Investigating the Effects of Authentic Activities on Foreign Language Learning: A Design-Based Research Approach

Autor/inn/en	Ozverir, Ildeniz; Osam, Ulker Vanci; Herrington, Jan
Titel	Investigating the Effects of Authentic Activities on Foreign Language Learning: A Design-Based Research Approach
Quelle	In: Educational Technology & Society, 20 (2017) 4, S.261-274 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Second Language Learning; English (Second Language); Second Language Instruction; Communicative Competence (Languages); Teaching Methods; Problem Solving; Learning Activities; Design; Inquiry; Direct Instruction; Constructivism (Learning); Relevance (Education); Documentation; Foreign Countries; Educational Technology; Technology Uses in Education; Writing Skills; Language Proficiency; Vocabulary; Grammar; Oral Language; Semi Structured Interviews; Observation; Cyprus + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Teaching method; Lehrmethode; Unterrichtsmethode; Problemlösen; Lernaktivität; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Relevance; Relevanz; Dokumentation; Ausland; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Writing skill; Schreibfertigkeit; Language skill; Language skills; Sprachkompetenz; Wortschatz; Grammatik; Oral interpretation; Mündlicher Sprachgebrauch; Beobachtung; Zypern
Abstract	Achieving communicative competency in English classes has been a key goal in contexts where English is taught as a foreign language (EFL). During this process, however, integrating the difficulty and complexity of real life tasks into classroom teaching has often been disregarded. Lack of opportunities for authentic language use often results in learners' gaining extensive knowledge about the target language ("know what") while they are weak in using the language in a meaningful way ("know how"). Accordingly, while learners can talk about grammar rules, they usually fail to use these rules for real communicative purposes in unstructured genuine settings. The present study employed a design-based research approach to investigate the use of authentic activities in EFL classes. For this purpose, an e-learning environment was created based on initial design principles of authentic activities and implemented in three pre-university level EFL classes in North Cyprus in two research cycles. Data were collected through semi-structured interviews, work samples, and observations. In accordance with the findings and continuous literature review, 11 design principles were derived from the initial design principles for the EFL context in order to facilitate competency-based foreign language use. (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Available from: National Sun Yat-sen University. Department of Information Management, 70, Lien-Hai Rd, Kaohsiung, 80424, Taiwan. Web site: http://www.ifets.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01