL learning to foster transfer |
| title_full_unstemmed | Authenticity of tasks in online ESL/EFL learning to foster transfer |
| title_short | Authenticity of tasks in online ESL/EFL learning to foster transfer |
| title_sort | authenticity of tasks in online esl efl learning to foster transfer |
| topic | Task authenticity TBLT CLIL online learning ESL/EFL teaching |
| url | https://www.tandfonline.com/doi/10.1080/2331186X.2023.2190429 |
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