Courseware Integration into Task-Based Learning: A Case Study of Multimedia Courseware-Supported Oral Presentations for Non-English Major Students

Autor/in	Tsai, Shu-Chiao
Titel	Courseware Integration into Task-Based Learning: A Case Study of Multimedia Courseware-Supported Oral Presentations for Non-English Major Students
Quelle	In: ReCALL, 23 (2011) 2, S.117-134 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-3440
DOI	10.1017/S0958344011000048
Schlagwörter	Elective Courses; International Trade; Courseware; Questionnaires; Language Skills; Language Aptitude; English for Special Purposes; English (Second Language); Teaching Methods; Second Language Learning; Case Studies; Nonmajors; Computer Assisted Instruction; Self Evaluation (Individuals); Student Evaluation; Multimedia Instruction; Student Attitudes; Oral Language; Learning Activities + Suchen Sie Ihr Suchwort? Elective course; Wahlkurs; Trade; International relations; Handel; Internationale Beziehungen; Lernsoftware; Fragebogen; Language skill; Sprachkompetenz; Sprachbegabung; Spracheignung; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; Case study; Fallstudie; Case Study; Computer based training; Computerunterstützter Unterricht; Schulnote; Studentische Bewertung; Multimediales Lernen; Schülerverhalten; Oral interpretation; Mündlicher Sprachgebrauch; Lernaktivität
Abstract	This study reports on the integration of English for Specific Purposes (ESP) multimedia courseware for oral presentations into a self-learning and elective program for non-English major students in an English as a Foreign Language (EFL) setting. A computer-aided instruction approach, combined with a task-based learning approach, was adopted. Computers played a central role as the means of information delivery. The courseware acted as a silent partner and played the role of a tutor and adjunct teacher to provide students with authentic materials for learning to give English oral presentations in international business and technical settings. It offered a variety of learning activities with instant on-line self-evaluation for students to practice integrative language skills and learn content knowledge. Evaluation of student performance was based upon data from pre- and post-tasks, student questionnaires about concerns, and an open-ended questionnaire. After active participation and self-learning, most of the non-English major students clearly indicated they had made some improvement or progress and felt their learning effectiveness for preparing speech texts was significantly improved. In addition, they had become more concerned about their English ability and the ESP courseware was able to meet their need for greater linguistic support to enhance their language ability. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10