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The Effects of Technology-Mediated TBLT on Enhancing the Speaking Abilities of University Students in a Collaborative EFL Learning Environment

  • Kate Tzu-Ching Chen

    Kate Tzu-Ching Chen has an Ed.D. in Curriculum and Instruction (Specialized in TESOL) from the University of South Dakota, USA. She is currently engaging in researche on educational technology issues and learning strategies for developing English ability. She also received several government and school sponsored research grants on TESOL related topics. She presently resides in Taichung, Taiwan and works as the Chairperson and an Associate Professor at Chaoyang University of Technology, the Department of Applied English.

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Published/Copyright: May 9, 2019
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Abstract

The purpose of this study was to investigate the effects of technology-mediated TBLT (Task based language teaching) tasks where students must collaborate within an English as Foreign Language (EFL) course created to develop their English speaking abilities. A total of 25 students participated in this study and were assigned to groups of 4 to 6. Each group was asked to create seven five-minute video productions in English using their cell phone camera about topics assigned to them by the teacher over the course of one semester. The results of the pre-test and post-test indicated that the tasks were effective in improving students’ English speaking abilities. Class observations and students’ Facebook posts showed predominately positive perceptions towards the task of video making with their respective groups using technology tools. The bi-weekly video productions and the end-of-term survey revealed that the participants believe that technology-mediated TBLT in a collaborative learning environment was beneficial in increasing their English speaking abilities, which highlights the need to shift from teacher-centered activities to learner-centered activities within a collaborative learning environment.

Funding statement: This study was funded by The College of Humanities and Social Sciences at Chaoyang University of Technology in Taiwan.

About the author

Kate Tzu-Ching Chen

Kate Tzu-Ching Chen has an Ed.D. in Curriculum and Instruction (Specialized in TESOL) from the University of South Dakota, USA. She is currently engaging in researche on educational technology issues and learning strategies for developing English ability. She also received several government and school sponsored research grants on TESOL related topics. She presently resides in Taichung, Taiwan and works as the Chairperson and an Associate Professor at Chaoyang University of Technology, the Department of Applied English.

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– Appendix

End of term survey items related to each of the three constructs

ItemsConstructs
Video task based learning helped me improve my English vocabulary.Learning achievement
I have been trying to figure out the correct grammatical usage for the video.Learning achievement
Video task based learning helped me improve my English listening ability.Learning achievement
Video task based learning helped me improve my English speaking ability.Learning achievement
Video task based learning helped me improve my English pronunciation.Learning achievement
Video task based learning helped me increase my creativity.Learning achievement
Video task based learning reduced my fear in speaking English.Learning achievement
Video task based learning helped reinforce my English speaking ability.Learning achievement
Video task based learning made learning English speaking a whole lot more fun.Learning achievement
I am able to express myself verbally in English better and more effectively now.Learning achievement
The collaborative video tasks prepared me for my eventual involvement in other tasks that requires teamwork.Collaboration
The collaborative video tasks brought group members closer.Collaboration
We supported each other most of the time when working on the tasks.Collaboration
I am satisfied with my group.Collaboration
Competing with other groups pushed me to do better.Collaboration
If given a choice, I would still choose to work in a group.Collaboration
Working in a group helped me improve my English.Collaboration
Video subtitles made the films easier to understand.Perceptions
I feel excited to perform in front of the camera.Perceptions
I enjoyed the video production process, such as planning and acting.Perceptions
Video task based learning inspired me try harder to learn English.Perceptions
This is a meaningful learning experience for me.Perceptions
Compare to other courses, this one is more interesting.Perceptions
I love to come to this course than others.Perceptions
After taking this course, I like to speak English more than ever.Perceptions
Published Online: 2019-05-09
Published in Print: 2021-06-25

© 2019 Walter de Gruyter GmbH, Berlin/Boston

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