Sociocultural Theory and Task‐Based Language Teaching: The Role of Praxis

Feryok, Anne

doi:10.1002/tesq.390

Cited by 13 publications

(14 citation statements)

References 27 publications

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“…First, Rassaei utilizes pure implicit instruction without any explanation of the grammatical concepts prior the task provided as explicated in Long's (2015) TBLT, while this study utilizes grammarring and/or languaging prior to the task performances. It is in line with Feryok's (2017) claims that the non-native learners might not be noticing the target language if it were used implicitly. The systematic concepts (i.e., discussing form, function, and use of the target linguistic features) provided prior to the tasks mediate the learning process that lead to the complete learning.…”

Section: Tsli and Negotiated Feedback On Learners' Explicit And Impli...supporting

confidence: 84%

Negotiated Feedback, Situated Recast and Task-Supported Language Instruction on the Development of Grammatical Features

Fadilah¹,

Widiati²,

Anugerahwati³

2021

The Journal of AsiaTEFL

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This study aimed at investigating the effects of Task-Supported Language Instruction (TSLI) and two oral corrective feedbacks i.e., situated recast (SR) and negotiated feedback (NF) on the learners' development of grammatical features: be-passive voice. We utilized a quasi-experimental design on four intact-class encompassing 127 third-semester EFL learners assigned to one control group and three experimental groups. A mixed-design repeated measure analysis of variance (RM-ANOVA) was applied to gauge the development of both individuals within the groups and the comparisons between groups. The finding reveals that there is no significant development between pre and post-test depicted in the control group. By contrast, there is a significant development from pre to post-test in the experimental groups in which TSLI + NF has the largest effect sizes of TSLI + SR as well as TSLI-only group. Furthermore, TSLI + SR and TSLI + NF provided a longer-term effect than TSLI group on both tests explicated in the delayed test. We interpret these findings as showing that a dynamic explicit-implicit oral corrective feedback embedded in the explicit instruction provide more potent than those task only and control group on the learners' development of be-passive voice.

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Section: Tsli and Negotiated Feedback On Learners' Explicit And Impli...supporting

confidence: 84%

Negotiated Feedback, Situated Recast and Task-Supported Language Instruction on the Development of Grammatical Features

Fadilah¹,

Widiati²,

Anugerahwati³

2021

The Journal of AsiaTEFL

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“…Se propone, por tanto, un aprendizaje/adquisición integral de una LE/L2 a partir de los siguientes componentes y tareas: social knowledge skills, casual writings, inmersive readings, pronuntiation accuracy, interactive speaking and visual listening. Se trata, consecuentemente, de un aprendizaje integrado por tareas (integrated tasks) de acuerdo a la interacción social del aula (Feryok, 2017;Gómez & Rodríguez, 2008;Morton, 2016). El destinatario de dicha herramienta lo constituyen alumnos a partir de 13 años en adelante.…”

Section: Diseño De La Investigaciónunclassified

Validación del cuestionario acerca de actitudes lingüísticas hacia una lengua extranjera debido al uso de la app Papua

Acuña¹

2021

ReiDoCrea: Revista Electrónica De Investigación Docencia Creativa

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Resumen: La presente investigación consistió en la creación de un instrumento inicial de medición compuesto de 23 preguntas cerradas, el cual medía las actitudes lingüísticas y las actitudes de aprendizaje hacia una lengua extranjera/L2 a partir de herramientas digitales como las aplicaciones (apps). Para la validación del cuestionario, recurrimos a expertos y posteriormente a una muestra de 31 estudiantes con español como primera lengua del Grado de Educación Primaria de la Universidad de Huelva. El cuestionario bilingüe (lengua española e inglés) es una herramienta multidimensional que midió dos dimensiones: la medición de actitudes de aprendizaje/adquisición hacia una lengua extranjera/L2 y la medición de actitudes lingüísticas hacia una lengua extranjera/L2 (CAAAL). Para la elaboración del instrumento se combinó una serie de ítems de acuerdo a las siguientes variables: actitudes hacia el aprendizaje/adquisición de una lengua extranjera/L2; actitudes hacia el aprendizaje/adquisición de las destrezas orales y escritas de una lengua extranjera/L2 y sus posibilidades de interacción y actitudes hacia la motivación del aprendizaje/adquisición de una lengua extranjera/L2. Los resultados demostraron que el instrumento final validado con 13 ítems posee las propiedades psicométricas adecuadas y que resulta válido para medir las dos dimensiones iniciales propuestas. Palabra clave: Validación cuestionario CAAAL Validation of a questionnaire about linguistic attitudes towards a second language learning due to Papua app´s use

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“…Blashke (2012,59) feels that situating the learning activities within the experience world of learners facilitates academic success. Social support from peers should be encouraged (Blashke 2012, 59;Feryok 2013Feryok , 2014Furnborough 2012, 100). Furtak and Kunter (2012, 285) distinguish between procedural and cognitive support in the learning milieu.…”

Section: Background To the Studymentioning

confidence: 99%

I think I can, I know I can? Success orientation in adult learner academic self-directedness

Botha

2021

SAJHE

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A Learning 2.0 milieu requires an active learner mindset, where the learner initiates and directs the learning experience. Consequently, adult learner academic self-directedness is essential for facilitating successful lifelong learning. Learner self-directedness is of specific importance in South African higher education, since only about 12 per cent of qualifying matriculants will continue to higher education, and of those, only about 6 per cent will qualify within 6 years. Adult learner selfdirectedness broadly consists of contextual (learning environment), cognitive (agency) and behavioural (self-management) elements. Although researchers agree that a fairly well-developed capacity for self-directedness is a requirement for successful ODeL studies, there is a lack of research on adult learner self-directedness in the South African ODeL context. The adult learner self-directedness scale (ALSDS) was developed to investigate adult learners in an ODeL context.The scale produced four factors describing adult learner self-directedness in, of which success orientation seems to be the most noteworthy.

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Sociocultural Theory and Task‐Based Language Teaching: The Role of Praxis

Cited by 13 publications

References 27 publications

Negotiated Feedback, Situated Recast and Task-Supported Language Instruction on the Development of Grammatical Features

Negotiated Feedback, Situated Recast and Task-Supported Language Instruction on the Development of Grammatical Features

Validación del cuestionario acerca de actitudes lingüísticas hacia una lengua extranjera debido al uso de la app Papua

I think I can, I know I can? Success orientation in adult learner academic self-directedness

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