TBLT in Business English Communication

Abstract

Research on the use of task-based language teaching (TBLT) with digital technologies has increased over the last few years but few studies have focused specifically on its use with blended learning involving international undergraduate learners studying in a UK higher education context. This paper explores the role of a task-based approach with international students learning business communication in English with a focus on the use of two collaborative digital technologies to aid blended learning: the video conferencing software Adobe Connect and the virtual world of Second Life. The study was guided by two research questions: What are the strengths and challenges presented by each application in terms of aiding authentic task completion? How can the applications be used to support task-based learning in a blended format? A year-long study with students at a UK university utilised semi-structured interviews, observations and in-world ethnography. The research highlights the importance of a number of design principles necessary for effective task-based learning in a blended approach and calls for more research on the type of support required by international undergraduates to aid them fulfil their potential in foreign language environments.

Using Second Life in an English Course

“…The presence of avatars in SL has been shown to be conducive to enhancing language awareness and participation. As avatars in SL can perform some non-verbal communication, such as eye contact and body language, language learners get a feeling that they communicate in the target language as they would in real life (Blasing, 2010;Thomas, 2013). This visual nature of SL, in turn, draws language learners' attention to 'linguistic accuracy' when they collaborate with native speakers in SL, according to Blasing (2010, p. 104).…”

“…This visual nature of SL, in turn, draws language learners' attention to 'linguistic accuracy' when they collaborate with native speakers in SL, according to Blasing (2010, p. 104). It has also been suggested that the presence of personalized avatars could enhance English learners' sense of engagement and improve their communication (Peterson, 2012;Thomas, 2013). MacIntyre (1995) emphasizes, 'anxiety may cause deficits in cognitive processing and impair task performance' (p. 92).…”

The Impact of Adobe Connect Vs. Shaad Applications as Communicative Software on EFL Learners’ Vocabulary Knowledge

“…Components of Shaad that can be useful for site visits include video and audio messaging, instant messaging, file sharing, and screen sharing. Such platforms offer the features of uploading and sharing files from a PC, sharing the screen, sending the students into breakout rooms, changing the role of a participant to host or presenter, and so forth (Thomas, 2013).…”

From Preservice to Inservice

“…Being linguistically and culturally aware means that teachers need to be aware of broad issues related to teaching linguistically and culturally diverse students such as students' home-school language gap, teachers' self-awareness of their own language use, and diverse students' cultural backgrounds. Teachers' technological awareness refers to teachers being aware of issues such as appropriate use of new technology to facilitate diverse students' learning (Ferreira, Salinas, & Morales, 2014;Thomas, 2013). However, the literature is unclear about whether and how teachers transfer linguistic, cultural and technological awareness developed through teacher education contexts into school teaching practice.…”