Author :
Abstract
Task-based pedagogy states that learning is the outcome of an interaction between the student, the teacher, and the activity. Therefore, for the learner to be successful, the teacher must have full command of this interaction and be able to modify the activity in the best interest of students. In our experiences and observations of classrooms, we have noticed that the level of this interaction and modifications vary among language teachers. The present ethnographic study attempts to identify potential sources of EFL teachers’ activity modifications by exploring the teachers’ perceptions of the natures, aims, and requirements of a given language-learning activity. The knowledge of potential sources of mismatch between teacher intentions and the natures of activities help to inform EFL teachers about language-learning activities at hand; as a result, the desired outcomes of teaching activities are achieved. To guide this study, three research questions were constructed regarding a) the types of activity modifications in EFL classes, b) the number of modifications and its relationship to the number in years of teaching experience, and c) the themes behind the reasons for modification. For these purposes, EFL teachers’ classroom activity modifications were quantitatively and qualitatively analyzed. Six in-service language teachers of a university-level preparatory class were visited and their activity modifications were recorded on the Activity Modification Sheet. Later they were interviewed to discuss these modifications. The results of the current study reveal the types of modifications made in language classes and suggest four major themes pertaining the reasons for activity modifications: clarification, time management, student feedback, and professional collaboration. However, the results also demonstrate the lack of a statistically significant relationship between the participants’ numbers of modification and their numbers in years of teaching experience.
Keywords
Abstract
Task-based pedagogy states that learning is the outcome of an interaction between the student, the teacher, and the activity. Therefore, for the learner to be successful, the teacher must have full command of this interaction and be able to modify the activity in the best interest of students. In our experiences and observations of classrooms, we have noticed that the level of this interaction and modifications vary among language teachers. The present ethnographic study attempts to identify potential sources of EFL teachers’ activity modifications by exploring the teachers’ perceptions of the natures, aims, and requirements of a given language-learning activity. The knowledge of potential sources of mismatch between teacher intentions and the natures of activities help to inform EFL teachers about language-learning activities at hand; as a result, the desired outcomes of teaching activities are achieved. To guide this study, three research questions were constructed regarding a) the types of activity modifications in EFL classes, b) the number of modifications and its relationship to the number in years of teaching experience, and c) the themes behind the reasons for modification. For these purposes, EFL teachers’ classroom activity modifications were quantitatively and qualitatively analyzed. Six in-service language teachers of a university-level preparatory class were visited and their activity modifications were recorded on the Activity Modification Sheet. Later they were interviewed to discuss these modifications. The results of the current study reveal the types of modifications made in language classes and suggest four major themes pertaining the reasons for activity modifications: clarification, time management, student feedback, and professional collaboration. However, the results also demonstrate the lack of a statistically significant relationship between the participants’ numbers of modification and their numbers in years of teaching experience.
Keywords
- Allen, C. (2015). Marriages of convenience? Teachers and coursebooks in the digital age. ELT Journal, 69(3), 249-263. doi: 10.1093/elt/ccv005
- Anton, M. (1996). Using ethnographic techniques in classroom observation: A study of success in a foreign language class. Foreign Langauge Annals, 29(4),551-561
- Borg, S. (2006). Teacher cognition and language education: research and practice. London: Continuum.
- Calvert, M., & Sheen, Y. (2014). Task-based language learning and teaching: An action-research study. Language Teaching Research, 1-19. doi: 10.1177/1362168814547037
- Choudhury, A. S. (2011). Classroom roles of English language teachers: The traditional and the innovative. Contemporary Online Language Education Journal, 1, 33-40.
- Dowson, C. (2002). Practical research methods. Wiltshire: Cromwell Press.
- Djapoura, A. (2005). The effect of pre-task planning time on task-based performance. In C., Edwards, & J., Willis, Teachers exploring tasks in English language teaching (pp.214-227). Hampshire, Palgrave Macmillan
- Fullan, M. (2007). The new meaning of educational change. Milton Park: Routledge.
- Galletta, A., & Cross, W. E. (2013). Mastering the semi-structured interview and beyond: From research design to analysis and publication (Qualitative studies in psychology). New York: New York University Press.
- Gilabert, R. (2007). The simultaneous manipulation of task complexity along planning time and +/−hereand- now: Effects on L2 oral production. In M. D. García, Investigating tasks in formal language learning (pp. 44-68). Clevedon: Multilingual Matters.
- Higher Education Act. (1981). Resmi gazete. No. 2547.
- Jiménez Raya, M., Lamb, T., & Vieira, F. (2007). Pedagogy for autonomy in language education in Europe: Towards a framework for learner and teacher development. Dublin: Authentik.
- Krashen, S. (1982). Principles and practice in second language acquisition. New York: Prentice-Hall.
- Kumaravadivelu, B. (1991). Language-learning tasks: Teacher intention and learner interpretation. ELT Journal, 45(2), 98-107.
- Lamb, T. (2008). Learner autonomy and teacher autonomy: Synthesising an agenda. In T. Lamb, & H. Reinders, learner and teacher autonomy: Concepts, realities, and response (pp. 269-284). Amsterdam: John Benjamins Publishing Co.
- Littewood, W. (1981). Communicative language teaching: An introduction. Cambridge: Cambridge University Press.
- Little, D. (2000). We’re all in it together: Exploring the interdependence of teacher and learner. Papers from the 7th Nordic Conference and Workshop on Autonomous Language Learning. Helsinki: University of Helsinki language Centre.
- Littlewood, W. (1997). Autonomy in communication and learning in the Asian context. Proceedings of the International Conference Autonomy 2000 (pp. 124-140). Thonburi: KMITT.
- Prestage, S., & Perks, P. (2007). Developing teacher knowledge using a tool for creating tasks for the classroom. Journal of Mathematics Teacher Education, 10, 381-390. doi: 10.1007/s10857-007-9049-5
- Skehan, P. (1998). A cognitive approach to language learning. Oxford: Oxford University Press.
- Smith, R. (2001). Teacher education for teacher-learner autonomy. The 9th IALS Symposium for Language Teacher Education. Edinburgh. IALS, University of Edinburgh.
- Smith, R., & Erdogan, S. (2008). Teacher-learner autonomy: Programme goals and student-teacher constructs. In T. Lamb, & H. Reinders, Learner and teacher autonomy: Concepts, realities, and responses (pp. 83-102). Amsterdam, NLD: John Benjamins Publishing Company.
- Van den Branden, K., Bygate, M., & Norris, J. M. (2009). Task-based language teaching: introducing the reader. In K. Van den Branden, M. Bygate, & J. M. Norris, Task-based language teaching: A reader (pp. 113). Amsterdam NLD: John Benjamins Publishing Company.
- Willis, J. (1996). A framework for task-based learning. Harlow: Longman Addison-Wesley.
- Willis, J. (2005). Introduction: Aims and explorations into tasks and task-based teaching. In C. W. Edwards, Teachers exploring tasks in English language teaching. London: Palgrave Macmillan.