Comparing whole-class discussion and task-based activity: a small-scale study.
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| Title: | Comparing whole-class discussion and task-based activity: a small-scale study. |
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| Authors: | Farzaneh, Thoraya1 thorayafarzaneh@gmail.com, Benati, Alessandro2 abenati@hku.hk |
| Source: | Instructed Second Language Acquisition. 2021, Vol. 5 Issue 1, p4-39. 36p. |
| Subject Terms: | *Developmental tasks, *Discussion in education, *Teaching methods, *Pedagogical content knowledge, *Teacher effectiveness |
| Abstract: | This study examined the participation patterns and effectiveness of two different instructional treatments: Treatment One consisted of a task-based activity; Treatment Two used a whole-class discussion approach (Q/A paradigm). The research investigated which instructional treatment was more relevant and effective. The quantity of information learners could remember immediately after instruction, one week later, and the information that emerged through the interactional formats were measured. Each treatment was carried out for approximately one hour and then participants were asked to write a summary. After a week, students were given a piece of paper to summarise what was carried out the week before to see how much information they could remember. All the interactions were transcribed. L2 learners' response towards the taskbased activity showed positive results and the task-based activity treatment was considered a better pedagogical approach. [ABSTRACT FROM AUTHOR] |
| Copyright of Instructed Second Language Acquisition is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 150786249 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Comparing whole-class discussion and task-based activity: a small-scale study. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Farzaneh%2C+Thoraya%22">Farzaneh, Thoraya</searchLink><relatesTo>1</relatesTo><i> thorayafarzaneh@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Benati%2C+Alessandro%22">Benati, Alessandro</searchLink><relatesTo>2</relatesTo><i> abenati@hku.hk</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Instructed+Second+Language+Acquisition%22">Instructed Second Language Acquisition</searchLink>. 2021, Vol. 5 Issue 1, p4-39. 36p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Developmental+tasks%22">Developmental tasks</searchLink><br />*<searchLink fieldCode="DE" term="%22Discussion+in+education%22">Discussion in education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Pedagogical+content+knowledge%22">Pedagogical content knowledge</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+effectiveness%22">Teacher effectiveness</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This study examined the participation patterns and effectiveness of two different instructional treatments: Treatment One consisted of a task-based activity; Treatment Two used a whole-class discussion approach (Q/A paradigm). The research investigated which instructional treatment was more relevant and effective. The quantity of information learners could remember immediately after instruction, one week later, and the information that emerged through the interactional formats were measured. Each treatment was carried out for approximately one hour and then participants were asked to write a summary. After a week, students were given a piece of paper to summarise what was carried out the week before to see how much information they could remember. All the interactions were transcribed. L2 learners' response towards the taskbased activity showed positive results and the task-based activity treatment was considered a better pedagogical approach. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Instructed Second Language Acquisition is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=150786249 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1558/isla.17846 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 36 StartPage: 4 Subjects: – SubjectFull: Developmental tasks Type: general – SubjectFull: Discussion in education Type: general – SubjectFull: Teaching methods Type: general – SubjectFull: Pedagogical content knowledge Type: general – SubjectFull: Teacher effectiveness Type: general Titles: – TitleFull: Comparing whole-class discussion and task-based activity: a small-scale study. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Farzaneh, Thoraya – PersonEntity: Name: NameFull: Benati, Alessandro IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2021 Type: published Y: 2021 Identifiers: – Type: issn-print Value: 23984155 Numbering: – Type: volume Value: 5 – Type: issue Value: 1 Titles: – TitleFull: Instructed Second Language Acquisition Type: main |
| ResultId | 1 |
