Online Task-Based Curriculum for Teaching Vietnamese: Insights from Action Research.
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| Title: | Online Task-Based Curriculum for Teaching Vietnamese: Insights from Action Research. |
|---|---|
| Authors: | Le, Hoa Thi Vinh1 (AUTHOR) hle@fas.harvard.edu, Ziegler, Nicole2 (AUTHOR) nziegler@hawaii.edu |
| Source: | CALICO Journal. 2025, Vol. 42 Issue 3, p437-471. 35p. |
| Subject Terms: | *Second language acquisition, *Online education, *Action research, *Computer assisted language instruction, *Curriculum planning, *Collaborative learning, *Distance education, Vietnamese language |
| Abstract: | Research exploring pedagogical approaches during emergency remote teaching (ERT) throughout the global COVID-19 pandemic demonstrated the importance of interaction and collaborative learning, with studies highlighting the affordances of technology-mediated Task-Based Language Teaching (TMTBLT) for fostering engagement, supporting motivation, and promoting second language (L2) development (e.g., González-Lloret, 2020; Kohnke & Moorhouse, 2021). However, despite continued interest in TMTBLT, little research has explored the design and implementation of fully synchronous online task-based language courses (although see Nielson, 2022), particularly for less commonly taught languages (LCTLs), such as Vietnamese. This study addresses these gaps by investigating the creation of a TBLT curriculum for an online beginner-level Vietnamese course during ERT. Action research (Burns, 2010) was employed as a framework to resolve localized issues that emerged within this context as both the instructor and learners navigated a rapid, wholesale shift to online learning. Following a small-scale needs analysis, tasks were identified and sequenced following best practices as described by Robinson (2009) and Long (2015). Learner interviews, surveys, the teacher's journal, and task-based assessments were analyzed to examine the role of tasks in promoting engagement and L2 learning outcomes over two consecutive semesters. Qualitative results demonstrated curricular challenges related to task instructions, task complexity, and group dynamics, while quantitative findings indicate improvement in task performance over time. In addition, results demonstrated that learners' perceived technology-mediated tasks as beneficial to their language learning, with interview and survey data citing their real-world applicability and role in enhancing learners' practical use of the target language. [ABSTRACT FROM AUTHOR] |
| Copyright of CALICO Journal 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 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 188863506 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Online Task-Based Curriculum for Teaching Vietnamese: Insights from Action Research. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Le%2C+Hoa+Thi+Vinh%22">Le, Hoa Thi Vinh</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> hle@fas.harvard.edu</i><br /><searchLink fieldCode="AR" term="%22Ziegler%2C+Nicole%22">Ziegler, Nicole</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> nziegler@hawaii.edu</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22CALICO+Journal%22">CALICO Journal</searchLink>. 2025, Vol. 42 Issue 3, p437-471. 35p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Second+language+acquisition%22">Second language acquisition</searchLink><br />*<searchLink fieldCode="DE" term="%22Online+education%22">Online education</searchLink><br />*<searchLink fieldCode="DE" term="%22Action+research%22">Action research</searchLink><br />*<searchLink fieldCode="DE" term="%22Computer+assisted+language+instruction%22">Computer assisted language instruction</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum+planning%22">Curriculum planning</searchLink><br />*<searchLink fieldCode="DE" term="%22Collaborative+learning%22">Collaborative learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Distance+education%22">Distance education</searchLink><br /><searchLink fieldCode="DE" term="%22Vietnamese+language%22">Vietnamese language</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Research exploring pedagogical approaches during emergency remote teaching (ERT) throughout the global COVID-19 pandemic demonstrated the importance of interaction and collaborative learning, with studies highlighting the affordances of technology-mediated Task-Based Language Teaching (TMTBLT) for fostering engagement, supporting motivation, and promoting second language (L2) development (e.g., González-Lloret, 2020; Kohnke & Moorhouse, 2021). However, despite continued interest in TMTBLT, little research has explored the design and implementation of fully synchronous online task-based language courses (although see Nielson, 2022), particularly for less commonly taught languages (LCTLs), such as Vietnamese. This study addresses these gaps by investigating the creation of a TBLT curriculum for an online beginner-level Vietnamese course during ERT. Action research (Burns, 2010) was employed as a framework to resolve localized issues that emerged within this context as both the instructor and learners navigated a rapid, wholesale shift to online learning. Following a small-scale needs analysis, tasks were identified and sequenced following best practices as described by Robinson (2009) and Long (2015). Learner interviews, surveys, the teacher's journal, and task-based assessments were analyzed to examine the role of tasks in promoting engagement and L2 learning outcomes over two consecutive semesters. Qualitative results demonstrated curricular challenges related to task instructions, task complexity, and group dynamics, while quantitative findings indicate improvement in task performance over time. In addition, results demonstrated that learners' perceived technology-mediated tasks as beneficial to their language learning, with interview and survey data citing their real-world applicability and role in enhancing learners' practical use of the target language. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of CALICO Journal 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.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.3138/calico-2025-0025 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 35 StartPage: 437 Subjects: – SubjectFull: Second language acquisition Type: general – SubjectFull: Online education Type: general – SubjectFull: Action research Type: general – SubjectFull: Computer assisted language instruction Type: general – SubjectFull: Curriculum planning Type: general – SubjectFull: Collaborative learning Type: general – SubjectFull: Distance education Type: general – SubjectFull: Vietnamese language Type: general Titles: – TitleFull: Online Task-Based Curriculum for Teaching Vietnamese: Insights from Action Research. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Le, Hoa Thi Vinh – PersonEntity: Name: NameFull: Ziegler, Nicole IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 09 Text: 2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 07427778 Numbering: – Type: volume Value: 42 – Type: issue Value: 3 Titles: – TitleFull: CALICO Journal Type: main |
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