Authentic learning in foreign language learning

    GRADUATE STUDENT RESEARCHERS IN AUTHENTIC LEARNING AND DESIGN-BASED RESEARCH

A CALL program for the Nyikina language

language learning through authentic tasks

 

Ildeniz Ozverir

Task-based authentic learning activities in computer assisted foreign language learning



 

ABSTRACT:

The aim of this research is to enhance the practice of teaching and learning processes through the development of computer assisted task-based authentic learning activities and provide students with real-life situations where they will need and want to use the target language for a real purpose.

The study will target pre-university level English as a foreign language (EFL) learners and focus on developing both language and academic skills. In this activity, the class becomes the editorial board of the school newsletter – the English Preparatory School (EPS) Newsletter, and thus students engage in roles of journalists and editors of this newsletter. Students work in pairs to collect and collate information and write their report, either on a given topic (as perhaps a journalist on a newspaper might be assigned a story for the day) or one of their own choosing. In order to complete this task, students will need to collect information from a variety of resources using a variety of data collection methods, such as surveys, interviews and literature review. They will then analyse this data and report it to real audience. While playing these roles, learners will have the opportunity to investigate the task and subtasks from different perspectives such as focusing on readers’ expectations, developing authorship skills, cognitive and metacognitive skills, content and form. It is worthwhile to mention that anything that necessitates the use of language will be done in the target language. Therefore, students’ online and/or face-to-face communication will be done in English. Moreover, students will be using the target language in the final product (the report) authentically as they are going to use a relevant genre, argumentative, persuasive or informative, in order to communicate their findings in their report.

The outcome of the research will be practically significant for language teachers wanting to develop task-based authentic, engaging, contextualised, meaningful and collaborative blended learning due to the fact that it will provide a research based pedagogy-driven design model which is highly desired by language teachers.

PUBLICATIONS related to research:

  1. BulletOzverir, I. & Herrington, J. (2012) Task-based authentic learning activities in computer assisted foreign language learning. In: 27th Annual Research Forum (Western Australian Institute for Educational Research Inc) Transforming practice: The value of educational research, 11 August 2012, University of Notre Dame, Fremantle, Western Australia.

  2. BulletOzverir, I., & Herrington, J. (2011). Authentic activities in language learning: Bringing real world relevance to classroom activities.  In T. Bastiaens & M. Ebner (Eds.), Proceedings of EdMedia 2011 (pp. 1423-1428). Chesapeake, VA: AACE.

  3. BulletOzverir, I. (2008). An authentic learning task in EFL process writing: The EPS newsletter. In J. Luca & E. Weippl (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2008 (pp. 3226-3231). Chesapeake, VA: AACE.

  4. BulletOzverir, I. (2010). Situated cognition and its relationship to task-based language teaching. XIV World congress of comparative education societies. Boğaziçi University, İstanbul.





 

ABOUT Ildeniz

Name

Ildeniz Ozverir

Location

Famagusta, Cyprus





Ildeniz’s STUDY

Degree

Doctor of Philosophy

Supervisors

Jan Herrington

Ülker Vancı Osam

University

Murdoch University

Research approach


Word cloud created in Wordle using all text from Ildeniz’s research proposal document (Wordle.com)

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