Microevaluating Learners’ Task-specific Motivation in a Task-based Business Spanish Course

Torres, Julio; Serafini, Ellen J.

doi:10.1353/hpn.2016.0055

Cited by 51 publications

(9 citation statements)

References 25 publications

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“…Further, we measured learners’ motivation for each task version, as differences in task‐specific motivation may affect the amount of interaction (e.g., Dörnyei & Kormos, ). As such, upon completion of each task, participants filled out a post‐task motivation questionnaire to gather information on how relevant, satisfying, and engaging they found each task version (see Torres & Serafini, ) Results of an independent samples t test, t (115) = .93, p = .354, revealed no significant differences between participants’ ratings of Task A ( M = 32.06, SD = 5.21) and Task B ( M = 32.88, SD = 4.42). Therefore, any differences in interactional moves between both task versions are not due to learners’ task‐specific motivation.…”

Section: Methodsmentioning

confidence: 99%

“…First, the study investigates a group of learners enrolled in advanced Spanish content courses. While the design of differentiated language courses for HL learners has been on the rise (Beaudrie, ), both L2 and HL learners often reconvene in advanced content courses such as Business Spanish (e.g., Torres & Serafini, ). Second, we tested pair types composed of HL–L2 and HL–HL learners to examine the role of prior language experience on peer collaboration.…”

Section: Research Questionsmentioning

confidence: 99%

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A Comparison of Advanced Heritage Language Learners’ Peer Interaction Across Modes and Pair Types

Torres

Cung

2019

The Modern Language Journal

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A strand of task‐based interaction research has emerged to better understand the effects of heritage language (HL) and second language (L2) learners’ peer collaboration on interactional moves (e.g., language‐related episodes [LREs], self‐repairs) and linguistic focus. To extend this line of research, this study compared 14 HL–L2 and 16 HL–HL advanced learners’ peer interactions across face‐to‐face (FTF) and written synchronous computer‐mediated communication (SCMC) modes. Each dyad completed 2 decision‐making/collaborative writing tasks in Spanish across both interaction modes. Results revealed that interaction mode had a large effect on the extent to which HL–L2 and HL–HL pairs produced self‐repairs and initiated LREs. That is, both pair types initiated more LREs in FTF mode, and self‐repaired non‐target‐like utterances more extensively in SCMC mode. As for pair types, HL–L2 pairs significantly resolved more lexis‐focused episodes in FTF mode, and HL–HL pairs only produced self‐repair episodes in SCMC mode. HL–L2 and HL–HL dyads addressed linguistic items (e.g., morphosyntax) rather equally across interaction modes. Our findings are discussed in light of the differences in prior language‐learning experiences of HL and L2 learners.

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Section: Methodsmentioning

confidence: 99%

Section: Research Questionsmentioning

confidence: 99%

A Comparison of Advanced Heritage Language Learners’ Peer Interaction Across Modes and Pair Types

Torres

Cung

2019

The Modern Language Journal

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“…Task-specific motivation has been studied since it can affect the amount of interaction (Dörnyei & Kormos, 2000) as well as the processes by which students control and appraise their actions so that they can successfully carry out a writing task (Yanguas, 2011). The Likert-scale questionnaire used in the current study has been adopted in previous studies (Torres & Serafini, 2016). Our results revealed that the AudSCMC (M= 34.0, SD= 8.1), VidSCMC (M= 34.6, SD= 3.3) and TxtSCMC (M= 34.0, SD= 3.4) groups did not significantly differ with regards to their task-specific motivation.…”

Section: Methodsmentioning

confidence: 99%

Levels of Engagement in Task-based Synchronous Computer Mediated Interaction

Torres

Yanguas

2021

CJAL

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Investigating task-based synchronous computer-mediated communication (SCMC) interaction has increasingly received scholarly attention. However, studies have focused on negotiation of meaning and the quantity, focus and resolution of language related episodes (LREs). This study aims to broaden our understanding of the role of audio, video, and text SCMC conditions by additionally examining second language (L2) learners’ levels of engagement during the production of LREs as a result of interactive real-world tasks. We tested 52 dyads of L2 Spanish intermediate learners who completed a decision- making/writing task. Our main analysis revealed that dyads in the audio SCMC condition engaged in more limited LREs vis-à-vis the text SCMC group, and audio SCMC dyads also showed a trend of engaging more in elaborate LREs. The findings imply that interactive SCMC conditions can place differential demands on L2 learners, which has an effect on the ways in which L2 learners address LREs during task-based interaction.

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“…Alternatively, some gaps may be of low instructional priority because they may have little bearing on larger goals such as increasing students’ functional skills and reversing language shift. What is more, for gaps that are deemed to be worthy of instruction, linguistic research has not shed light on the “how” of instruction—that is, the types of interventions that result in measurable gains in grammatical accuracy (see, for example, Torres and Serafini () and Torres () for how learning is impacted by task design), let alone other aspects of linguistic competency such as fluency.…”

Section: Research and Pedagogy: Where We Are And Where We Need To Bementioning

confidence: 99%

Heritage language education: A proposal for the next 50 years

Carreira

Kagan

2018

Foreign Language Annals

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This article discusses ideas that will likely figure prominently in the development of the field of heritage language (HL) studies over the next five decades. Drawing on the ideals that prompted the launch of the Heritage Language Initiative 20 years ago and building on the accomplishments of the field since then, we make several proposals for advancing research and instruction to better serve the needs of HL‐speaking youth and communities, as well as the nation at large. With this overarching goal, we focus in particular on the ways to institutionalize HL education in foreign language departments and mainstream it in the larger U.S. educational system

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Microevaluating Learners’ Task-specific Motivation in a Task-based Business Spanish Course

Cited by 51 publications

References 25 publications

A Comparison of Advanced Heritage Language Learners’ Peer Interaction Across Modes and Pair Types

A Comparison of Advanced Heritage Language Learners’ Peer Interaction Across Modes and Pair Types

Levels of Engagement in Task-based Synchronous Computer Mediated Interaction

Heritage language education: A proposal for the next 50 years

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