TBLT 2017 Barcelona

7th International Conference on Task-Based Language Teaching“Tasks in Context”

Universitat de Barcelona19-21 April 2017

Conference Program

Welcome to TBLT 2017

Dear colleagues,

The Language Acquisition Research Group (GRAL) is delighted to host the 7th Task-Based Langua-ge Teaching Conference and to welcome you to the Universitat de Barcelona.

GRAL members participate in the second language acquisition MA and PhD programs and belong to the Department of Modern Languages and Literatures and English Studies. Ours is a large and vibrant community of researchers and students interested in various aspects of second language acquisition. Task-based language teaching has now a long and well-established presence in our programs at undergraduate and graduate levels and it is a consolidated line of research generating a considerable number of task-based end-of-degree papers, MA theses and PhD dissertations.

Motivated by the conference theme “Tasks in Context”, the program offers you talks about diverse areas of our field with a focus on their application to different contexts: online tasks, tasks in mul-timodal and multilingual environments, in academic and language for specific purposes contexts, and at primary school level, among others. The topics covered by the conference include: task assessment, focus on meaning and form, corrective feedback, tasks and writing, task complexity, pragmatics and interculturality, motivation and engagement, implicit and explicit task-based instruc-tion, and blended learning. We thank our plenary speakers for sharing their bird’s-eye views on the field from their particular areas of research within TBLT. We are also grateful to the reviewers who have generously contributed their time and expertise to help us select the papers, workshops and colloquia that form our program. This conference would not have been possible without the support of the International Association of Task-Based Language Teaching (IATBLT).

The members of the organizing team and volunteers will be around to help you so do not hesitate to approach them if you need any help.

We hope you will enjoy this wonderful gathering of researchers and practitioners from around the world. We would also encourage you to enjoy our wonderful city and the many things it has to offer.

Welcome to Barcelona!

Roger GilabertConference Chair

Scientific Committee

Mohammad AhmadianEva Alcón

Maria AndriaSible Andringa

Aguartzane AzkaraiMelissa Baralt

Júlia BarónKristof Baten

Ana Luisa BomanKerry Anne Brennan

Bram BulteMartin BygateJoan CastellvíJuli Cebrián

María Luz CelayaLlorenç Comajoan

Diego CortésMar Cruz

Rick de Graaff Bart Deygers

Natalia Dolgova William Dunn

Martin Robert East Sara Feijoo

Carolien Frijns María del Pilar García Mayo

Ferran GesaRoger Gilabert

Marta González-LloretGisela Grañena

Annallena de Souza GuedesLaura Gurzynski-Weiss

Alex HousenDaniel O. Jackson

YouJin KimFolkert Kuiken

Craig Patrick LambertMayya LevkinaÀngels LlanesShawn Lowen

Aleksandra MalickaRosa M. ManchónKim McDonough

Marije MichelMaribel Montero Perez

Joan Carles MoraCarme Muñoz

Jonathan NewtonJohn Norris

Lourdes OrtegaCarmen Pérez-Vidal

Elke PetersElisabet Pladevall

James William PownallGeòrgia PujadasAndrea ReveszPeter Robinson

John RogersMarina Ruiz TadaShoko SasayamaRaquel SerranoAli Shehadeh

Chris SheppardNatsuko Shintani

Maria del Mar SuárezElsa Tragant

Kris Van den BrandenKoen Van GorpOlena VasyletsIneke VedderNicole Ziegler

Organizing Committee

Roger Gilabert (Conference Chair)Júlia Barón

María Luz CelayaSara FeijooFerran Gesa

Mayya LevkinaJoan Carles Mora

Carme MuñozGeòrgia Pujadas

Maria del Mar SuárezOlena Vasylets

Volunteers

Irene AceroKerry Anne Brennan

Waleska CanoGabriel CuervaRyan DawsonTom Flaherty

Gemma GarciaInés García

Maripau GonzálezJavier Haro

Trang HwangLina Karzmarcik

Yashar KhazdouzianMyles Klynhout

Vita KoganDaniel Márquez

Marc MiretIngrid Mora

Natalia MoskvinaCamila Osorio

James William PownallMireia Ramon

Cristòfor RosiqueMarina Ruiz TadaDiana Samylova

Empar SastreSapna SehgalJames Venner

Víctor VillanuevaNatalia Wisniewska

Raquel Zarzuelo

General Information

Registration desk (Main Hall, Historic Building) Wednesday April 19th from 8:00h to 18:00hThursday April 20th from 8:30h to 18:00hFriday April 21st from 8:30h to 10:00h

Our buildings

All keynotes will take place in the ‘Paranimf’ room in the Historic Building (1st floor). All other talks will take place on the 2nd, 3rd and 4th floor of the Josep Carner building, which you can easily ac-cess from the Historic Building or from 2, Aribau street.

Internet access

Identificador (username): bfxxfy.tmpContrasenya (password): zrwb77

The building also has access to eduroam, which you can use with the same username and password that you have in your home institution.

Coffee breaks and lunch

All delegates are welcome to have coffee breaks and lunch in the gardens located between ‘Pati de Lletres’ (Philology) and ‘Pati de Ciències’ (Mathematics) in the Historic Building. In the event of bad weather, food and drinks will be served in the Main Hall. We offer no tables so we encourage you to use the garden spaces or the many wooden benches distributed throughout the building.

Luggage

Please contact our volunteers if you need to leave your luggage in our central office, which you will find in room 102b in the Historic Building on the way to the Josep Carner building.

Security

Ours is a public building and therefore open to the general public. We strongly recommend your watching over your belongings in the different spaces (classrooms, garden area, patios).

Useful phone numbers

Conference phone number: +34 644 741 872Medical emergencies: 112Taxi: Radio Taxi +34 933 033 033

Plenary Speaker

Dr John Norris Educational Testing Service (ETS), United States

What do we (and don’t we) know about second language task design? A synthesis of syntheses

Three decades of research on Task-Based Language Teaching (TBLT) have produced a wealth of evidence related to the design of second language (L2) tasks and the resulting effects on learner affect, attention, interaction, performance, production, and learning. In fact, primary studies have accumulated to the extent that systematic secondary reviews—including research syntheses as well as statistical meta-analyses—have begun to uncover robust answers to specific questions about L2 task design (e.g., Jackson & Suethanapornkul, 2013; Keck, et al., 2006; Plonsky & Kim, 2016; Sasa-yama, Malicka, & Norris, forthcoming; Skehan & Foster, 2012). These first-order syntheses are fur-ther augmented by findings from other systematic reviews of instructed second language acquisition research (e.g., Badjadi, 2016; Biber et al., 2011; Plonsky & Gass, 2011; Ziegler, 2016) and research on the effectiveness of instruction broadly speaking (e.g., Hattie, 2009). In this talk I will survey this considerable body of secondary research and distill key patterns in the findings that shed light on our current understandings of how to design L2 communication tasks for various educational purposes. Of particular interest will be the ways in which L2 task designs have been operationalized according to distinct frameworks, parameters, and factors, as well as how specific task features are related to clear versus uncertain effects on diverse learning-related outcomes. Furthermore, synthetic findings will be contrasted with common assumptions about task design based on pedagogic ‘folk wisdom’ as well as the claims found in expert narrative reviews and critiques of task-based research. I will conclude by pointing to essential dimensions of L2 educational task design that have yet to (but li-kely ought to) receive substantial empirical attention, including in particular the relationship between tasks and social, cultural, and otherwise ‘transformative’ outcomes. I will also highlight key research methodological recommendations for improving our understandings in this important TBLT domain.

Plenary Speaker

Dr María del Pilar García Mayo Universidad del País Vasco (UPV) Euskal Herriko Unibertsitatea (EHU), Spain

Child-supported interaction in an EFL setting: Research and challenges

In the last decade, task-based language teaching (TBLT) research has expanded substantially in foreign language (FL) contexts but most research studies have been carried out with young adults in university settings. This is despite the fact that the number of FL programs for children (main-ly with English as the target language) is on the increase globally and with most introducing the program early, typically during primary or even preschool years. However, there is a clear lack of research-based evidence of what children actually do while performing tasks in this setting and about their language learning process. This evidence is crucial in order to make decisions about the appropriate educational provisionduring the primary school years, to inform policy makers and to maximize children’s opportunities for learning.

In this presentation I will focus on our current research with English as a Foreign Language (EFL) children (age range 8-12) while they perform several tasks in both mainstream and Content and Language Integrated Learning (CLIL) contexts. Our task-supported studies, carried out within in-teractionist and socio-cultural frameworks, are first steps in charting the territory and will hopefully lead to improved task-based language programs. The findings show how children successfully ne-gotiate to make language meaningful, how they engage with the tasks and how they collaborate in different ways during these tasks. I will conclude by highlighting the challenges and future research directions in this area.

Plenary Speaker

Dr Marta González-Lloret University of Hawai’i at Mānoa, United States

TBLT in technology-mediated contexts

Fifteen years ago, the inclusion of technologies in the language classroom was considered an in-novation in teaching. Today, the technologization of our classrooms and the ubiquitous use of te-chnology push us to investigate how to best integrate language teaching technologies that have become integral part of our lives and the way we interact with others. This presentation first defines what technology-mediated tasks are and how they fit within principles of TBLT/L. It then explores challenges of developing and integrating technology-mediated tasks in a curriculum and what re-search is being done to bridge those challenges. A few existing examples of technology-mediated TBLT curriculums will be presented before focusing on current research on technologies and tasks. Since the inclusion of technology in an environment is never neutral, it is important to explore how technology affects the task and what it means for principles of TBLT/L. To address this, suggestions will be offered on how research can be expanded to inform theories and practices of TBLT/L. Finally, a few questions and challenges for technology-mediated TBLT will be offered to help move the field forward.

Plenary Speakers

Dr Marita Schocker Pädagogische Hochschule Freiburg, Germany

Dr Andreas Müller-Hartmann Pädagogische Hochschule Heidelberg, Germany

Are we really serious about context?

Tasks seem to be ubiquitous in both education and research world-wide. As a result understanding and communicating task contexts is of paramount importance if we wish to implement and research tasks appropriately. In our talk we will first provide a survey on the different contexts that are addres-sed in task research. We will then outline our context which comprises primary and secondary EFL classrooms, teacher education and research.

Based on this context we have developed a task model that is both learner- and learning oriented and supports teachers in the process of developing, facilitating and evaluating tasks in close colla-boration with their learners. We will illustrate our task model using an example from a secondary classroom. We will then outline how we integrate teacher development and classroom research from pre-service to in-service education (principle of continuity) through approaches of exploratory practice and action research.

Based on what we have learned from experiences in our context we will then reflect developments on international task research. We will argue that contexts need to be taken more seriously by re-search.

We will conclude by briefly outlining our ideas for a more appropriate task focus that results from recent socio-cultural-political developments in our European context.

Wednesday April, 19

8:00 - 9:00 Registration

9:00 - 9:30 Welcome

9:30 - 10:30 Plenary speaker - John Norris

10:30 - 11:00 Coffee Break

11:00 - 13:00 Individual Papers and Workshops

13:00 - 14:30 Lunch

14:30 - 16:30 Individual Papers and Colloquia

16:30 - 17:00 Coffee Break

17:00 - 18:00 Individual Papers and Workshops

19:00 - 20:00 Barcelona City Council Reception

20:00 - 21:00 Barcelona City Walk and Tapa

Wednesday April, 198:009:00

RegistrationLocation: Main Hall

8:009:00

9:00 9:30

WelcomeLocation: Paranimf

9:009:30

9:3010:30

Plenary speaker: John Norris What do we (and don’t we) know about second language task design? A synthesis of synthesesLocation: Paranimf

9:3010:30

10:30 11:00 Coffee break 10:30

11:00

Location Room 2.1 Room 2.2 Room 2.3 Room 2.4 Room 3.1 Room 3.2 Room 3.3 Room 3.4 Room 4.3 Location

Session Workshops Assessment Focus-on-form / meaning, input & interaction Online tasks Workshops Task complexity Learners’

perceptions PragmaticsSocio-cultural,

sociolinguistics, interculturality

Session

11:0011:30

Michael Long, Jiyong Lee

Complexity in the design and sequencing of pedagogic

tasks

Koen Van Gorp

Designing and implementing a task-based language

assessment framework for L1 and L2 learners in primary

education

Natsuyo Suzuki

Effects of technology-mediated collaborative task

on the way learners negotiate form, meaning and language problems in learning phrasal

verbs

Mariet Schiepers, Helena Van Nuffel, Helga Van Loo

Practising second language skills through online tasks:

What motivates adult learners?Melissa A Bowles

TBLT for minority/heritage language

speakers

Shoko Sasayama

Exploring L2 learners’ perspectives and

engagement with task

Xavier Gutierrez

Evaluating a task-ba-sed language teaching

approach: What do learners think?

Paul David Toth, Kara Moranski, Yohana

Gil-Berrio

Exploring interrelationships

between “pragmatics-related

episodes” and language-related

episodes in L2 Spanish peer interaction

Carolyn Blume, Christina Kielwein

Special needs and special approaches: A videographic analysis

of task-based language learning in

heterogeneous settings

11:0011:30

11:3012:00

Goedele Vandommele

Assessing L2 informal speaking development

Eline van Batenburg, Ron Oostdam, Amos van

Gelderen, Nivja de Jong

Effects of language-oriented vs meaning-oriented instruction on pre-vocational

learners’ EFL oral skills

Carrie K Bach

The role of modality in pre-task planning: Effects on learner performance in L2 text-chat

Nektaria-Efstathia Kourtali

The effects of task complexity and L2

aptitude on the acquisition of the

present third person singular through recasts

Masatoshi Sato, Neomy Storch

The role of context in TBLT: A comparison of task-based interaction

and learner perceptions between ESL and EFL

contexts

Sofía Martín-Laguna

Using tasks for learning pragmatics in the

multilingual classroom: Evidence for

multicompetence

Karen Jacob

The EFL classroom as a (trans)cultural

workspace: A task-based approach

11:3012:00

12:0012:30

Marianna Ryshina-Pankova Anastasia Drackert

Systemic functional linguistics for task-based language teaching: Task design and pedagogical

implementation

Noriko Iwashita

Features of discourse at different performance levels in the online speaking test tasks

Frank Boers, Hien Hoang

Story re-telling: Do learners recycle units larger than single

words?

Nicole Ziegler

Process, performance, and pre-task planning: Insights

from L2 text chat

Christiane Doms

Storyline approach in the foreign language primary classroom

Jiyong Lee

Task complexity, cognitive load, and L1

speech

Laura Collins, Walcir Cardoso

Whose tasks? Whose context?

Kate Riestenberg, Ari Sherris

TBLT in indigenous language contexts:

Investment and methodological

principles in Zapotec and Salish revitalization

12:0012:30

12:3013:00

Veronika Laughlin, Pablo Garcia Gomez, Tanner

Jackson, Larry Davis, John Norris, Yuan Wang, Klaus

Zechner, Jidong Tao

Technology-supported elicitation and scoring of

constrained and unconstrained speaking task

performances in diverse environments

Aleksandra Malicka, Shoko Sasayama

The importance of learning from independent measures of task complexity: Findings from a research synthesis

Jill Suzanne Hadfield

The nature of tasks in online contexts

Yuko Goto Butler

Young learners’ rationales for self-

assessing their performance with and

without tasks

Susan Ballinger

Sociolinguistic context and oral task performance

12:3013:00

13:0014:30 Lunch 13:00

14:30

8:009:00

RegistrationLocation: Main Hall

8:009:00

9:00 9:30

WelcomeLocation: Paranimf

9:009:30

9:3010:30

Plenary speaker: John Norris What do we (and don’t we) know about second language task design? A synthesis of synthesesLocation: Paranimf

9:3010:30

10:30 11:00 Coffee break 10:30

11:00

Location Room 2.1 Room 2.2 Room 2.3 Room 2.4 Room 3.1 Room 3.2 Room 3.3 Room 3.4 Room 4.3 Location

Session Workshops Assessment Focus-on-form / meaning, input & interaction Online tasks Workshops Task complexity Learners’

perceptions PragmaticsSocio-cultural,

sociolinguistics, interculturality

Session

11:0011:30

Michael Long, Jiyong Lee

Complexity in the design and sequencing of pedagogic

tasks

Koen Van Gorp

Designing and implementing a task-based language

assessment framework for L1 and L2 learners in primary

education

Natsuyo Suzuki

Effects of technology-mediated collaborative task

on the way learners negotiate form, meaning and language problems in learning phrasal

verbs

Mariet Schiepers, Helena Van Nuffel, Helga Van Loo

Practising second language skills through online tasks:

What motivates adult learners?Melissa A Bowles

TBLT for minority/heritage language

speakers

Shoko Sasayama

Exploring L2 learners’ perspectives and

engagement with task

Xavier Gutierrez

Evaluating a task-ba-sed language teaching

approach: What do learners think?

Paul David Toth, Kara Moranski, Yohana

Gil-Berrio

Exploring interrelationships

between “pragmatics-related

episodes” and language-related

episodes in L2 Spanish peer interaction

Carolyn Blume, Christina Kielwein

Special needs and special approaches: A videographic analysis

of task-based language learning in

heterogeneous settings

11:0011:30

11:3012:00

Goedele Vandommele

Assessing L2 informal speaking development

Eline van Batenburg, Ron Oostdam, Amos van

Gelderen, Nivja de Jong

Effects of language-oriented vs meaning-oriented instruction on pre-vocational

learners’ EFL oral skills

Carrie K Bach

The role of modality in pre-task planning: Effects on learner performance in L2 text-chat

Nektaria-Efstathia Kourtali

The effects of task complexity and L2

aptitude on the acquisition of the

present third person singular through recasts

Masatoshi Sato, Neomy Storch

The role of context in TBLT: A comparison of task-based interaction

and learner perceptions between ESL and EFL

contexts

Sofía Martín-Laguna

Using tasks for learning pragmatics in the

multilingual classroom: Evidence for

multicompetence

Karen Jacob

The EFL classroom as a (trans)cultural

workspace: A task-based approach

11:3012:00

12:0012:30

Marianna Ryshina-Pankova Anastasia Drackert

Systemic functional linguistics for task-based language teaching: Task design and pedagogical

implementation

Noriko Iwashita

Features of discourse at different performance levels in the online speaking test tasks

Frank Boers, Hien Hoang

Story re-telling: Do learners recycle units larger than single

words?

Nicole Ziegler

Process, performance, and pre-task planning: Insights

from L2 text chat

Christiane Doms

Storyline approach in the foreign language primary classroom

Jiyong Lee

Task complexity, cognitive load, and L1

speech

Laura Collins, Walcir Cardoso

Whose tasks? Whose context?

Kate Riestenberg, Ari Sherris

TBLT in indigenous language contexts:

Investment and methodological

principles in Zapotec and Salish revitalization

12:0012:30

12:3013:00

Veronika Laughlin, Pablo Garcia Gomez, Tanner

Jackson, Larry Davis, John Norris, Yuan Wang, Klaus

Zechner, Jidong Tao

Technology-supported elicitation and scoring of

constrained and unconstrained speaking task

performances in diverse environments

Aleksandra Malicka, Shoko Sasayama

The importance of learning from independent measures of task complexity: Findings from a research synthesis

Jill Suzanne Hadfield

The nature of tasks in online contexts

Yuko Goto Butler

Young learners’ rationales for self-

assessing their performance with and

without tasks

Susan Ballinger

Sociolinguistic context and oral task performance

12:3013:00

13:0014:30 Lunch 13:00

14:30

Wednesday April, 19Location Room 2.1 Room 2.2 Room 2.3 Room 2.4 Room 3.1 Room 3.2 Room 3.3 Room 3.4 Room 4.3 Location

Session Colloquium Implicit / explicit instruction Multimodal tasks Online tasks / CAF Colloquium Teachers and

tasks Needs analysis Pragmatics, discourse, CA

Task repetition, interaction Session

14:3015:00

Tetsuo Harada, Natsuyo Suzuki, Masaki Eguchi, Shuhei Kudo, Shungo

Suzuki

How successfully TBLT can be applied in English-medium instruction and regular langua-ge courses in an EFL context?

Shungo Suzuki

Effects of English-medium instruction on second

language speech production in EFL settings

Masaki Eguchi

Dynamic development of lexical sophistication through a series of academic tasks: A

semester-long study

Shuhei Kudo

Relationship between L2 speaking anxiety and self-

evaluation of discussion tasks in English medium instruction

Natsuyo Suzuki

Effects of topic familiarity on learners’ written and oral task performance of complexity, accuracy and fluency in a

regular EFL classroom

Rod Ellis, Shaofeng Li

The effects of pre-task explicit instruction on the performance

of a focused task

Judith Hofmann

To infinity and beyond? – The potential of animated films for

TBLT

Helena Van Nuffel, Ingrid Adriaensen, Liesbeth De Bruyne, Carolien Frijs, Steven Solberg, Mariet

Schiepers

Language learning at work: Blending online and face-to-fa-

ce tasks

Mohammad Ahmadian,

Zhisheng Wen

TBLT and individual differences

Parvaneh Tavakoli, Anas Awwad

Effects of cognitive task complexity, working

memory and language proficiency on L2 per-

formance

Andrea Revesz, Marije Michel, Minjin Lee

To what extent does working memory

influence pausing and revision behaviours

during L2 writing task performance?

Gavin Bui

Influence of learners’ prior knowledge, L2

proficiency and pre-task planning time on L2 lexical performance

Mohammad Ahmadian, Javad

Alipour

Task-based planning and L2 writing:

Investigating the role of working memory capacity and task

engagement

Zhisheng Wen

Performance of formulaic sequences in L2 narrative tasks: The roles of language aptitude and working

memory

Martin Robert East

Teachers’ thinking about TBLT: The

influence of context on practitioners’

pedagogical choices

Amy I. Kim

Conducting a needs analysis in

nonacademic contexts: English for general purposes program

Venetsiana Astara, Evgenia Vassilaki

Pre-task planning and pragmatic development

in Greek as L2

Ainara Imaz Agirre

Exploring task repetition effects on engagement

in the primary EFL classroom: An

exploratory study

14:3015:00

15:0015:30

Khalid Ibrahim Alahmed, Zoe Handley

Developing strategic competence through task-based language teaching

Shannon Sauro

Fanfiction tasks in the advanced language

classroom

Janine Gwendolyn Knight

Context and mediated expe-riences in a synchronous, onli-ne speaking task: Implications

for task design

Justin Harris

Teachers’ beliefs regar-ding the implementation

of TBLT in Japan

Tetiana Bogachenko

Contextualizing TBLT in public schools: Three case studies in Ukraine

Claudia Vasquez, Noriko Iwashita

Planning time and discoursal features in

task performance

Rhonda Oliver, Agurtzane Azkarai,

María del Pilar García Mayo

Patterns of interaction and task repetition in ESL child task-based

interaction

15:0015:30

15:3016:00

Rosely Perez Xavier

A combination of input flood and explicit focus-on-form of wh-questions in a task

sequence: A look at students’ performance

Geòrgia Pujadas Jorba, Carmen Muñoz

Learning through subtitles. Learners’ preferences and

task perception

Serena Faone,Francesca Pagliara,Giuseppina Vitale

How to assess L2 informa-tion-gap tasks through functio-

nal adequacy rating scales

Lara Elizabeth Bryfonski

Task -based teacher training: Implementation

and evaluation in Central American bilingual schools

Sergio Adrada-Rafael, Alexandra Martín

Conducting business in the real world: A task-based needs

analysis

Nadja Tadic, Elizabeth Reddington,

Hansun Waring

Learner knowledge as resource in TBLT

instruction

Natsuko Shintani

Incidental acquisition of grammar and

vocabulary in repeated text-reconstruction

tasks

15:3016:00

16:0016:30

Carolin Kristina Peschel

Teaching and learning with interdisciplinary competence

tasks

YouJin Kim, Bumyoung Choi, Sanghee Kang,

Hyunae Yun, Binna Kim

“TBLT might not work with low-level foreign

language learners taught by novice

teachers”: Overcoming the challenges for the

better

Kazuyoshi Sato, Paul Allen Crane

Developing interactional competence through

collaborative dialogue

16:0016:30

Location Room 2.1 Room 2.2 Room 2.3 Room 2.4 Room 3.1 Room 3.2 Room 3.3 Room 3.4 Room 4.3 Location

Session Colloquium Implicit / explicit instruction Multimodal tasks Online tasks / CAF Colloquium Teachers and

tasks Needs analysis Pragmatics, discourse, CA

Task repetition, interaction Session

14:3015:00

Tetsuo Harada, Natsuyo Suzuki, Masaki Eguchi, Shuhei Kudo, Shungo

Suzuki

How successfully TBLT can be applied in English-medium instruction and regular langua-ge courses in an EFL context?

Shungo Suzuki

Effects of English-medium instruction on second

language speech production in EFL settings

Masaki Eguchi

Dynamic development of lexical sophistication through a series of academic tasks: A

semester-long study

Shuhei Kudo

Relationship between L2 speaking anxiety and self-

evaluation of discussion tasks in English medium instruction

Natsuyo Suzuki

Effects of topic familiarity on learners’ written and oral task performance of complexity, accuracy and fluency in a

regular EFL classroom

Rod Ellis, Shaofeng Li

The effects of pre-task explicit instruction on the performance

of a focused task

Judith Hofmann

To infinity and beyond? – The potential of animated films for

TBLT

Helena Van Nuffel, Ingrid Adriaensen, Liesbeth De Bruyne, Carolien Frijs, Steven Solberg, Mariet

Schiepers

Language learning at work: Blending online and face-to-fa-

ce tasks

Mohammad Ahmadian,

Zhisheng Wen

TBLT and individual differences

Parvaneh Tavakoli, Anas Awwad

Effects of cognitive task complexity, working

memory and language proficiency on L2 per-

formance

Andrea Revesz, Marije Michel, Minjin Lee

To what extent does working memory

influence pausing and revision behaviours

during L2 writing task performance?

Gavin Bui

Influence of learners’ prior knowledge, L2

proficiency and pre-task planning time on L2 lexical performance

Mohammad Ahmadian, Javad

Alipour

Task-based planning and L2 writing:

Investigating the role of working memory capacity and task

engagement

Zhisheng Wen

Performance of formulaic sequences in L2 narrative tasks: The roles of language aptitude and working

memory

Martin Robert East

Teachers’ thinking about TBLT: The

influence of context on practitioners’

pedagogical choices

Amy I. Kim

Conducting a needs analysis in

nonacademic contexts: English for general purposes program

Venetsiana Astara, Evgenia Vassilaki

Pre-task planning and pragmatic development

in Greek as L2

Ainara Imaz Agirre

Exploring task repetition effects on engagement

in the primary EFL classroom: An

exploratory study

14:3015:00

15:0015:30

Khalid Ibrahim Alahmed, Zoe Handley

Developing strategic competence through task-based language teaching

Shannon Sauro

Fanfiction tasks in the advanced language

classroom

Janine Gwendolyn Knight

Context and mediated expe-riences in a synchronous, onli-ne speaking task: Implications

for task design

Justin Harris

Teachers’ beliefs regar-ding the implementation

of TBLT in Japan

Tetiana Bogachenko

Contextualizing TBLT in public schools: Three case studies in Ukraine

Claudia Vasquez, Noriko Iwashita

Planning time and discoursal features in

task performance

Rhonda Oliver, Agurtzane Azkarai,

María del Pilar García Mayo

Patterns of interaction and task repetition in ESL child task-based

interaction

15:0015:30

15:3016:00

Rosely Perez Xavier

A combination of input flood and explicit focus-on-form of wh-questions in a task

sequence: A look at students’ performance

Geòrgia Pujadas Jorba, Carmen Muñoz

Learning through subtitles. Learners’ preferences and

task perception

Serena Faone,Francesca Pagliara,Giuseppina Vitale

How to assess L2 informa-tion-gap tasks through functio-

nal adequacy rating scales

Lara Elizabeth Bryfonski

Task -based teacher training: Implementation

and evaluation in Central American bilingual schools

Sergio Adrada-Rafael, Alexandra Martín

Conducting business in the real world: A task-based needs

analysis

Nadja Tadic, Elizabeth Reddington,

Hansun Waring

Learner knowledge as resource in TBLT

instruction

Natsuko Shintani

Incidental acquisition of grammar and

vocabulary in repeated text-reconstruction

tasks

15:3016:00

16:0016:30

Carolin Kristina Peschel

Teaching and learning with interdisciplinary competence

tasks

YouJin Kim, Bumyoung Choi, Sanghee Kang,

Hyunae Yun, Binna Kim

“TBLT might not work with low-level foreign

language learners taught by novice

teachers”: Overcoming the challenges for the

better

Kazuyoshi Sato, Paul Allen Crane

Developing interactional competence through

collaborative dialogue

16:0016:30

Wednesday April, 19

Location Room 2.1 Room 2.2 Room 2.3 Room 2.4 Room 3.1 Room 3.2 Room 3.3 Location

Session Workshop Theoretical reviews / Pronunciation LAP / LSP Noticing, recasts, LREs

/ CAF Workshop Speech processes, DST Multimodal tasks, interactional competence Session

17:0017:30

Raquel Carolina Souza Ferraz D. Ely,

Leonardo Da Silva, Juliane Regina Trevisol

Traveling (and learning Engli-sh!) from home: The use of

technology-mediated TBLT in a virtual English course

Paul Leeming, Justin Harris

TBLT in Asia: A review of current issues

Leila Ranta, Justine Light

Beyond the tried-and-true: The story of an innovative

EAP task-based lesson

Nicole Ziegler, Huy Phung, George Smith

Task modality, saliency, and the contingency of recasts: In-sights on noticing from multiple

modalities

Charles Robert Hadfield

Creative testing: A contradiction in terms?

Craig Lambert, Judit Kormos, Sachiko Nakao

The speech processing demands of L2 tasks and the emergence of L2 speech

Maribel Montero Perez

Incidental vocabulary learning from video: The role of frequency of occurrence, working memory and vocabulary size

17:0017:30

17:3018:00

Joan C. Mora, Mayya Levkina

Exploring the role of linguistic and cognitive complexity in enhancing L2 pronunciation

development through focus on phonetic form in a collaborati-

ve map task

Hiromasa Tanaka

Acquisition of discourse strategies in lingua franca English business project

based learning

Elena Nuzzo, Diego Cortés Velásquez

Assessing task performance in the academic context:

Functional adequacy scales for Italian L1 university students

Glen Thomas Poupore

A complex dynamic systems investigation of group work dynamics in L2 interactive

tasks

Julian Chen

The crossroads of English language lear-ners, task-based instruction, and 3D

multi-user virtual learning in Second Life

17:3018:00

19:0020:00

Barcelona City Council ReceptionLocation: Plaça Sant Jaume

19:0020:00

20:0021:00

Barcelona City Walk + TapaLocation: Plaça Sant Jaume

20:0021:00

Location Room 2.1 Room 2.2 Room 2.3 Room 2.4 Room 3.1 Room 3.2 Room 3.3 Location

Session Workshop Theoretical reviews / Pronunciation LAP / LSP Noticing, recasts, LREs

/ CAF Workshop Speech processes, DST Multimodal tasks, interactional competence Session

17:0017:30

Raquel Carolina Souza Ferraz D. Ely,

Leonardo Da Silva, Juliane Regina Trevisol

Traveling (and learning Engli-sh!) from home: The use of

technology-mediated TBLT in a virtual English course

Paul Leeming, Justin Harris

TBLT in Asia: A review of current issues

Leila Ranta, Justine Light

Beyond the tried-and-true: The story of an innovative

EAP task-based lesson

Nicole Ziegler, Huy Phung, George Smith

Task modality, saliency, and the contingency of recasts: In-sights on noticing from multiple

modalities

Charles Robert Hadfield

Creative testing: A contradiction in terms?

Craig Lambert, Judit Kormos, Sachiko Nakao

The speech processing demands of L2 tasks and the emergence of L2 speech

Maribel Montero Perez

Incidental vocabulary learning from video: The role of frequency of occurrence, working memory and vocabulary size

17:0017:30

17:3018:00

Joan C. Mora, Mayya Levkina

Exploring the role of linguistic and cognitive complexity in enhancing L2 pronunciation

development through focus on phonetic form in a collaborati-

ve map task

Hiromasa Tanaka

Acquisition of discourse strategies in lingua franca English business project

based learning

Elena Nuzzo, Diego Cortés Velásquez

Assessing task performance in the academic context:

Functional adequacy scales for Italian L1 university students

Glen Thomas Poupore

A complex dynamic systems investigation of group work dynamics in L2 interactive

tasks

Julian Chen

The crossroads of English language lear-ners, task-based instruction, and 3D

multi-user virtual learning in Second Life

17:3018:00

19:0020:00

Barcelona City Council ReceptionLocation: Plaça Sant Jaume

19:0020:00

20:0021:00

Barcelona City Walk + TapaLocation: Plaça Sant Jaume

20:0021:00

Thursday April, 20

9:00 - 10:00 Plenary speaker - María del Pilar García Mayo

10:00 - 10:30 Individual Papers and Show-and-tell sessions

11:00 - 11:30 Coffee Break

11:00 - 13:00 Individual Papers and Workshops

13:00 - 14:30 Lunch

14:30 - 16:30 Individual Papers and Colloquia

16:30 - 17:00 Coffee Break

17:00 - 18:00 Plenary speaker - Marta González-Lloret

20:00 - 23:00 Gala Dinner

9:00 10:00

Plenary speaker: María del Pilar García MayoChild-supported interaction in an EFL setting: Research and challenges Location: Paranimf

9:0010:00

Location Room 2.1 Room 2.2 Room 2.3 Room 3.1 Room 3.2 Room 3.3 Room 3.4 Location

Session Task engagement Reading Tasks and accent Show-and-tell Show-and-tell Show-and-tell Show-and-tell Session

10:0010:15

Robert Stroud

Maintaining learner task engagement through goal-

setting

Irina Elgort, Marc Brysbaert, Michaël Stevens,

Eva Van Assche

Course readings in a foreign language - a noble cause or a losing battle?

Coralie Huckel, Annie Desaulniers, Juliane Bertrand

Task-based approach to optimize the identification and understanding of the

French rhythmic accent inner-workings and its reuse in practical

contexts

Sarah Smirnow, Christina Maes, Inge Reinders

Tasks in context: developing a task-based proficiency test

of Dutch for occupational purposes

Virtudes González

Teachers’ perspective on TBLT at secondary schools:

The case of Spanish teachers at German schools

Christina Kielwein

TBLT and inclusion - A perfect match? Insights into a research project on learning tasks and their potential to

promote inclusive education in the EFL classroom

Dolors Farran, Esther Mediero

Travel explorer - A blended learning experience

in EFL

10:0010:15

10:1510:30

Mitsuko Suzuki

Effects of task planning types on L2 learners’ oral perfor-

mance: A meta-analysis

Júlia Barón, Raquel Gómez, Anna Marsol

The effects of task-based language teaching in pragmatic development: The

case of interruptions and disagreements

Eleanor Freer

The keep cup challenge -

Sustainabilty & task-based learning

combined

Ingrid Mora, Joan C. Mora

Task-based pronunciation teaching: The acquisition of an L2 phonological contrast mediated by task complexity

and LREs

10:1510:30

10:30 11:00 Coffee break 10:30

11:00

Thursday April, 20

9:00 10:00

Plenary speaker: María del Pilar García MayoChild-supported interaction in an EFL setting: Research and challenges Location: Paranimf

9:0010:00

Location Room 2.1 Room 2.2 Room 2.3 Room 3.1 Room 3.2 Room 3.3 Room 3.4 Location

Session Task engagement Reading Tasks and accent Show-and-tell Show-and-tell Show-and-tell Show-and-tell Session

10:0010:15

Robert Stroud

Maintaining learner task engagement through goal-

setting

Irina Elgort, Marc Brysbaert, Michaël Stevens,

Eva Van Assche

Course readings in a foreign language - a noble cause or a losing battle?

Coralie Huckel, Annie Desaulniers, Juliane Bertrand

Task-based approach to optimize the identification and understanding of the

French rhythmic accent inner-workings and its reuse in practical

contexts

Sarah Smirnow, Christina Maes, Inge Reinders

Tasks in context: developing a task-based proficiency test

of Dutch for occupational purposes

Virtudes González

Teachers’ perspective on TBLT at secondary schools:

The case of Spanish teachers at German schools

Christina Kielwein

TBLT and inclusion - A perfect match? Insights into a research project on learning tasks and their potential to

promote inclusive education in the EFL classroom

Dolors Farran, Esther Mediero

Travel explorer - A blended learning experience

in EFL

10:0010:15

10:1510:30

Mitsuko Suzuki

Effects of task planning types on L2 learners’ oral perfor-

mance: A meta-analysis

Júlia Barón, Raquel Gómez, Anna Marsol

The effects of task-based language teaching in pragmatic development: The

case of interruptions and disagreements

Eleanor Freer

The keep cup challenge -

Sustainabilty & task-based learning

combined

Ingrid Mora, Joan C. Mora

Task-based pronunciation teaching: The acquisition of an L2 phonological contrast mediated by task complexity

and LREs

10:1510:30

10:30 11:00 Coffee break 10:30

11:00

Location Room 2.1 Room 2.2 Room 2.3 Room 2.4 Room 3.1 Room 3.2 Room 3.3 Room 3.4 Location

Session Workshops Online tasks / Eye-tracking Writing / Assessment Task complexity /

Multimodal tasks Workshops Teachers and tasks Implicit / explicit instruc-tion Young learners Session

11:0011:30

Elisabete Mendes Silva

Laugh and learn: Humour in context

Melissa Baralt, José Morcillo-Gómez

“After teaching online I feel exhausted”: What

eye-tracking reveals about teachers’ attentional demands during task-based language

teaching online

Janire Zalbidea, Lucia Badiola-Maguregui

Revisiting the role of peer feedback in writing tasks: A classroom-based study of advanced L2 and heritage

language learners

Shungo Suzuki

The role of task sequences and learners’ participatory

behaviors in English-medium instruction: A mixed-methods

study

Dominic John Welsh

Building awareness in inter-cultural negotiations

David Gerlach

Implementing reflective tasks in foreign lan-

guage teacher education

Rosemary May Erlam, Rod Ellis

Innovating with task-based language teaching: Input-based instruction for near-beginners in a state

secondary school

Trang Le Diem Bui, Jonathan Newton

Teaching with tasks in primary school EFL classrooms in

Vietnam

11:0011:30

11:3012:00

Marije Michel, Breffni O’Rourke

What drives alignment in SCMC? Insights from

eye-tracking and stimulated recall

Hakyoon Lee, YouJin Kim, Minkyung Kim

Learner characteristics and interactional styles during collaborative writing tasks:

The case of Korean heritage and foreign language

learners

Maite García, Derek Reagan, Caroline Payant

Task complexity effects on learner-learner interaction in

beginner Spanish classrooms

Tatsushi Fukunaga

Examining how JFL teachers at an American university

design communicative tasks

Ilaria Borro

Comparing the effectiveness of TBLT and

PPP on L2 grammar learning. A pilot study with Chinese students of Italian as an L2

Andreas Rohde, Judith Hofmann

Task formats for young EFL learners in German primary

schools

11:3012:00

12:0012:30

Eric Grunwald, Amy Carleton, David Crega

Authentic and task-based: Writing and editing Wikipedia

for ELLs

Julio Torres, Bianca Cung

Comparing advanced heritage and L2 learners’ task performance across

face-to-face and ichat contexts

Larry Davis, Pam Mollaun, Jonathan Schmi-dgall, Yuan Wang, Ching-Ni

Hsieh

Adding context to speaking tasks for

large-scale assessment: Does more context mean better

inferences?

Maria del Mar Suárez, Ferran Gesa

Exposure, language aptitude and proficiency as mediators

of vocabulary acquisition through captioned video

viewing

Melissa Baralt

How and when to teach grammar in task-based

language teaching

Christoph Suter

Supporting language learning for all in compulsory schooling

Marrit van de Guchte, Gert Rijlaarsdam, Martine

Braaksma

Effects of focus on meaning versus form in pre-

task video model observations

Juliana Shak

Shaping linguistic assistance in L2 collaborative tasks: In the context of young

learners

12:0012:30

12:3013:00

Aleksandra Malicka, Christine Appel

Investigating the pre-task planning stage in online tasks:

Effects of synchronous oral versus synchronous written

mode

Parvaneh Tavakoli, Fumiyo Nakatsuhara, Ann-Marie

Hunter

Effects of task design on oral fluency at

different levels of proficiency in Aptis speaking

test

Adriana González

Successes and challenges implementing

TBLT with pre-service and in-service EFL teachers in a public school in Colombia

Yoshitaka Kato

Implementing an input-based task for low-proficiency EFL

learners: How can we scaffold their performance?

12:3013:00

13:0014:30 Lunch 13:00

14:30

Thursday April, 20

Location Room 2.1 Room 2.2 Room 2.3 Room 2.4 Room 3.1 Room 3.2 Room 3.3 Room 3.4 Location

Session Workshops Online tasks / Eye-tracking Writing / Assessment Task complexity /

Multimodal tasks Workshops Teachers and tasks Implicit / explicit instruc-tion Young learners Session

11:0011:30

Elisabete Mendes Silva

Laugh and learn: Humour in context

Melissa Baralt, José Morcillo-Gómez

“After teaching online I feel exhausted”: What

eye-tracking reveals about teachers’ attentional demands during task-based language

teaching online

Janire Zalbidea, Lucia Badiola-Maguregui

Revisiting the role of peer feedback in writing tasks: A classroom-based study of advanced L2 and heritage

language learners

Shungo Suzuki

The role of task sequences and learners’ participatory

behaviors in English-medium instruction: A mixed-methods

study

Dominic John Welsh

Building awareness in inter-cultural negotiations

David Gerlach

Implementing reflective tasks in foreign lan-

guage teacher education

Rosemary May Erlam, Rod Ellis

Innovating with task-based language teaching: Input-based instruction for near-beginners in a state

secondary school

Trang Le Diem Bui, Jonathan Newton

Teaching with tasks in primary school EFL classrooms in

Vietnam

11:0011:30

11:3012:00

Marije Michel, Breffni O’Rourke

What drives alignment in SCMC? Insights from

eye-tracking and stimulated recall

Hakyoon Lee, YouJin Kim, Minkyung Kim

Learner characteristics and interactional styles during collaborative writing tasks:

The case of Korean heritage and foreign language

learners

Maite García, Derek Reagan, Caroline Payant

Task complexity effects on learner-learner interaction in

beginner Spanish classrooms

Tatsushi Fukunaga

Examining how JFL teachers at an American university

design communicative tasks

Ilaria Borro

Comparing the effectiveness of TBLT and

PPP on L2 grammar learning. A pilot study with Chinese students of Italian as an L2

Andreas Rohde, Judith Hofmann

Task formats for young EFL learners in German primary

schools

11:3012:00

12:0012:30

Eric Grunwald, Amy Carleton, David Crega

Authentic and task-based: Writing and editing Wikipedia

for ELLs

Julio Torres, Bianca Cung

Comparing advanced heritage and L2 learners’ task performance across

face-to-face and ichat contexts

Larry Davis, Pam Mollaun, Jonathan Schmi-dgall, Yuan Wang, Ching-Ni

Hsieh

Adding context to speaking tasks for

large-scale assessment: Does more context mean better

inferences?

Maria del Mar Suárez, Ferran Gesa

Exposure, language aptitude and proficiency as mediators

of vocabulary acquisition through captioned video

viewing

Melissa Baralt

How and when to teach grammar in task-based

language teaching

Christoph Suter

Supporting language learning for all in compulsory schooling

Marrit van de Guchte, Gert Rijlaarsdam, Martine

Braaksma

Effects of focus on meaning versus form in pre-

task video model observations

Juliana Shak

Shaping linguistic assistance in L2 collaborative tasks: In the context of young

learners

12:0012:30

12:3013:00

Aleksandra Malicka, Christine Appel

Investigating the pre-task planning stage in online tasks:

Effects of synchronous oral versus synchronous written

mode

Parvaneh Tavakoli, Fumiyo Nakatsuhara, Ann-Marie

Hunter

Effects of task design on oral fluency at

different levels of proficiency in Aptis speaking

test

Adriana González

Successes and challenges implementing

TBLT with pre-service and in-service EFL teachers in a public school in Colombia

Yoshitaka Kato

Implementing an input-based task for low-proficiency EFL

learners: How can we scaffold their performance?

12:3013:00

13:0014:30 Lunch 13:00

14:30

Thursday April, 20Location Room 2.1 Room 2.2 Room 2.3 Room 2.4 Room 3.1 Room 3.2 Room 3.3. Room 3.4 Location

Session Colloquium Motivation / Pragmatics Syllabus design Corrective feedback / Blended learning Colloquium Assessment Teachers and tasks Young learners Session

14:3015:00

Kris Van den Branden, Jürgen Kurtz,

Lourdes Ortega

Tasks for a new era: TBLT in the 21st century

Lourdes Ortega

TBLT in the Digital Age: The next 25 years?

Kris Van den Branden

TBLT in the 21st century

Jürgen Kurtz

Fostering creativity and impro-visation in task-driven learning

environments

Paul Leeming

Individual and perceived peer motivation for tasks: Group

context and TBLT

Xue Ma

New opportunities and challenges in task-based

language curriculum design at a U.S. university

Takashi Oba

Form-focused practice and corrective feedback during

Japanese EFL task-based in-teraction: The moderating role of analytical ability and working

memory

Rosa M. Manchón, Lena Vasylets,

Roger Gilabert

Task learning in the context of writing: Revisiting the empiri-

cal evidence and expanding research agendas

Andrea Revesz, John Rogers, Aaron Monroe

The effects of task repetition on L2 writing fluency, pausing

and revision behaviours: A longitudinal study

Lena Vasylets, Roger Gilabert

The effects of mode on propositional complexity in L2

task-based performance

Alberto José Sánchez, Rosa M. Manchón

External task repetition (TR) in writing: The role of direct &

indirect written corrective feedback (WCF)

Kristin Naomi Rock

Development of a task-based oral assessment for an inten-

sive English program

Laura Gurzynski-Weiss, Andrea

Revesz

Comparing teacher and re-searcher conceptions of task

difficulty

Carolien Frijns, Koen Jas-paert

The power of productive interactions: Towards an

empowering learning context for all learners-at-risk

14:3015:00

15:0015:30

Jessica Mackay

Designing tasks to develop an ideal second language

self in adult EFL learners in a Catalan context

Joan Castellví, Elena Markina

Designing a task-based syllabus for morphologically

complex languages: The case of Russian as a foreign

language

Eva Kartchava, Hossein Nassaji

The impact of task on the noticeability of corrective

feedback in a three dimensional virtual

environment versus a traditional classroom setting:

The relationship between task and context

Folkert Kuiken, Ineke Vedder

Tests and tasks assessing academic language proficien-

cy in higher education

Anas Awwad

Stakeholders’ (L2 learners, teachers and researchers)

perceptions of task cognitive complexity: Towards develo-

ping a task difficulty index

Alexandra Vraciu, Elisabet Pladevall Ballester

Task-based peer interaction in a low proficiency EFL

primary-school context: Does L1 use scaffold or stifle it?

15:0015:30

15:3016:00

Giulia Sulis

The effect of L2 teaching approach on motivation and

proficiency

Greg Ogilvie, Brianna Richards, Melanie Hawkins

Task-based planning for beginner language learners: A

collaborative autoethnographic study

Jana Winnefeld

Corrective feedback and negotiation of meaning during

children’s task-based peer interaction in an elementary

bilingual Montessori classroom

Evgenia Vassilaki, Eleni Gana,

Maria Papadopoulou, Roula Kitsiou,

George Androulakis

Tasks in the city: Assessing tasks in real life

situations

Yan Zhu, Dingfang Shu

Investigating form-related teacher-led discourse in activities of different task-ness: A case study on two

primary school teachers’ belie-fs and practices

Aditi Das, Revathi Srinivas

Exploring the effect of time and task types in writing: A

study of Indian ESL learners

15:3016:00

16:0016:30

Fatma Bouhlal

The differential impacts of learner- and task-related

factors on EFL production of advice

Gabriel Michaud, Natallia Liakina

Towards a task-based curriculum: One step at a time

Rebecca Jee, Katie Nielson, Mari Nazary

Evaluating the impact of blended learning on

real-world task performance of second language learners

Kurtis McDonald

A many-facet Rasch analysis of the functioning of establi-shed rating scales for lower

proficiency L2 speakers

Devrim Gunay

Conducting business in the real world: A task-based

needs analysis

16:0016:30

16:3017:00 Coffee break 16:30

17:00

17:0018:00

Plenary speaker: Marta González-LloretTBLT in technology-mediated contextsLocation: Paranimf

17:0018:00

20:0023:00

Gala DinnerLocation: Maritime Museum (Avinguda Drassanes, 1)

20:0023:00

Location Room 2.1 Room 2.2 Room 2.3 Room 2.4 Room 3.1 Room 3.2 Room 3.3. Room 3.4 Location

Session Colloquium Motivation / Pragmatics Syllabus design Corrective feedback / Blended learning Colloquium Assessment Teachers and tasks Young learners Session

14:3015:00

Kris Van den Branden, Jürgen Kurtz,

Lourdes Ortega

Tasks for a new era: TBLT in the 21st century

Lourdes Ortega

TBLT in the Digital Age: The next 25 years?

Kris Van den Branden

TBLT in the 21st century

Jürgen Kurtz

Fostering creativity and impro-visation in task-driven learning

environments

Paul Leeming

Individual and perceived peer motivation for tasks: Group

context and TBLT

Xue Ma

New opportunities and challenges in task-based

language curriculum design at a U.S. university

Takashi Oba

Form-focused practice and corrective feedback during

Japanese EFL task-based in-teraction: The moderating role of analytical ability and working

memory

Rosa M. Manchón, Lena Vasylets,

Roger Gilabert

Task learning in the context of writing: Revisiting the empiri-

cal evidence and expanding research agendas

Andrea Revesz, John Rogers, Aaron Monroe

The effects of task repetition on L2 writing fluency, pausing

and revision behaviours: A longitudinal study

Lena Vasylets, Roger Gilabert

The effects of mode on propositional complexity in L2

task-based performance

Alberto José Sánchez, Rosa M. Manchón

External task repetition (TR) in writing: The role of direct &

indirect written corrective feedback (WCF)

Kristin Naomi Rock

Development of a task-based oral assessment for an inten-

sive English program

Laura Gurzynski-Weiss, Andrea

Revesz

Comparing teacher and re-searcher conceptions of task

difficulty

Carolien Frijns, Koen Jas-paert

The power of productive interactions: Towards an

empowering learning context for all learners-at-risk

14:3015:00

15:0015:30

Jessica Mackay

Designing tasks to develop an ideal second language

self in adult EFL learners in a Catalan context

Joan Castellví, Elena Markina

Designing a task-based syllabus for morphologically

complex languages: The case of Russian as a foreign

language

Eva Kartchava, Hossein Nassaji

The impact of task on the noticeability of corrective

feedback in a three dimensional virtual

environment versus a traditional classroom setting:

The relationship between task and context

Folkert Kuiken, Ineke Vedder

Tests and tasks assessing academic language proficien-

cy in higher education

Anas Awwad

Stakeholders’ (L2 learners, teachers and researchers)

perceptions of task cognitive complexity: Towards develo-

ping a task difficulty index

Alexandra Vraciu, Elisabet Pladevall Ballester

Task-based peer interaction in a low proficiency EFL

primary-school context: Does L1 use scaffold or stifle it?

15:0015:30

15:3016:00

Giulia Sulis

The effect of L2 teaching approach on motivation and

proficiency

Greg Ogilvie, Brianna Richards, Melanie Hawkins

Task-based planning for beginner language learners: A

collaborative autoethnographic study

Jana Winnefeld

Corrective feedback and negotiation of meaning during

children’s task-based peer interaction in an elementary

bilingual Montessori classroom

Evgenia Vassilaki, Eleni Gana,

Maria Papadopoulou, Roula Kitsiou,

George Androulakis

Tasks in the city: Assessing tasks in real life

situations

Yan Zhu, Dingfang Shu

Investigating form-related teacher-led discourse in activities of different task-ness: A case study on two

primary school teachers’ belie-fs and practices

Aditi Das, Revathi Srinivas

Exploring the effect of time and task types in writing: A

study of Indian ESL learners

15:3016:00

16:0016:30

Fatma Bouhlal

The differential impacts of learner- and task-related

factors on EFL production of advice

Gabriel Michaud, Natallia Liakina

Towards a task-based curriculum: One step at a time

Rebecca Jee, Katie Nielson, Mari Nazary

Evaluating the impact of blended learning on

real-world task performance of second language learners

Kurtis McDonald

A many-facet Rasch analysis of the functioning of establi-shed rating scales for lower

proficiency L2 speakers

Devrim Gunay

Conducting business in the real world: A task-based

needs analysis

16:0016:30

16:3017:00 Coffee break 16:30

17:00

17:0018:00

Plenary speaker: Marta González-LloretTBLT in technology-mediated contextsLocation: Paranimf

17:0018:00

20:0023:00

Gala DinnerLocation: Maritime Museum (Avinguda Drassanes, 1)

20:0023:00

Friday April, 21

9:00 - 10:00 Plenary speakers - Marita Schocker and Andreas Müller-Hartmann

10:00 - 11:00 Individual Paper and Workshops

11:00 - 11:30 Coffee Break

11:30 - 13:30 General Meeting IATBLT and Closing

13:30 - 15:00 Lunch

16:30 - 17:30 Visit to Sagrada Família

9:00 10:00

Plenary speakers: Marita Schocker and Andreas Müller-HartmannAre we really serious about context?Location: Paranimf

9:0010:00

Location Room 2.1 Room 2.2 Room 2.3 Room 2.4 Room 3.1 Room 3.2 Room 3.3 Room 3.4 Room 4.3 Location

Session Workshop Gamification / Mobiles and tasks Individual differences CLIL Workshop Languaging Mobiles and tasks Action research Workshop Session

10:0010:30

Jill Suzanne Hadfield

How to create tasks for online contexts

Teresa Hernández González

Gamification and TBLT: Combining two traditions in search of a refinement of

pedagogy

Nadia Mifka-Profozic

Language aptitude, personality characteristics,

and task interactional behaviour

Rick de Graaff

Tasks in context of subject learning: content and language

integrated learning

William Dunn

Using instructional supports to assist

students in carrying out tasks

Ahlem Ammar, Hanène Melki,

Farzin Gazerani

Talking it through: Effects of languaging

on L2 learning

Sangmin-Michelle Lee

Contextualizing language learning through the mobile

game-contents

Charlotte Jones

Caught in the act: Challenges in class-room-based action research (CBAR)

Renata Pavanelli

The most efficacious way to teach L2 writing:

Is TBLT really more effective than PPP?

10:0010:30

10:30 11:00

Shawn Lowen

Tasks in context: The case of mobile-assisted language

learning

Agnes Albert, Lorand Papp, Katalin Piniel

Contextualising oral task performance: The role of

anxiety

Eva Alcón

Teachers’ feedback, one way tasks, and learners’ noticing of

language and content: An exploratory study in CLIL

settings

Jonathan Newton, Corinne Seals, Madeline Ash

Translanguaging in task-based learning

Irene Alonso-Aparicio, Raquel Criado

Investigating the effects on form learning of

comprehension-based tasks versus

comprehension- and production-based tasks:

A descriptive study

Lesya Alexandra Granger

Fostering plurilingualism and

plurilingual awareness through tasks: An action

research project

10:30 11:00

11:00 11:30 Coffee break 11:00

11:30

11:3013:30

General meeting IATBLT and closingLocation: Paranimf

11:3013:30

13:3015:00 Lunch 13:30

15:0016:3017:30

Visit to Sagrada FamíliaLocation: Sagrada Família (Carrer Mallorca / Sardenya entrance)

16:3017:30

Please note that the Catamaran Trip will be held on Saturday April, 22 from 11AM to 2PM.Location: Port Olímpic

Friday April, 21

9:00 10:00

Plenary speakers: Marita Schocker and Andreas Müller-HartmannAre we really serious about context?Location: Paranimf

9:0010:00

Location Room 2.1 Room 2.2 Room 2.3 Room 2.4 Room 3.1 Room 3.2 Room 3.3 Room 3.4 Room 4.3 Location

Session Workshop Gamification / Mobiles and tasks Individual differences CLIL Workshop Languaging Mobiles and tasks Action research Workshop Session

10:0010:30

Jill Suzanne Hadfield

How to create tasks for online contexts

Teresa Hernández González

Gamification and TBLT: Combining two traditions in search of a refinement of

pedagogy

Nadia Mifka-Profozic

Language aptitude, personality characteristics,

and task interactional behaviour

Rick de Graaff

Tasks in context of subject learning: content and language

integrated learning

William Dunn

Using instructional supports to assist

students in carrying out tasks

Ahlem Ammar, Hanène Melki,

Farzin Gazerani

Talking it through: Effects of languaging

on L2 learning

Sangmin-Michelle Lee

Contextualizing language learning through the mobile

game-contents

Charlotte Jones

Caught in the act: Challenges in class-room-based action research (CBAR)

Renata Pavanelli

The most efficacious way to teach L2 writing:

Is TBLT really more effective than PPP?

10:0010:30

10:30 11:00

Shawn Lowen

Tasks in context: The case of mobile-assisted language

learning

Agnes Albert, Lorand Papp, Katalin Piniel

Contextualising oral task performance: The role of

anxiety

Eva Alcón

Teachers’ feedback, one way tasks, and learners’ noticing of

language and content: An exploratory study in CLIL

settings

Jonathan Newton, Corinne Seals, Madeline Ash

Translanguaging in task-based learning

Irene Alonso-Aparicio, Raquel Criado

Investigating the effects on form learning of

comprehension-based tasks versus

comprehension- and production-based tasks:

A descriptive study

Lesya Alexandra Granger

Fostering plurilingualism and

plurilingual awareness through tasks: An action

research project

10:30 11:00

11:00 11:30 Coffee break 11:00

11:30

11:3013:30

General meeting IATBLT and closingLocation: Paranimf

11:3013:30

13:3015:00 Lunch 13:30

15:0016:3017:30

Visit to Sagrada FamíliaLocation: Sagrada Família (Carrer Mallorca / Sardenya entrance)

16:3017:30

Please note that the Catamaran Trip will be held on Saturday April, 22 from 11AM to 2PM.Location: Port Olímpic

Plenary 1: John NorrisTime: Wednesday, 19/Apr/2017: 9:30am ­ 10:30am · Location: Paranimf

Session Chair: Kris Van den Branden Maximum number of presentations for this session: 1

What do we (and don’t we) know about second language task design? A synthesis of synthesesJohn NorrisETS, United States of America; jnorris@ets.orgAbstract:Three decades of research on Task­Based Language Teaching (TBLT) have produced a wealth of evidence related to the design ofsecond language (L2) tasks and the resulting effects on learner affect, attention, interaction, performance, production, and learning. Infact, primary studies have accumulated to the extent that systematic secondary reviews—including research syntheses as well asstatistical meta­analyses—have begun to uncover robust answers to specific questions about L2 task design (e.g., Jackson &Suethanapornkul, 2013; Keck, et al., 2006; Plonsky & Kim, 2016; Sasayama, Malicka, & Norris, forthcoming; Skehan & Foster, 2012).These first­order syntheses are further augmented by findings from other systematic reviews of instructed second language acquisitionresearch (e.g., Badjadi, 2016; Biber et al., 2011; Plonsky & Gass, 2011; Ziegler, 2016) and research on the effectiveness of instructionbroadly speaking (e.g., Hattie, 2009). In this talk I will survey this considerable body of secondary research and distill key patterns inthe findings that shed light on our current understandings of how to design L2 communication tasks for various educational purposes.Of particular interest will be the ways in which L2 task designs have been operationalized according to distinct frameworks,parameters, and factors, as well as how specific task features are related to clear versus uncertain effects on diverse learning­relatedoutcomes. Furthermore, synthetic findings will be contrasted with common assumptions about task design based on pedagogic ‘folkwisdom’ as well as the claims found in expert narrative reviews and critiques of task­based research. I will conclude by pointing toessential dimensions of L2 educational task design that have yet to (but likely ought to) receive substantial empirical attention,including in particular the relationship between tasks and social, cultural, and otherwise ‘transformative’ outcomes. I will also highlightkey research methodological recommendations for improving our understandings in this important TBLT domain.Brief Summary:In this talk I will survey this considerable body of secondary research and distill key patterns in the findings that shed light on ourcurrent understandings of how to design L2 communication tasks for various educational purposes. I will also highlight key researchmethodological recommendations for improving our understandings in this important TBLT domain.

Presentations

SES­01: Workshops 1 and 2Time: Wednesday, 19/Apr/2017: 11:00am ­ 1:00pm · Location: 2.1

Session Chair: Lena Vasylets Session Chair: Craig Patrick Lambert

Maximum number of presentations for this session: 4

11:00am ­ 12:00pm Complexity in the design and sequencing of pedagogic tasks

Michael Long, Jiyong LeeUniversity of Maryland, United States of America; mlong5@umd.eduAbstract:Researchers have made some progress in identifying and manipulating various parameters of task complexity, including number ofelements, context­embeddedness, familiarity, degree of structure, and reasoning demands (e.g., Kuiken & Vedder, 2007; Levkina &Gilabert, 2012; Michel, 2011; Robinson, 2011; Skehan & Foster, 1999). They have employed measures of cognitive load (e.g.,participant ratings of difficulty, duration and stress, expert judgments, dual task performance, and eye­tracking) to verify that two ormore versions of a task do in fact differ in complexity as intended (e.g., Lee, 2015; Malicka & Levkina, 2012; Norris, 2010; Révész,2014; Révész, Michel, & Gilabert, 2015; Révész, Sachs, & Hama, 2014; Sasayama, 2016).Problems remain, however. It is one thing to know something about task complexity and cognitive load, but another to use complexityto classify and sequence pedagogic tasks in a task syllabus and in TBLT materials (Long, 2015). Some dimensions of complexity, e.g.,prior knowledge and distinctiveness of elements, can be hard to determine, much less to operationalize, and others, e.g., number ofelements and reasoning demands, often co­vary. An additional recurring problem is that, whether intentionally (path of least resistance)or unintentionally (additional elements go unnoticed), both native and non­native speakers tend to ignore items designed to increasecomplexity if a task can still be completed (minimally) satisfactorily while doing so (J. Lee, 2015; Y­G. Lee, 2002). Such short­cuts workagainst the ultimate goal of the researcher, syllabus designer, materials designer and classroom teacher, which is to use addedcomplexity to “stretch” a learner’s L2 performance and thereby drive interlanguage development. In this workshop, we will show anddiscuss examples of pedagogic tasks and task sequencing, and illustrate two potential mechanisms for protecting increased complexityfrom “reinterpretation” by research participants and classroom learners: task closure and feedback loops. Audience participation will bewelcome throughout the workshop, and the last 15 minutes set aside for questions and answers and general discussion.Brief Summary:Research participants and classroom learners often ignore increases in pedagogic task complexity if a task can still be completed(minimally) satisfactorily while doing so, thereby short­circuiting interlanguage development. We will illustrate two potential mechanismsfor protecting the integrity of increased complexity from such “reinterpretation”: task closure and feedback loops.

12:00pm ­ 1:00pm Systemic Functional Linguistics for Task­based Language Teaching: Task Design and Pedagogical

ImplementationMarianna Ryshina­Pankova1, Anastasia Drackert21Georgetown University, United States of America; 2Ruhr­Universität Bochum; ryshinam@georgetown.eduAbstract:Moving beyond a common conceptualization of task as an oral transactional communicative activity (Nunan, 2004), we will explore thenotion of text­ and genre­based tasks (Byrnes et al., 2005; Byrnes & Manchon, 2014) and ways these tasks can holistically address alllanguage modalities (speaking, reading, writing, listening). Furthermore, we will demonstrate how the use of this approach cansimultaneously promote cultural learning and develop FL literacy throughout various levels of FL instruction in a variety of contexts andlanguages, from secondary school education to university academic writing courses.In the theoretical part of the workshop, we draw on the systemic functional (SFL) theory of language (Halliday & Matthiessen, 2004) todemonstrate how this theory can contribute to the design of tasks by offering a framework for analysis of the contextual and linguisticfeatures of the discourse of these tasks. To this end, we focus on the SFL notion of genre (Martin, 2009) and ways this notion allowsone to understand how social processes are represented in oral and written texts. Specifically, by analyzing one narrative text wedemonstrate to the participants which salient features of context can be explicitly connected to which language resources and how thisanalysis can inform task­based FL instruction. Grounding our pedagogical proposal in the socio­cultural theory of learning (Lantolf &Thorne, 2006; Vygotsky, 1978), we view texts as models and scaffolds for student learning and independent task production. The mainSFL theory­driven principles for designing tasks based on texts as well as pedagogical strategies for scaffolding these tasks ininstruction are presented to the participants.In the practical part, participants will analyze a different narrative text at another level of complexity but within the same culturallysalient content theme. Thereby they will apply the SFL­inspired approach and identify the salient contextual, functional, and linguisticfeatures of the texts. Participants will further explore how such an analysis can form the basis for pedagogical activities around thesetexts and for designing text­based production tasks that foster learner language and literacy development.Brief Summary:Workshop participants are introduced to the systemic functional linguistics­driven principles for deriving tasks from texts andpedagogical strategies for scaffolding these tasks in instruction. Participants analyze two narrative texts to design pedagogical activitiesand meaningful text­based tasks that foster learners’ language and literacy development.

SES­02: Assessment 1Time: Wednesday, 19/Apr/2017: 11:00am ­ 1:00pm · Location: 2.2

Session Chair: Andrea Revesz Maximum number of presentations for this session: 4

11:00am ­ 11:30am Designing and implementing a task­based language assessment framework for L1 and L2 learners in primary

educationKoen Van GorpMichigan State University, United States of America; vangorpk@msu.eduAbstract:In task­based language teaching (TBLT) students acquire language by performing authentic meaning­oriented language tasks thathave a clear and motivating goal. Not dissimilar from TBLT, task­based language assessment (TBLA) subscribes to a "can do"­approach to language testing by assessing as directly as possible whether test takers can perform specific language tasks in particular,meaningful communicative settings. However, TBLA should enable teachers to do more than acknowledge whether students haveperformed a specific task successfully. TBLA should enable teachers to provide their students with diagnostic feedback. To do this,teachers should be made aware of task specifications, of expected task performance and of task performance strategies so they canhelp learners improve their performance (Norris, 2009).In order for TBLA to reach its full didactic potential, it needs to rely on an assessment framework that generates rich information aboutin­class learning and teaching processes. Consequently, for instructional purposes and purposes of assessment, tasks should beconceptualized as a set of characteristics, rather than holistic entities (Bachman, 2002). A theoretically sound task specificationframework enables the integration of different assessment components with task instruction and performance. Additionally, it helps toproduce coherent evidence about language learners' abilities to perform specific target tasks.This paper addresses the challenge to create a unified framework for TBLT and TBLA. It discusses the task/testcharacteristics/specifications guiding the selection of task types and guaranteeing content relevance and representativeness forpedagogic and assessment tasks. The development of such a set of task characteristics for a task­based language syllabus for bothL1­ and L2­learners in primary education is presented as a case.The challenges of implementing such a unified framework for TBLT and TBLA will be presented based on a survey of 29 schooladvisors, representing 36 primary schools, who have supported its implementation for the last ten years.Brief Summary:This paper addresses the challenge to create a task­based assessment framework for learner­oriented assessment. Supplementedwith implementation data, the development of a set of task specifications for evaluating the language development of both L1­ and L2­learners in primary education is presented as a case.

11:30am ­ 12:00pm Assessing L2 informal speaking development

Goedele VandommeleKULeuven, Centre for Language and Education, Belgium; goedele.vandommele@kuleuven.beAbstract:This study investigates the effects of two interventions ­ a task­based inside­school intervention and an outside­school projectintervention ­ on the development of speaking skills of 56 beginner L2­learners. The study extends previous research by taking multipleoccasions into account instead of two (i.e., pretest and posttest), and by assessing speaking development through the use of a non­intrusive task, rather than a formal test. We included this non­intrusive, informal chat task to assess speaking development in ways thatresemble interaction outside school.

The development of the learners’ speaking skills in Dutch was assessed by measuring syntactic complexity (mean length of AS­unit; clauses per AS­unit), lexical diversity (D), accuracy (error­free AS­units per

total AS­units) and fluency (pruned words, disfluencies and repairs per second), as well as communicative effectiveness. Multilevelanalyses revealed differential effects of the inside­school task­based intervention compared to the outside­school intervention. Thetask­based group showed significant positive development for communicative effectiveness and both measures of syntactic complexity,but also more breakdowns in fluency. The outside­school group, however, did not show significant growth, even though a traditionalpretest/posttest with a more academic task format did show speaking development, for fluency in particular. Moreover, all significantdevelopment of the inside­school group was observed to be significantly greater than the development in the outside­school group. Thefindings demonstrate the effectiveness of a task­based inside­school intervention for developing various aspects of informal speakingskills. From a methodological perspective, this study illustrates the complexity of test and measure selection when assessing L2speaking development, informal speaking development in particular.Brief Summary:This study investigates the effects of two interventions ­ a task­based inside­school intervention and an outside­school projectintervention ­ on the development of informal speaking skills of 56 beginner L2­learners.

12:00pm ­ 12:30pm Features of discourse at different performance levels in the online speaking test tasks

Noriko IwashitaThe University of Queensland, Australia; n.iwashita@uq.edu.auAbstract:This study compared features of discourse competence observed in the Aptis speaking test performances across levels and tasks.Aptis is an online­based global English assessment tool developed with reference to the Common European Framework of Reference(CEFR). The speaking test consists of four tasks simulating test­takers’ target language use domain and varying in the degree ofcognitive load in terms of abstractness of the information that test­takers are required to process and produce. The importance ofdiscourse competence in theoretical perspective on L2 proficiency is widely acknowledged (e.g., Bachman & Palmer, 2010), but adetailed study of discourse competence appears to somewhat neglected, particularly with regard to the speaking task performance.Data for the study includes 83 audio­recorded and transcribed speech samples of four tasks. We operationalized discoursecompetence in terms of the textual features of cohesion and coherence, and then selected several aspects of cohesion and coherencefor both qualitative and quantitative analyses. Quantitative analysis involved use of the computational tool to measure features ofcohesion and compare the frequency across levels and tasks. Qualitative analysis included analyses of the structuring test­takerperformances, comparison of rater scores and comments to the discoursal features under study.The analysis revealed that some features of discourse were more distinctively observed in the higher level test­taker performance thanlower level test­takers, but other features were not clearly distinctive across levels. Test­takers used some discourse markers more

frequently in more cognitively demanding tasks than less demanding tasks. Some differences in other cohesion and coherence deviceswere observed according to different task types. The findings were further discussed concerning a possible effect of the task context(i.e., online delivery) and task type on the performance. The study provides insights into what constitutes spoken languageperformance at the various levels of performance on the Aptis test.Brief Summary:The paper reports on the findings of the quantitive and qualitative analyses of test­taker discourse focusing selected features ofcohesion and coherence. Some features of discourse were more distinctive in the higher level test­taker performance than lower leveltest­takers, and some task effects on the performance was also observed.

12:30pm ­ 1:00pm Technology­supported elicitation and scoring of constrained and unconstrained speaking task performances in

diverse environmentsVeronika Laughlin, Pablo Garcia Gomez, Tanner Jackson, Lawrence Davis, John Norris, Yuan Wang, Klaus Zechner, JidongTaoEducational Testing Service, United States of America; pggomez@ets.orgAbstract:Interpreting performances on spoken communication tasks is of central interest in task­based language instruction and assessment(Bygate, Van den Branden, & Norris, 2015; Norris, 2016) and in task­based research (Skehan, 2014). Teachers, testers, andresearchers require trustworthy procedures for eliciting, analyzing, and making sense of speaking performances on distinct task types,and technological affordances may offer some advantages (González­Lloret & Ortega, 2014). This study investigated sources ofvariability in elicitation and scoring of widely varying communicative speaking tasks, with technology playing a key role. English L2performances were elicited from N=60 L1 Chinese speakers representing low­intermediate to advanced proficiency. Speakersparticipated in pairs, with each individual’s speech recorded on their smartphones. Pairs completed eight tasks reflecting a spectrumfrom highly constrained/predictable (e.g., reading a printed text aloud), to moderately predictable (e.g., picture description, decisionnegotiation), to highly unconstrained/unpredictable (e.g., come up with a topic and discuss). Four tasks were recorded in a quietenvironment and the other four in a noisy environment, with quiet/noisy conditions counterbalanced. Task performances were rated bytwo human raters for several analytic categories and for task accomplishment. Additionally, task performances were submitted forautomated speech recognition, transcription, and evaluation according to a set of 100+ performance features (e.g., indicesrepresenting complexity, accuracy, fluency, lexis, phonology). Overall findings indicated that: (a) machine and human evaluationfunctioned well in noisy vs. quiet conditions, across task types, across proficiency levels; (b) machine measures and human scoreswere highly correlated for similar performance indices; and (c) distinct L2 qualities were associated with higher/lower overallperformance on constrained vs. unconstrained tasks. Findings indicate that automated scoring technology can provide usefulinformation about performance on unconstrained as well as constrained speaking tasks, even in challenging recording environments,and that task type is a key factor in determining qualities of L2 performance.Brief Summary:This study investigated possible sources of variability in the elicitation and scoring of highly constrained and unconstrainedcommunicative speaking tasks under different recording environments (quiet vs. noisy). Findings indicate that automated recognitionand scoring correlated well with human scores and was adequate across task types, proficiency levels, and recording conditions.

SES­03: Focus­on­form / meaning, input & interactionTime: Wednesday, 19/Apr/2017: 11:00am ­ 1:00pm · Location: 2.3

Session Chair: Joan Castellví Maximum number of presentations for this session: 4

11:00am ­ 11:30am Effects of technology­mediated collaborative task on the way learners negotiate form, meaning and language

problems in learning phrasal verbsNatsuyo SuzukiWaseda University, Japan; nayo@ab.auone­net.jpAbstract:This empirical study investigates effects of technology via computer­mediated communication (CMC) on learner­learner negotiationsduring a collaborative task in the process of learning phrasal verbs, compared with the interaction in face­to­face (FTF) classrooms.With the growth of interest in the impact of technology­mediated language learning (González­Lloret & Ortega, 2014), whether or noteducational technology has any distinct impact on the way learners negotiate for second language (L2) development is one of theconcerns. Japanese university students (n= 28) at beginner level, who were generally accustomed to teacher­centered instruction,participated in the study. It utilized a dictogloss in which learners had the opportunity to negotiate any language problems they cameacross in the process of collaboratively reconstructing a sentence followed by individual dictation. Meanwhile, phrasal verbs, consistingof a small number of common verbs in combination with prepositions/adverbs (e.g. get, go, come, put / out, off, up), were tested. Thefollowing research questions were addressed: Does CMC have any impact on 1) learners’ negotiation for form and meaning, 2) theway learners negotiate for language problems and 3) the written development of phrasal verbs? The data were collected based ontranscripts of audio records of learners’ oral negotiations and written pre­ and post­test scores, which were analyzed using therepeated measure of analysis of variance (ANOVA). The former was analyzed for language­related episodes (LREs), which werecoded as either meaning­ or grammar­based LREs which were sub­categorized according to grammatical items, and for the chi­squareanalysis. The results showed no significant difference between CMC and FTF in written tests and language resolutions, however therewere differences in the amount of attention to each item; students in CMC group significantly needed more negotiation for meaningthan FTF group to avoid conversation breakdown. Further implications for technology and in­class tasks will be discussed.Brief Summary:The study investigated effects of technology (CMC) on learner­learner negotiations through a collaborative task in learning phrasalverbs. LREs and analysis of Chi­square showed CMC group required more negotiation for meaning than face­to­face group to avoidconversation breakdown; significant differences in the way they negotiate language problems were found.

11:30am ­ 12:00pm Effects of language­oriented vs meaning­oriented instruction on pre­vocational learners’ EFL oral skills.

Eline van Batenburg1, Ron Oostdam1, Amos van Gelderen2, Nivja Jong. de31Amsterdam University of Applied Sciences, The Netherlands; 2Kohnstamm Institute, University of Amsterdam, The Netherlands;3Utrecht Institute of Linguistics, Utrecht University, The Netherlands; e.van.batenburg@hva.nlAbstract:This study aimed to determine whether pre­vocational learners’ development of EFL oral skills is best supported by language­orientedinstruction, meaning­oriented instruction, or a combination of both. To this end, pre­vocational (Business & Administration) learners ingrade 9 (n=155) were randomly assigned to one of these three experimental conditions. Learners received nine lessons over thecourse of twelve weeks. As a comparison, a fourth group was added as a ‘business­as­usual’ control group (n=44).Oral performance was measured with two dialogic speech tasks after every third lesson (three measurements, six tasks in total). Withineach pair of tasks, tasks required the candidates to achieve the same goal (e.g. to explain a procedure), but differed in terms ofcontent, audience and domain. One task was situated in the professional domain (near transfer), with the candidate assuming the roleof a hotel receptionist and the interlocutor the role of hotel guest. The other was situated in the personal domain (far transfer), with bothcandidate and interlocutor assuming the role of acquaintances. In all tasks, the role of the interlocutor was played by researchassistants, following a set protocol. Performance was measured on a Likert scale of 1­5 on three measures, i.e. General TaskAchievement, Linguistic Accuracy and Interactional Ability.Preliminary analyses (ANCOVA) indicate effects of condition on some measures of Task Achievement and of Interactional Ability, butnot on Linguistic Accuracy. Detailed (post­hoc) analyses are currently in progress. The outcome of these will be presented during theconference.Brief Summary:Pre­vocational learners in grade 9 (n=155) received speaking lessons that differed in focus (language structures vs interactionalstrategies), lesson phasing (PPP vs TBLT), and type of task (guided role plays vs information gap tasks). Effects of condition on TaskAchievement and Interactional Ability in post­test speaking tasks were found.

12:00pm ­ 12:30pm Story re­telling: Do learners recycle units larger than single words?

Frank Boers1, Hien Hoang21Victoria University of Wellington, New Zealand; 2Quy Nhon University, Vietnam; frank.boers@vuw.ac.nzAbstract:Presenting learners with a story and asking them to re­tell it may prompt them to ‘mine’ the model input text for language items that willhelp them perform this re­tell task. This may be expected especially under input conditions that enable the learners to attend not only tothe content of the story but also to its wording.The question addressed in this presentation is to what extent learners in such relatively favourable conditions mine an input text forlexical units larger than single words. The background to this question is the observation that second language learners often producediscourse that manifests both limited and unorthodox use of multiword expressions, which suggests that second language learners payinsufficiently attention to the syntagmatic behaviour of words in the input texts they are exposed to.We report a quasi­experimental study where 17 ESL learners listened twice to an audio­recorded story supported by English captionsand pictorial illustrations, and were asked to re­tell this story. The learners’ re­tells were subsequently examined for the extent to whichthey recycled multiword lexis from the original text. In case some of this lexis would have been used by the participants regardless oftheir prior exposure to the particular input text, a control group consisting of 14 similar­profile ESL learners were also asked to tell thestory but to do this exclusively on the basis of the illustrations.Multiword lexis was found to be recycled from the input text only to a marginal degree, especially in comparison with the recycling ofsingle words. Moreover, when learners did attempt to recycle multiword expressions from the input text, the outcome was often non­

target­like. These findings indicate that interventions which enhance the chances of input­mining beyond single words would bewelcome.Brief Summary:Story re­telling tasks may prompt learners to ‘mine’ input text for helpful language. We report a study where ESL learners' re­tells of astory were analyzed for multiword lexis borrowed from the original story. We found very little evidence of such successful input miningbeyond the level of single words.

12:30pm ­ 1:00pm The importance of learning from independent measures of task complexity: Findings from a research synthesis

Aleksandra Malicka1, Shoko Sasayama21Open University of Catalonia, Spain; 2The University of Tokyo; aleksandra.malicka@gmail.comAbstract:Despite considerable attention to the issue of cognitive task complexity (e.g., Robinson, 2011), we know relatively little about its effectson L2 performance/learning, mainly due to persistent methodological challenges (Sasayama et al., 2015). Perhaps the most centralquestion is whether the operationalization of complexity was realized as intended—that is, are ‘complex’ tasks in fact cognitivelycomplex? In response to calls for methodological reform (e.g., Norris, 2010), however, recent years have witnessed a surge in studiesthat attempted to validate assumed differences by independently measuring levels of complexity with procedures adopted from otherdomains of research (e.g., Révész et al., 2015). Thus, the current study sought to explore (a) how researchers have measuredcomplexity and what their findings were and (b) what effects complexity was shown to have on L2 learners’ task performances whenthe assumed complexity was verified.Data were derived from a synthesis project including 350+ primary studies exploring L2 communication tasks that manipulated theirlevels of complexity. For the current study, we synthesized the subset of 80+ studies which independently measured levels ofcomplexity and also investigated CAF variables.Findings indicated that among several approaches, the most common independent measurement of complexity has been subjectiveratings of task difficulty/effort. Based on standardized indices, it was also found that the degrees of difference between designed­to­besimple and complex tasks varied substantially across studies, indicating that what might be a simple task in one study was found to bemore complex than a complex task in another. Additionally, CAF variables were differentially influenced by complexity depending on itsoperationalization. For example, a complex task manipulated along the resource­dispersing variables (but not resource­directingvariables) was found to elicit syntactically more complex speech. We conclude our presentation by offering suggestions for futureresearch, particularly in terms of experimental task design.Brief Summary:Recent years have witnessed a surge in studies that attempted to validate assumed differences by independently measuring taskcomplexity. This synthesis explored how researchers have measured complexity and what their findings were, and what effectscomplexity was shown to have on L2 task performances when the assumed complexity was verified.

SES­04: Online tasks 1Time: Wednesday, 19/Apr/2017: 11:00am ­ 1:00pm · Location: 2.4

Session Chair: Melissa Baralt Maximum number of presentations for this session: 4

11:00am ­ 11:30am Practising second language skills through online tasks: What motivates adult learners?

Mariet Schiepers, Helena Van Nuffel, Helga Van LooCentre for Language and Education, KU Leuven, Belgium; mariet.schiepers@kuleuven.beAbstract:This paper presents the case­study of NedBox (www.nedbox.be), a digital platform which aims to offer adult learners of Dutch as asecond language (DSL) online practice opportunities in a fun, non­academic way during their leisure time. NedBox was developed onthe basis of empirical research which has shown that any online SLA program must not only meet the principles of effective onlinecourse design but also comply with the principles of effectively instructed SLA. We will explain how these principles were translated intoa set of key identifying features in order to compose a learner­driven online environment in which learners can choose and performmeaningful tasks, tailored to their needs and interests, based on appealing and authentic online input; in which they are provided withonline support and with immediate online feedback. Considering the group of low­educated learners, with low digital skills, specialattention was given to the accessibility of the platform.But does the platform sufficiently motivate all adult learners to practise their DSL skills? And how do they perceive performing theonline tasks? An online survey was completed by 395 adult learners of DSL and by 220 teachers of DSL. In addition, qualitativeresearch on the user behavior of low­educated learners was performed in order to unravel if and under which conditions onlinelanguage learning is a lever or an extra threshold for these learners. Our data set was completed by quantitative data provided byGoogle Analytics. The results confirm the hypothesis that what motivates the L2 learner in a face­to­face context is also of paramountimportance in a digital environment. If the system allows for the learner to be in control and provides appealing input and functionaltasks, online language learning seems to be very motivating, also for the more vulnerable learners with less digital skills.Brief Summary:NedBox is a digital platform which aims to offer adult DSL learners online practice opportunities. To what extent does NedBox motivateto practise DSL skills online? And how do learners perceive performing online tasks? This paper presents the results of an extensiveuser research during the first year of implementation.

11:30am ­ 12:00pm The role of modality in pre­task planning: Effects on learner performance in L2 text­chat

Carrie K BachUniversity of Hawaii ­ Manoa, United States of America; carriekb@hawaii.eduAbstract:Research on task design variables in TBLT has explored how pre­task planning impacts learners’ performance, with results indicatingthat planning time may lead to improvements in learners’ L2 complexity and fluency (Ellis, 2005). These studies generally discuss pre­task planning in terms of time spent planning (e.g. Wang, 2014), rather than the medium of planning, and few studies allow learnersaccess to their plans as a resource during tasks. In synchronous computer­mediated communication (SCMC) contexts, the mode ofpre­task planning may impact how learners utilize their plans during tasks. However, little research examines the role of modality onpre­task planning or how the products of pre­task planning may be used during tasks.This mixed methods exploratory study examines the impact of mode, specifically computer­ and paper­based contexts, on the quantityand quality of learners’ pre­task planning, and on their during­task performance. Fifteen intermediate English as a Second Language(ESL) learner dyads completed two (counterbalanced) information­gap tasks with five minutes of individual pre­task planning timeusing Microsoft Word or pencil­and­paper. Learners then used the products of their pre­task planning during the target task, completedusing the chat program KakaoTalk. All task­based interactions were captured using Camtasia to facilitate the creation of video­enhanced chat­scripts (Sauro & Smith, 2010). The differential effects of pre­task planning modality on learners’ complexity, accuracy,and fluency, operationalized as AS­units (Foster, Tonkyn, & Wigglesworth, 2000), percentage of error­free clauses, and the ratio ofreformulations to words produced (Hsu, 2012), respectively, were examined. In addition, stimulated recall protocols were conductedpost­task for a more holistic perspective regarding if and how learners used their plans during the target tasks.Preliminary results indicate interesting differences in the effectiveness of computer­based and paper­based pre­task planning. Findingsare discussed in terms of pedagogical implications for computer­mediated TBLT, and suggestions for future research are made.Brief Summary:This study explores the effects of mode (computer/pencil­and­paper) on the quality and quantity of learners’ pre­task planning, as wellas the impact on learners’ subsequent task­based performance. Learners’ perceptions were also examined. Findings are discussed interms of pedagogical implications for computer­mediated TBLT, and suggestions for future research are made.

12:00pm ­ 12:30pm Process, performance, and pre­task planning: Insights from L2 text chat

Nicole ZieglerUniversity of Hawaii at Manoa, United States of America; nziegler@hawaii.eduAbstract:Task­based research suggests that pre­task planning time provides learners with opportunities to formulate, organize, and mentallystore content, thereby freeing up attentional resources during tasks (e,g, Skehan et al., 2012). Despite the growing use of technology inthe language­learning classroom (Thomas & Reinders, 2010), relatively few studies to date have investigated pre­task planning insynchronous computer­mediated contexts (SCMC) (although see Lai, Fei, & Roots, 2008; Hsu, 2012, 2015). In addition, relatively littleis known about what learners do when they plan, or how they use their plans during tasks.The current research examines the relationship between pre­task planning and learners’ production, and explores the affordancesoffered by SCMC to further investigate how and what learners may (or may not) be planning during pre­task and within­task planningtime. Thirty intermediate ESL learner dyads completed three (counter­balanced) picture narrative tasks with pre­task planning times of1 minute, 3 minutes, and no planning time. Text chats were conducted using GoogleChat, and were recorded using Camtasia softwareto produce video­enhanced chat scripts (Sauro & Smith, 2010). Quantitative analyses of the resulting learner corpus examinedcomplexity, accuracy, and fluency, operationalized as AS­units, percentage of error­free clauses and accurate use of grammatical verbforms, together with the number of dysfluencies. Results suggest that three minutes of planning time resulted in increases in lexicalcomplexity (but not phrasal or syntactic), although no significant findings were identified for accuracy or fluency. In addition, findingsindicate that technology offers researchers a number of unique methodological affordances, such as the ability to see what learnersproduce regardless of whether they transmit this information to their interlocutor, thereby providing evidence of L2 knowledge that

would otherwise be unobservable. Results are discussed in terms of both their meaning for task­planning research and theirpedagogical implications.Brief Summary:This presentation examines the relationship between pre­task planning and learners’ production, and explores the affordances offeredby SCMC to further investigate how and what learners may (or may not) be planning during planning time. Results are discussed interms of both their meaning for task­planning research and their pedagogical implications.

12:30pm ­ 1:00pm The nature of tasks in online contexts

Jill Suzanne HadfieldUnitec, New Zealand, New Zealand; jhadfield@unitec.ac.nzAbstract:This talk will examine the nature of task­based learning in the context of online and blended courses. One of the great feel­good wordsin education technology is ‘interactivity’. From whiteboards to virtual environments, ‘interaction’ is everywhere. But the term carries twoimplicit suggestions. First, it implies that ‘interaction’ takes place between human and machine, rather than human and human. Thesecond suggestion is a simplistic idea that educational technology equates with learning which involves interaction (human­machine)and is good; whereas the traditional face to face classroom equates with teaching which involves lecture style transmission (teacher­student) and is bad. However many researchers find that human­machine interactivity is not enough to maintain student engagement inonline learning. Student­student interaction is not only motivating and engaging, but actually essential for learning to take place.However, provision for interaction in online courses often remains limited and confined to a ‘read and discuss’ format. This talk willshow how a variety of stimulating interactive tasks can be developed for online learning and examine the differences between suchtasks and classroom­based tasks, both in their design and in the nature of the interaction they produce.In this talk I will outline ten principles for successful interaction online and introduce and give examples of five different kinds of onlinetask: Critical, involving an exchange of opinions, Personal, involving an exchange of personal information, Factual, involving sharinginformation, Fanciful, involving entering into an imaginary scenario and Creative, involving the creation of a ‘product’. I will demonstratehow online interaction patterns in tasks differ from classroom interaction patterns, give suggestions for setting up and managing suchactivities, show examples of student contributions and consider ways of providing feedback and assessment. Finally I will provide atypology of online task types.299 wordsBrief Summary:This talk examines the nature of task­based learning in online courses. It demonstrates how online tasks differ from classroom tasks, insix aspects: task design, interaction patterns, management, student contribution, noticing, and feedback, with the aim of providing atypology of online task types and a framework for task design.

SES­05: Workshops 3 and 4Time: Wednesday, 19/Apr/2017: 11:00am ­ 1:00pm · Location: 3.1

Session Chair: Carolien Frijns Maximum number of presentations for this session: 4

11:00am ­ 12:00pm TBLT for Minority/Heritage Language Speakers

Melissa A BowlesUniversity of Illinois at Urbana­Champaign, United States of America; bowlesm@illinois.eduAbstract:TBLT has been used and researched extensively in a variety of second language acquisition and language for specific purposesapplications, with learners at a range of ages. One context in which TBLT has not been widely studied or applied is in heritagelanguage teaching. Broadly defined, heritage languages are minority languages. They therefore include indigenous languages such asWelsh in Wales, Basque and Catalan in Spain and France, Quechua in Peru and Ecuador, Maori in New Zealand, and Navajo in theUS southwest. The term also encompasses the languages spoken by immigrants who move to a place where their home or communitylanguage is not the majority language. Many of the most numerous heritage speaker groups belong to this category: for instance,Arabic and Turkish speakers in Germany and the Netherlands, Polish and Punjabi speakers in the United Kingdom, or Spanish,Chinese, and Korean speakers in the United States and Canada (Cummins, 1995; de Bot & Gorter, 1995; Fishman, 2001).In recent years, there has been a burgeoning interest in minority languages and heritage language acquisition. This workshop takes upthe call to action issued by numerous scholars, including Valdés, Fishman, Chávez, and Pérez (2006), Lynch (2003), Carreira andKagan (2011), Oh and Au (2005), and Peyton, Carreira, Wang, and Wiley (2008), who have all raised concerns about the blindappropriation and adaptation of foreign language books, curricula, and methods to heritage language speakers, which may not beappropriate or effective for this group, given the indications that heritage learners’ language needs, goals, and development differ fromthat of second/foreign language learners in important ways.The workshop will begin with a synthesis of the research findings on classroom heritage language acquisition and will proceed todemonstrate how TBLT is an ideal framework that can be used to create curricula and tasks that are tailored to heritage languagestudents’ needs, as well as how aspects of TBLT promote effective focus on form techniques not just during the tasks but in the pre­and post­task phases as well.Brief Summary:This workshop demonstrates that TBLT is an ideal framework for creating curricula and tasks that are tailored to meet the diverseneeds of minority/heritage language students. It also shows how TBLT can be implemented to promote effective pedagogy not justduring tasks but in the pre­ and post­task phases.

12:00pm ­ 1:00pm Storyline approach in the foreign language primary classroom

Christiane DomsFrau, Germany; christianegross@gmx.deAbstract:Storyline approach in the foreign language primary classroomThis workshop focuses on presenting the Storyline approach (Steve Bell, „Glasgow Method“) as a pedagogical strategy for task­basedand active learning in the foreign language classroom.In particular, the storyline method recognises the value of the existing knowledge of the learners by involving the pupils in the processof planning. This approach seems to be strongly motivating and the experience of taking part in a storyline appears to bring specificlanguage benefits.Thus, through key questioning e.g. “Where does it take place?“ “Who is there?“ “What happens?” the pupils are encouraged to create ascenario e.g. in the shopping mall, in London, at the zoo. The scenario, which is visualised e.g. as a three­dimensional model or a setof pictures, serves as a framework for creating story sequences.Firstly main ideas of the Storyline approach as a task­based approach will be presented and exemplified by scenarios suitable forprimary school children. The effects on learning as to be found in research literature on young language learners will be outlinedshortly.Secondly the challenges and chances of developing a storyline with the pupils will be discussed on the basis of a video­presentation ofa primary English classroom. The following questions may serve as key questions for discussion: How can the teacher facilitatelearning? How can he/ she activate language knowledge? How can he/ she encourage the pupils to plan a storyline, develop storysequences and use language in a creative way? How can he/she deal with mistakes? What is the role of the L1 in the learningprocess? What are the opportunities for individual learning on the one hand and collaborative work on the other hand?Finally the participants may to develop some ideas to adopt the Storyline approach to their teaching context.http://www.schulentwicklung.nrw.de/cms/angebote/egs/praxis­unterrichtsmitschnitte/filmsequenzen­film­8/index.html (30.08.2016)Brief Summary:In this workshop main ideas of the Storyline approach (Steve Bell) as a task­based approach in which pupils create story sequenceswithin a scenario, will be presented. Challenges and chances, motivation and learning outcomes will be discussed on the basis of avideo­presentation of a primary English classroom.

SES­06: Task Complexity 1Time: Wednesday, 19/Apr/2017: 11:00am ­ 1:00pm · Location: 3.2

Session Chair: James William Pownall Graumann Maximum number of presentations for this session: 4

11:00am ­ 11:30am Exploring L2 learners’ perspectives and engagement with tasks

Shoko SasayamaThe University of Tokyo, Japan; sasayama@global.c.u­tokyo.ac.jpAbstract:In cognitive task complexity research, there has been considerable interest in identifying predictable relationships among task design,cognitive complexity, and effects on task performance (e.g., Robinson, 2015; Skehan, 2015). By contrast, researchers from moresociocultural perspectives have argued that learners interact with tasks as they wish, following their own agency (e.g., Coughlin & Duff,1994). While the latter perspective undermines efforts to systematize task design that leads to predictable results, its focus on actualtask processes may give us insights into why certain task designs worked (or did not) as intended.Accordingly, as part of a larger study, this study explores how learners responded to four picture­based oral narration tasks with varyingdegrees of complexity by design. Among 120 English­L2 learners and 62 Japanese­L2 learners completing the same tasks, 20speakers from each language group were chosen for the in­depth analyses. Their comments, elicited by a post­task questionnaire andinterview, were analyzed in terms of (a) what made each task cognitively and procedurally demanding and (b) how they allocated theirattention to different aspects of task performance.Findings of the larger study revealed that overall the manipulation of complexity was realized as intended. However, at the individuallevel, this pattern was not always the case. Complexity of the tasks was influenced by factors, such as: (a) learners’ L2 learningbackgrounds, (b) task interpretation, (c) motivation, and (d) identities as L2 learners. Regarding the last factor, for example, someadvanced learners challenged themselves and spontaneously made the tasks cognitively more demanding for themselves, against thetask designer’s intentions. The study concludes by indicating what these individual cases tell us about the extent to which we canexpect task designs to lead to predictable results, and how we might incorporate individual variability into our task design.Brief Summary:This paper explores how L2 learners perceived and responded to tasks with varying degrees of complexity. Findings revealed that inaddition to task design factors, individual factors (e.g., learners’ task interpretation, motivation) affected how they dealt with the tasks athand. Suggestions are made for critical factors in task design.

11:30am ­ 12:00pm The effects of task complexity and L2 aptitude on the acquisition of the present third person singular through

recasts.Nektaria­Efstathia KourtaliUCL, Institute of Education, University of London, United Kingdom; nektaria.kourtali@gmail.comAbstract:Previous research has shown that the extent to which recasts promote L2 development is associated with several factors such as thelearners’ age, manner of recasting, educational context and mode of interaction. Task complexity and L2 aptitude are two variables thathave received relatively little attention. To cover this gap, this study examined whether task complexity affects the effectiveness ofrecasts in facilitating the acquisition of the target construction, that is the present third person singular, and whether L2 aptitudemoderates the combined effects of recasts and task complexity. Sixty Greek learners ranged in age from 10 to 13 were randomlyassigned to one of two experimental conditions; [+complex task] and [­complex task]. Task complexity was operationalized as theabsence versus presence of reasoning (Robinson, 2001). The research project utilized three types of pre­test­post­test outcomemeasures. Specifically, an oral production and an elicited imitation test were designed to measure the learners’ procedural knowledge,whereas a written production test aimed at assessing their declarative knowledge (DeKeyser, 2007). The LLAMA test (Meara, 2005)provided an index of the learners’ L2 aptitude. Three components of the LLAMA test were used (i.e., the LLAMA D, E and F and theymeasured the learners’ phonetic memory, their ability to associate sounds with their symbols and grammatical interferencerespectively). The study found that the students in the ­complex condition outperformed those in the +complex condition on the writtenproduction test. With regard to L2 aptitude, the study showed that the gains that the students in the +complex condition exhibited onthe oral and written production test correlated with the LLAMA D and their improvement on the written production test with the LLAMAE. The results are discussed in terms of cognitive models of task­based learning and speech production (Skehan, 2009; Robinson,2001; Levelt, 1989).Brief Summary:The present study was conducted in the Greek EFL context and it explored the extent to which task complexity affects the potential ofrecasts to promote the acquisition of the present third person singular and whether this relationship is moderated by the participants’ L2aptitude.

12:00pm ­ 12:30pm Warning: The presentations finish prior to the end of the session! Task complexity, cognitive load, and L1 speech

Jiyong LeeUniversity of Maryland, United States of America; jlee0123@umd.eduAbstract:Relationships among task­types and L2 performance have been a topic of extensive research in SLA. Robinson’s CognitionHypothesis (2005) and Skehan’s Tradeoff Hypothesis (1998) have generated a proliferation of empirical studies, but results have beenmixed, failing to provide clear support for either model. The present study was conducted to investigate the effects of progressiveincreases in task complexity on the syntactic complexity and lexical diversity of the speech of 42 English native speakers. Data onnative speaker performance are essential because they provide a more reliable window on complexity effects unfiltered by non­nativecompetence. Task complexity was operationalized as number of elements. Participants performed three tasks with three levels ofcomplexity: a Map Task, a Seating Arrangement Task, and a Car Accident task. Independent evidence that greater task complexityincreased cognitive load was shown by participant self­ratings of perceived difficulty, mental effort, stress and interest, shorterprospective duration estimates and, using dual­task methodology, by slower reaction times. Mid­complex task versions elicited themost complex syntactic speech, with syntactic complexity operationalized as number subordinate clauses per AS­unit. Using Guiraud’sIndex as a measure of lexical diversity, the most complex task versions were found to generate the greatest lexical variation. In additionto the finding that participants tended to simplify the most complex versions of tasks, certain features of the three tasks had adifferential effect on participants. Implications are noted for the design of parallel studies with non­native speakers, along withsuggested methodological improvements in terms of built­in feedback for future research with both native and non­native populations.Brief Summary:

A study was conducted of the effects of increases in the complexity of three tasks on the syntactic complexity and lexical diversity of L1speech. Changes in cognitive load were assessed using self­ratings of difficulty, mental effort, stress and interest, prospective durationestimates and, using dual­task methodology, of reaction times.

SES­07: Learners' perceptionsTime: Wednesday, 19/Apr/2017: 11:00am ­ 1:00pm · Location: 3.3

Session Chair: Elsa Tragant Maximum number of presentations for this session: 4

11:00am ­ 11:30am Evaluating a Task­Based Language Teaching approach: What do learners think?

Xavier GutierrezUniversity of Alberta, Canada; xavier.gutierrez@ualberta.caAbstract:Learners' perceptions about language learning act as a powerful motivating factor that shapes the actions and behaviours that learnersdisplay in their learning (Gabillon, 2005; Kalaja & Barcelos, 2003; 2013; Woods, 2003). In addition, perceptions can be a useful sourceof information for program evaluation purposes (Narcy­Combes & McAllister, 2011). However, the reality is that students are almostnever asked explicitly and systematically about their learning experiences (Barkhuizen, 1998). Adopting a contextual perspective to thestudy of beliefs (Aragao, 2011; Barcelos, 2003; Barcelos & Kalaja, 2011; Riley, 1994), this paper explores the perceptions of beginnerand intermediate­level Spanish L2 learners in relation to the implementation of a Task­Based Language Teaching (TBLT) approach at aCanadian university. Data for the study were collected by means of a questionnaire, focus groups, and weekly journal entries. Thequantitative analysis of the questionnaire data (N = 85) shows an overall positive perception of the TBLT approach with respect toaspects such as opportunities for practice, exposure to input, applicability in real life, pedagogical materials, learning­by­doing,collaboration among learners, learner progress, and integration of content, skills and formal aspects. The qualitative analysis of thefocus­groups and journal entries (N = 16) provides a more nuanced picture regarding the learners’ perceptions about TBLT, revealingother emerging themes such as student engagement, challenges and frustrations, the participants’ learning styles, and theirmotivations. Furthermore, this analysis exposes deep­seated learners’ beliefs about language learning in general. This presentationwill discuss the participants’ perceptions and beliefs in relation to the context in which their learning took place, and it will also discussthe way these perceptions play a role in the decision­making processes regarding curriculum development and classroom languagelearning activities.Brief Summary:Spanish learners’ perceptions about a TBLT approach were explored by means of a questionnaire, focus groups, and weekly journalentries. Quantitative and qualitative data show an overall positive perception of the pedagogical approach. Results will be discussed inrelation to decision­making processes regarding curriculum development and classroom language learning activities.

11:30am ­ 12:00pm The role of context in TBLT: A comparison of task­based interaction and learner perceptions between ESL and

EFL contextsMasatoshi Sato1, Neomy Storch21Universidad Andres Bello, Chile; 2University of Melbourne; masatoshi.sato@unab.clAbstract:TBLT has been promoted in various educational programs around the world (Ellis & Shintani, 2014); however, a growing number ofstudies have reported the difficulties of implementing tasks in different teaching/learning contexts (e.g., Swan, 2005). Hence, acomparative study is warranted in which learners’ task­based interaction in regular classrooms from different teaching/learning contextsis examined. The current study implemented identical tasks in intact classrooms in two distinct teaching/learning contexts—ESL andEFL.Participants were 27 Australian ESL and 19 Chilean EFL learners. They were university­level commerce major students. Tasks weregroup discussions about controversial macroeconomic issues. Learners formed self­selected groups (3­5 in each group). The taskswere implemented over several weeks during regular class hours. The recorded interactions (Australia: 537 minutes; Chile: 357minutes) were transcribed and analyzed in light of: (a) the frequency of LREs (grammatical or lexical); (b) the initiator of LREs (self orother); and (c) the amount of L1­use. The scores from learner groups were submitted to ANOVAs. In addition, a survey was conductedpertaining to learner perceptions of task­based interaction. The survey data were analyzed both quantitatively (Likert­scale questions)and qualitatively (open­ended questions).The results showed that EFL learners produced significantly more LREs (especially lexical­LREs). EFL learners’ LREs tended to beself­initiated via a self­repair or request for assistance while ESL learners’ LREs tended to be triggered by other repairs. EFL learnersalso used more L1 and for a greater range of functions. In sum, the results suggest differences in the learners’ orientation towards thetasks in the two contexts. That is, EFL learners tended to focus on language more than ESL learners did. This interpretation wassupposed by the survey data. The study documents how context impacts on the way task­based interaction unfolds and highlights theimportance of considering local contexts when implementing TBLT.Brief Summary:The study compared task­based interaction and learner perceptions between ESL and EFL contexts. Identical tasks were implementedin university­level EAP classes in Australia (n = 27) and Chile (n = 19). Results showed that EFL learners used the L1 and producedLREs more than ESL learners did.

12:00pm ­ 12:30pm Whose tasks? Whose context?

Laura Collins, Walcir CardosoConcordia University, Canada; laura.collins@concordia.caAbstract:Adolescent students in foreign language (L2) classes are often in contexts that afford little opportunity to engage in face­to­faceinteraction with target language speakers. They may nonetheless have L2 knowledge obtained through their participation in real worldtasks including the use of technologies such as digital games (Godwin­Jones, 2014) and web 2.0 applications (e.g., blogs; Deng &Yuen, 2011), on their own time. However, this knowledge and these practice opportunities are not often integrated into the schoolcurricula (Kalaja et al., 2011). There is a large literature on “extra” curricular language use via technology; however, little research hasexamined the impact of integrating out­of­class practice on teachers' use of classroom time (O’Dowd, 2011). Extending the reach of theclassroom to include and build upon students’ own L2 experiences has the added benefit of increasing the time on task, given thatforeign language programs often provide insufficient time for students to attain adequate proficiency (Collins & Munoz, 2016).As part of a larger project exploring in­class/out­of­class integration of L2 practice and use among adolescent learners of English inQuebec (Canada), we conducted an on­line survey (using FluidSurveys) of 100 secondary students who live in predominately French­speaking environments. Items included both rating scales and open­ended questions (Dörnyei, 2010), and revealed: 1) the ways inwhich this age group engages with English on their own time; 2) their views on how their activities have helped them learn; 3) the

perceived disconnect between their own use of the language and the language curriculum, and 4) their willingness to engage insupervised out­of­class learning tasks (both individual and collaborative) that would be better integrated into the existing curriculum.The discussion of the findings will include implications for our ongoing experimental research on better pedagogical use of and supportfor students' L2 experiences with popular technologies.Brief Summary:A survey of 100 EFL Quebec students showed a disconnect between the tasks in which they engage in English outside class, andthose experienced in the curriculum. It also revealed students' perspectives on how the language benefits derived from real world taskscould be better integrated into their classroom experiences.

12:30pm ­ 1:00pm Young learners’ rationales for self­assessing their performance with and without tasks

Yuko Goto ButlerUniversity of Pennsylvania, United States of America; ybutler@gse.upenn.eduAbstract:In recent years, self­assessment has attracted substantial attention among educators of young learners (YLs, defined as children up to12 years old). A number of can­do descriptors are available for teachers of young learners such as the Can­do Speech bubble in theLanguage Portfolio in the U.K. (2006). Teachers are often concerned, however, over what exactly self­assessment captures, the extentto which YLs are capable of self­assessing their performance, and how best to use self­assessment in order to assist YLs’ learning.Therefore, the present study aims to understand: (a) how YLs understand and respond to self­assessment items; (b) how theirrationales for responding differ by age; and (c) how their rationales differ when administering with and without tasks.The participants were 31 primary school children learning English in Japan. They were divided into two age groups: a younger group(ages 8­9, N=17) and an older group (ages 10­12, N=14). The children were asked to respond to 10 self­assessment items on a 5­levelLikert scale using two formats: a decontextualized format (without any tasks) and a contextualized format (after performing taskscorresponding to self­assessment items). The YLs’ rationales for responding in each format were obtained through guided interviews.An analysis based on Higgin’s et al.’s (1989) model of self­evaluation processes showed substantial variabilities among children,irrespective of their age, regarding how they interpret each item and their rationales for judgments. While the children depended on avariety of relevant incidents and reference points when responding to the decontextualized self­assessment format, in thecontextualized format, they primarily focused on tasks at hand and used perceived task requirements as a reference point. Thechildren indicated that they relied more on feedback and social interaction in the contextualized self­assessment. The data wasinterpreted based on self­efficacy theory (Bundura, 1997) and self­regulation (Zimmerman, 1990).Brief Summary:The study investigated young learners’ rationales for responding to self­assessment items on two formats: a decontextualized format(without any tasks) and a contextualized format (after performing tasks corresponding to self­assessment items). We found the childrenrelied on different sources and reference points when judging their performance using the two formats.

SES­08: Pragmatics 1Time: Wednesday, 19/Apr/2017: 11:00am ­ 1:00pm · Location: 3.4

Session Chair: Júlia Barón Maximum number of presentations for this session: 4

11:00am ­ 11:30am Exploring interrelationships between “pragmatics­related episodes” and language­related episodes in L2

Spanish peer interaction.Paul David Toth1, Kara Moranski2, Yohana Gil­Berrio11Temple University, United States of America; 2University of Pennsylvania, United States of America; ptoth@temple.eduAbstract:For nearly twenty years, “language related episodes” (LREs) have been studied to show how learners focus on L2 structural propertiesand mediate language use through metalinguistic reflection. However, research on peer interaction has shown that, even followingexplicit grammar instruction, grammatically­focused LREs appear unreliably, and they are often greatly outnumbered by a lexical orphonetic focus that more immediately addresses communicative needs. Recent research has furthermore underscored the importanceof social dynamics in shaping the course of peer interaction, while socially­oriented L2 theories have explored the interplay betweenindividual agency and joint attention in carrying out collaborative activity. This study furthers the discussion by identifying “pragmaticsrelated episodes” (PREs), where learners explicitly address task goals and procedures to regulate their participation, as essentialprerequisites for any LREs that follow.Our data come from two third­year L2 Spanish classes at a public U.S. high school, where learners completed four small­group tasksduring three 90­minute lessons on the pronoun se. Two groups of 2­4 learners in each class (N = 12) were recorded to document thefrequency, topical focus, and outcomes of their LREs and PREs, as well as the frequency of accurate uses of se. Results showed thatwhereas PREs occupied nearly 70% of the total interaction time, LREs occupied less than 10%, with only a small minority addressingthe target structure. Consistently, PREs showed attempts to establish a joint understanding of task goals, procedures, andparticipation, with LREs occurring only after pragmatic mutuality was reached. Despite the low number of target­structureLREs,accurate uses of se gradually increased across the three lessons, most notably among learners actively involved in PREs.Performance with se on subsequent assessments showed instructional gains following from frequent uses of the target structure.Implications for the relationship between pragmatic mutuality and focus on form are discussed.Brief Summary:This study identifies “pragmatics related episodes,” where L2 learners explicitly negotiate task goals and procedures, as prerequisitesfor form­focused “language related episodes”. The interactions of four groups of 2­4 adolescent L2 Spanish classroom learners showthat active pragmatic negotiation is associated with more frequent accurate use of the target structure.

11:30am ­ 12:00pm Warning: The presentations finish prior to the end of the session! Using Tasks for Learning Pragmatics in the Multilingual Classroom: Evidence for Multicompetence

Sofía Martín­LagunaUniversitat Jaume I, Spain; martins@uji.esAbstract:In foreign language learning contexts, pragmatics becomes a key competence to be dealt with in the classroom. Research has shownthe advantages of pragmatic instruction comparing explicit vs implicit approaches, but one approach that has received less attention istask­based language teaching. When using tasks to teach pragmatics in the classroom, the learning of a foreign language may co­existwith other languages present in the education system. Researchers have claimed that these languages are not isolated but somehowrelated in multilinguals. Thus, scholars in the multilingual turn advocate that multilinguals possess valuable resources for additionallanguage development (Cenoz 2013; Ortega 2014). In spite of this, very few studies have adopted a multilingual perspective,considering any other languages in which learners may receive instruction.In the present study, we provide evidence for the relationships between languages in the learners’ linguistic repertoire when usingtasks for learning pragmatics, which may reveal the pedagogical potential that learners bring to the language classroom in multilingualclassroom settings. With this aim, 313 secondary school learners of English in the Valencian Community in Spain were asked tocomplete argumentative writing tasks in the languages present in their educational context (i.e. English, Catalan, and Spanish) duringregular classes. The tasks were designed to elicit a pragmatic target that was relevant in the context under study, that of textualpragmatic markers (Hyland 2005), which are used to guide the reader through the text. Additional information on learners’ awarenessof textual pragmatic markers in the three languages was also obtained by means of learners’ guided diaries. The analysis showsstatistically significant correlations between each pair of languages, suggesting that learners’ pragmatic multicompetence is related inthe three languages. Pedagogical insights are suggested for teaching pragmatics in multilingual contexts.Brief Summary:In this study, we used real classroom tasks focused on pragmatics to examine the relationships in pragmatic marker production inEnglish, Catalan and Spanish in multilingual learners. Results show statistically significant correlations between each pair oflanguages, suggesting that learners’ pragmatic multicompetence is related in the three languages.

SES­09: Socio­cultural, sociolinguistics, interculturalityTime: Wednesday, 19/Apr/2017: 11:00am ­ 1:00pm · Location: 4.3

Session Chair: Newton Jonathan Maximum number of presentations for this session: 4

11:00am ­ 11:30am Special Needs and Special Approaches: A Videographic Analysis of Task­Based Language Learning in

Heterogeneous SettingsCarolyn Blume, Christina KielweinLeuphana University Lüneburg, Germany; cblume@leuphana.deAbstract:While task­based language learning (TBLL) is in some ways inclusive of atypical learners, there is evidence that it may present uniquechallenges to students with specific learning differences. This presentation will introduce some of the theoretical issues to beconsidered in the context of inclusive TBLL before discussing preliminary findings from an implementation perspective.According to a psycholinguistic analysis of TBLL, the competition for cognitive resources in TBLL is significant (Skehan 1996), a factthat must be taken into account especially for learners who suffer from attentional deficits (Sawyer and Ranta 2001). Robinson (2001)describes how increased task demands lead to an enhanced demand for cognitive resources, illustrating that individual differences inthe latter influence the level of challenge posed by the former.In socio­cultural language acquisition theory, Ellis (2003) identifies interaction as a significant element of TBLL. But students whostruggle with paralinguistic features will face significant challenges in attempts to establish communication in a foreign language.Moreover, TBLL advances the idea that language learning occurs best in naturalistic contexts (Ellis 2009). However, this does not takeinto account the struggles faced by students who suffer from weak phonological skills (Kormos und Smith 2012; Schneider undCrombie 2012) for whom a rule­based approach is potentially more efficacious.Utilizing multi­perspective classroom videography (Paulicke et al. 2015), the implementation of TBLL in heterogeneous classes inGermany was analysed as one component of a multi­method doctoral project. The videos illustrate in authentic instructional settingsthe issues of inclusive foreign language instruction in TBLL classrooms, making visible the impact of task complexity, task conditions,and task difficulty (Robinson 2001) on individual students and on peer interactions. The video data affords opportunities to reflect onthe efficacy of TBLL in such settings while also identifying potential necessary accommodations.Brief Summary:While task­based language learning (TBLL) has been shown to be a meaningful approach to communicative language instruction, itsimplications for students with special needs has been inadequately explored. This presentation will consider some of the challengesfaced by students in TBLL classrooms, concretizing theoretical analyses with videographic illustrations.

11:30am ­ 12:00pm The EFL classroom as a (trans)cultural workspace: A task­based approach

Karen JacobUniversity of the Balearic Islands, Spain; karen.jacob@uib.esAbstract:The use of English today as an international language used in a non­native context is challenging the traditional ELT paradigm(Holliday, 2005; Matsuda & Friedrich, 2011; Pakir, 2009; Thomson, 2011) and therefore steps should be taken to modify the culturalcontent of EFL learning in order to embrace the use of English in a transcultural context (Baker, 2009; MLA, 2007). In the EILclassroom, teachers should aim to introduce topics that will engage the learner far beyond the assimilation of the typical languageitems and strive to foster the development of a more international identity, and to improve cognitive skills such as critical thinking(Byram, 2008). One way of incorporating material that will prompt learners into making the language their own is to provide interestingtopics which will help them to weave their “own stories” concerning world events, past and present through thought­provoking tasks.During the school year 2015­16, two groups of third year EFL students (aged 14­15) from two state secondary schools in the BalearicIslands (School A, 24 students; School B, 22 students) participated in a literature and cinema project through content­ and task­basedunits of work. This presentation exemplifies a specific area of the project concerning civil rights where students from both schoolscollaborated to produce the final task – a video.Results from the final task assessments (video and writing) and teacher interviews showed that 1) the students had grown as a group;2) students’ speaking and writing skills had greatly improved; 3) the collaborative video task was motivational; 4) students had becomemore knowledgeable on the developmental stages of civil rights in the USA; and 5) students had been given the opportunity to criticallyassess the events in the context of present world events.Brief Summary:During the school year 2015­16, two groups of third year EFL students (A=14­15) participated in a literature and cinema task­basedproject. One of the principal objectives was to internationalise the classroom through topics which would foster the acquisition oftranscultural competence and encourage the students to find their critical voices.

12:00pm ­ 12:30pm TBLT in indigenous language contexts: Investment and methodological principles in Zapotec and Salish

revitalizationKate Riestenberg1, Ari Sherris21Georgetown University; 2Texas A&M University ­ Kingsville; katejries@gmail.comAbstract:In this paper we use Long’s (2009, 2015) ten methodological principles for task­based language teaching (TBLT) to evaluate theimplementation of a task­based approach with two different indigenous languages, Macuiltianguis Zapotec, in Oaxaca, Mexico, andSalish Pend D’Oreille in the state of Montana, USA. Because TBLT aims to foster learners’ ability to communicate in the “real world,”there must be an active speech community on which to base a needs analysis in order to identify authentic and useful communicativetasks for the learners. This presents a dilemma, as indigenous language loss is often driven by an overall decrease in language useacross social domains and a social divide between older and younger generations. We approach this problem as an issue ofinvestment in the target language, expanding on Norton’s (2000, 2013) definition of language learner investment to argue that teacherand community investment in the language revitalization process are critical to the successful implementation of TBLT in indigenouscontexts. We use examples from the Zapotec and Salish contexts to illustrate how TBLT can foster learner, teacher, and communityinvestment in the target language (e.g., by increasing the visibility of language use), and how investment can in turn buoy a TBLTapproach (e.g., through the creation of new spaces for language use). We also discuss the challenges of applying TBLT in thesecontexts.

Brief Summary:This paper uses Long’s (2009, 2015) methodological principles to evaluate the implementation of TBLT in two different indigenouslanguage contexts (Zapotec and Salish). We argue that learner, teacher, and community investment (Norton 2000, 2013) in thelanguage revitalization process are critical to the successful implementation of TBLT in these contexts.

12:30pm ­ 1:00pm Sociolinguistic Context and Oral Task Performance

Susan BallingerMcGill University, Canada; susan.ballinger@mcgill.caAbstract:This study examined students’ task­based performance in different sociolinguistic contexts across Canadian French immersionprograms. The L2 practice that occurs during task­based interaction holds great potential for L2 learning (Philp, Adams & Iwashita,2014).). However, research in North American immersion contexts has found that students prefer to speak English during classroomtask­based interaction (Tarone & Swain, 1995; Potowski, 2007). This has been attributed both to a lack of native­speaking peers and tothe lower status of the non­English language in previously studied contexts. The current study seeks to further explore links betweensociolinguistic context and students’ L2 task performance.Participants were 75 Grade 5 (10­11 year­old) French immersion students from six classrooms at three schools in Quebec and Ontario.Due to differences in the enrollment of Francophone students and the variable role of French as a societal language in localcommunities, each of the three locations represented a different degree of exposure (High, Medium, and Low) to French as a societallanguage. Students were audio recorded on three occasions for a total of 60 minutes as they completed paired story reconstructionand discussion tasks. Prior to each recording, teachers read aloud from a French picture book. Student pairs then rearrangedsentences describing the story’s plot in chronological order and discussed questions about the story’s themes. The analysis ofAnglophone students’ task performance included an examination of the language chosen for each conversational turn and forgrammatical accuracy.Preliminary analysis revealed that students’ language choice differed significantly between the high­exposure group and the medium­and low­exposure groups, suggesting that students’ language preference may be influenced by target language status. In addition, thehigh­exposure students’ oral production was most accurate among the three groups, implying the impact of the amount of exposure tothe target language on the development of grammatical knowledge.Brief Summary:This study examines Grade 5 Canadian French immersion students’ oral task performance during paired story reconstruction anddiscussion tasks in three programs whose location represented a different degree of exposure to French as a societal language.Students’ oral production was analyzed for language choice (English or French) and grammatical accuracy.

SES­10: Colloquium 1Time: Wednesday, 19/Apr/2017: 2:30pm ­ 4:30pm · Location: 2.1

Session Chair: William Dunn Maximum number of presentations for this session: 5

How successfully TBLT can be applied in English­medium instruction and regular language courses in an EFLcontext?Tetsuo Harada1, Natsuyo Suzuki1, Masaki Eguchi1,2, Shuhei Kudo1, Shungo Suzuki1,31Waseda University, Japan; 2University of Hawaii; 3Lancaster University; tharada@waseda.jpAbstract:In our colloquium, we aim to present how successfully task­based language teaching (TBLT) can be adopted in academic contentcourses (i.e., English­medium instruction (EMI)) for intermediate­advanced English learners at a university level and a regular Englishlanguage course for a beginner level of learners. TBLT always involves a certain amount of content, which means that it should work intandem with content­based language teaching (CBLT) (Lightbown, 2014). CBLT can be defined as the continuum ranging from acontent­driven model to a language­driven model. This relationship of TBLT with CBLT will require us to further understand thecharacteristics of tasks used in the content­driven course (i.e., EMI) and language­driven course (i.e., a regular English languagecourse). In addition, in most respects, it is crucial to provide appropriate tasks in response to a demand for the learners’ cognitiveneeds (Long, 2014) and perceptions of a task (Ellis, 2016), including their proficiency levels. Therefore, there is much need to verify theappropriateness and effectiveness of tasks in different contexts over a given period of time such as at least one semester and oneacademic year. This will raise two fundamental questions about the application of tasks in different classrooms: 1) to what extent TBLTin each context will facilitate second language (L2) acquisition throughout the course, and 2) how positively L2 learners at differentlevels of proficiency perceive tasks. To address these general questions, in this colloquium four studies will be presented: threeempirical studies about task performance and a questionnaire study about language anxiety in an EMI course, which have been alldone in Japan, or an English as a foreign language (EFL) setting. In the first empirical study, S. Suzuki investigates the effects of one­year EMI course of second language acquisition, consisting of a sequence of different types of tasks (i.e., presentations, argumentativetasks, individual written quizzes), on complexity, accuracy and fluency (CAF) of L2 oral performance of undergraduate Japanese­speaking learners of English at an intermediate­advanced level (n = 20). Findings revealed the significant development of form aspects(i.e., complexity and accuracy) of speech production as well as fluency, which suggests that multiple modalities of tasks with the sametopic could encourage students to focus on form in meaning­oriented communicative context. Likewise, Eguchi examines thedevelopment of lexical sophistication in a semester­long EMI course in a Japanese university as a type of TBLT that comprises variousunfocused academic tasks. Every small group discussion in the course was recorded, and lexical sophistication was computed fromthe Tool for the Automatic Analysis of Lexical Sophistication (TAALES) (Kyle & Crossley, 2015). Preliminary results show thatimprovement does not necessarily sustain over the course. The results are discussed from complexity theory, considering the currentinstructional context of the EMI. Moreover, Kudo analyzes the relationship between language anxiety and self­evaluation of L2speaking ability for discussion tasks in a half­a­year EMI course. The course included group discussion tasks on academic contents inEnglish, and a questionnaire was given to students (n = 15) to measure L2 speaking anxiety and self­evaluation of the discussion tasksin the middle of the semester. The results showed a negative correlation between the two variables; language anxiety in EMI mayaffect learners’ speaking tasks in the academic content course. Finally, N. Suzuki explores effects of two closed tasks with differentdegrees of topic familiarity on learners’ written and oral task performance of CAF across two semesters for students (n = 26) aged 13­15 at a beginner level in a regular EFL classroom. The research questions asked: 1) Does topic familiarity make a difference instudents’ CAF performance? 2) Does students’ CAF performance in each of the task stay constant? 3) Which type of task do individuallearners favor? Great focus on accuracy across the task and the semesters will be further discussed.We plan to start our colloquium by giving a brief talk about the connections between TBLT and CBLT, and effects of types of tasks indifferent instructional models on the development of L2 performance, then present the four studies, and discuss our findings andimplications with participants. Our goal is to identify several key issues on tasks in different instructional contexts for future teachingand research.future teaching and research.Brief Summary:This colloquium discusses effects of types of tasks on the development of L2 performance and learners’ language anxiety. Topicsinclude 1) complexity, accuracy and fluency of task performance, 2) the development of lexical sophistication in academic tasks, and 3)the relationship between language anxiety and self­evaluation of L2 speaking tasks.

Effects of English­Medium Instruction on Second Language Speech Production in EFL settingsShungo Suzuki1,21Lancaster University, UK; 2Waseda University, Japan; s2.lifework@gmail.comAbstract:EMI has recently become one of the common models to teach academic subjects in English, especially in higher educational settings.Although EMI is not fundamentally designed as language instruction (Hellekjær, 2010), EMI is potentially able to offer meaning­orientedcommunicative contexts for students. While EMI theoretically could leads to optimal conditions for successful L2 learning (e.g., Long,1996; Swain, 2005), there has been little empirical evidence of how EMI facilitates second language (L2) development of speechproduction. Furthermore, the complexity accuracy, and fluency (CAF) framework is realized as a broader and more balanced set ofmeasures to describe the multidimensional nature of L2 oral performance (e.g., Ellis and Barkhuizen, 2005). As many CAF researchershave pointed out (e.g., Lambert & Kormos, 2014), the longitudinal data set is necessary to discuss the developmental trajectories of L2acquisition, allowing for the development of the field. Therefore, the current study investigates the effects of a one­year long EMIcourse in Japan on the development of CAF in speech production. The study was conducted in a classroom­based experimentaldesign with the pre­, mid­, and post­tests. The participants were 20 undergraduate Japanese learners of L2 English, who took EMIevery week over one academic year in Japan (MEMI = 1.8 classes, range = 1­5). Their proficiency level was regarded as anintermediate level, according to the TOEFL ITP score (MTOEFL ITP = 526.8). All the pre­, mid­, and post­tests adopted two monologictasks (narrative and argumentative speech) and were assessed by CAF measures. The results revealed that even though the EMI didnot offer any deliberate language teaching, participants developed their form aspects (i.e., complexity and accuracy) of speechproduction as well as fluency. In other words, the EMIs could draw learners’ attention to the form aspects, despite its excessivelydemanding nature and topics. The findings demonstrate that EMI which requires students to process L2 with multiple modalities as forthe same topic (e.g., written quizzes and oral discussion) could provide the situation similar to a post­task condition which encouragesa focus on form (Ellis & Shintani, 2013; Skehan, 2011).The name of the colloquium:How successfully TBLT can be applied in English­medium instruction and regular language courses in an EFL context?Brief Summary:This study investigated the effects of a one­year long English­medium instruction (EMI) in Japan on complexity, accuracy, and fluency(CAF) of L2 oral performance in two different tasks. Results revealed the contribution of meaning­oriented communicative contexts

(i.e., EMI) to the interrelated developments of CAF even in EFL settings.

Dynamic development of lexical sophistication through a series of academic tasks: a semester­long studyMasaki EguchiWaseda University & University of Hawaii at Manoa; e.masaki0101@gmail.comAbstract:This study investigates the development of productive lexical knowledge (i.e., lexical sophistication) over a semester of EnglishMedium Instruction (EMI) in an EFL context. EMI, where a non­language subject is taught in English (Hellekjær, 2010), can be definedas a type of TBLT that consists of various unfocused tasks in the target language by the framework of Ellis (2003). It comprises variousreal­world academic tasks (e.g., readings, presentations) with primary attention to meaning. It also reflects learners' needs to preparefor future academic, professional goals in a meaningful context. In such classes, however, few studies have examined the longitudinaldevelopment of linguistic performance (Doiz, Lasagabaster, & Sierra, 2012; Ortega & Iberri­Shea, 2005). In particular, lexicalsophistication, defined as both quantity and quality of lexical resources a learner employs (Kyle & Crossley, 2015), is one of the topicsthat needs further investigation (Skehan, 2009).The current study therefore focused on in­class small group discussions in a target EMI course. Six intermediate­level undergraduateJapanese learners of English in the target EMI (MTOEFL ITP = 530), who had previously taken at least one EMI course, agreed toparticipate in this study. The weekly EMI sessions comprised reading assignments, written open­ended quizzes, two studentpresentations, and group and classroom discussions. The small groups, the focus of the study, consists of four to five students in eachof four groups. Every discussion task was recorded during the semester and transcribed (14 sessions). Indices of lexical sophisticationwere computed with the Tool for the Automatic Analysis of Lexical Sophistication (TAALES) (Kyle & Crossley, 2015), and were plottedto look for patterns of development of each index (Verspoor, De Bot, & Lowie, 2011).A preliminary result confirms a view that vocabulary development is incremental and dynamic in nature (Schmitt, 2010), whereimprovements in some indices (e.g., Academic Fomula List, AFL; Simpson­Vlach & Ellis, 2010) did not necessarily sustain during theentire course. The results are discussed in terms of complexity theory, considering the classroom contexts of the current EMI. Thediscussion further presents possible directions for further research on unfocused tasks in EMI classrooms in EFL settings.This is an individual presentation in a colloquia titled: "How successfully TBLT can be applied in English­medium instruction and regularlanguage courses in an EFL context?"Brief Summary:This study investigates the development of lexical sophistication in a semester­long English Medium Instruction (EMI) in a Japaneseuniversity. Every small group discussion was recorded during the EMI to compute lexical sophistication (Kyle & Crossley, 2015). Theresults are discussed from complexity theory, considering the context of the EMI.

Relationship between L2 speaking anxiety and self­evaluation of discussion tasks in English mediuminstruction.SHUHEI KUDOWaseda University, Japan; w.shuukudo@gmail.comAbstract:This study investigates the relationship between second language (L2)

speaking anxiety and self­evaluation of university students’ oral performance in academic discussion tasks in a half­year English medium instruction (EMI) course in Japan, an English as a foreign language (EFL)

context. Previous research showed that language use anxiety and self­evaluation of language ability had a negative correlation in ESLsituations (e.g., MacIntyre et al, 1997). However, the relationship is open to debate between perceived levels of L2 speaking anxietyand self­evaluation of their L2 oral tasks in an academic EMI course, where task­based language teaching (TBLT) is adopted in EFLcontexts. In addition, due to the recent globalization, Japanese universities have started

to replace regular academic courses with EMI courses including a variety of academic tasks. Therefore, this research can provide instructors and course designers with pedagogical implications for further

curriculum development. This research addresses the following question: To what extent does EMI students’ language anxiety affecttheir self­evaluation of oral performance in academic tasks. The EMI course includes reading assignments, oral presentations, andgroup discussion tasks on academic contents in English. Undergraduate students (n = 15), who took the EMI course, responded to aquestionnaire, and L2 speaking anxiety in the classroom and their self­evaluation of the discussion tasks were measured in the middleof the semester. The questionnaire adopted a language use anxiety scale developed for the measurement of language anxiety in EMIcourses in Japan by Suzuki (2013), which is originally based on the Foreign Language Classroom Anxiety Scale (FLCAS) by Horwitz etal (1986). The scale of self­evaluation of their L2 speech in discussion tasks includes language functions, topics of academic contents,construction of speech and linguistic features. The results showed that there was a negative correlation between L2 speaking anxietyand self­evaluation of L2 speech in academic discussion tasks in EMI; in other words, language anxiety in EMI may negatively affectlearners’ speaking tasks in the academic context. The findings will be discussed in terms of how L2 learners in EMI should beevaluated in their own speaking ability for the curriculum and course development.The name of colloquium: How successfully TBLT can be applied in English­medium instruction and regular language courses in an EFLcontext?Brief Summary:This questionnaire study (n = 15) investigates the relationship between language anxiety and self­evaluation of second language (L2)speaking skills in discussion tasks in a half­year English medium instruction (EMI). The results showed a negative

correlation between the two variables; language anxiety may negatively affect learners’ speaking task in EMI.

Effects of topic familiarity on learners’ written and oral task performance of complexity, accuracy and fluency ina regular EFL classroomNatsuyo SuzukiWaseda University, Japan; nayo@ab.auone­net.jpAbstract:When adopting TBLT in a classroom for school students at a beginner level who were accustomed to teacher­fronted lessons, it iscrucial what design of task to choose, specifically task type, task familiarity, the classroom orientation and other variables (Mackey,2012), in response to the learners’ cognitive and language demands. This study explores differential effects of closed tasks (PictureDifferences, Personal Information Exchange) with different degrees of topic familiarity on learners’ basic task performance in terms ofcomplexity, accuracy and fluency (CAF) across two semesters. Although it is argued that closed tasks may be more effective with lessproficient (Nunan, 1991) and anxious learners (Julkunun, 2001), how topic familiarity plays a role in successful task engagement is astill open question in a EFL classroom in which TBLT is partially applied. The following research questions are addressed: 1) Doestopic familiarity make a difference in students’ CAF performance across the semesters? 2) Does students’ CAF performance in each ofthe task stay constant across the semester? 3) Which type of task do individual learners favor? Participants were junior high school

students (7male, 19 female) aged 13­15 at a beginner level were examined by pre­/post­/delayed written/oral tests, and oralperformance was all audio­recorded, transcribed for the measurement of CAF; analyzed by ANOVA. Supplementarily, to investigatestudents’ perceptions of the task provided, simple retrospective questionnaires were provided which asked whether or not the studentshad some positive perceptions of the task. Findings revealed that accuracy was generally the highest­scoring area of performanceacross the task and semesters, and was in significantly greater focus than fluency regardless of familiarity; a significant difference inCAF performance was found across the same task type (Picture Differences), which suggests that materials of the task rather than atype control the outcome. Moreover, the result of written test task scores seemed to be more stable than oral one across the semester;the result from retrospective questionnaires indicated that students perceived the more fun task was, the less L2 learning occurred.Mixed use of closed/open tasks to strike the balance of accuracy/fluency will be further discussed.Brief Summary:The study explores effects of topic familiarity in relation with the learners’ perception on written/oral task performance of complexity,accuracy and fluency (CAF). Data was collected from students (n = 26) aged 13­15 at a beginner level in a regular EFL classroomwhere TBLT is partially applied.

SES­11: Implicit / Explicit InstructionTime: Wednesday, 19/Apr/2017: 2:30pm ­ 4:30pm · Location: 2.2

Session Chair: Rick de Graaff Maximum number of presentations for this session: 5

2:30pm ­ 3:00pm The effects of pre­task explicit instruction on the performance of a focused task

Rod Ellis1, Shaofeng Li21Curtin University, Perth (Australia), Australia; 2University of Auckland; r.ellis@auckland.ac.nzAbstract:This paper reports a study that examined the impact of pre­task explicit instruction on the performance (process) of a focused task.This is still a poorly­researched issue (but see Mochizuki and Ortega, 2008) although it is important for addressing the on­going debateabout the merits of task­supported and task­based language teaching. 40 eighth­grade Chinese EFL learners were randomly assignedto two conditions: Explicit Instruction + Task (EI) and Task­Only. Both groups performed two similar dictogloss tasks. The EI groupreceived a 10­minute grammar lesson on the English passive voice (the target structure) followed by practice activities beforeperforming the task. The Task­Only group performed the tasks without any prior instruction or practice. The learners’ task performancewas coded on measures of complexity, accuracy, and fluency and on measures relating to use of the target structure. The resultsshowed that explicit instruction followed by practice activities did lead to more attempts at producing the target structure whenperforming the task but that it did not result in more accurate production possibly because of the difficulty of the target structure.Furthermore, we found that it led to language that was less complex, fluent and accurate in comparison to when the same tasks wereperformed without explicit instruction ­ especially for those learners who were successful in producing the target structure correctlyduring the performance of the tasks. Overall, then, these findings suggest that pre­task instruction had an adverse effect on taskperformance and do not support the claims of task­supported language teaching.Brief Summary:This paper reports a study that examined the impact of pre­task explicit instruction on the performance (process) of a focused task.This is still a poorly­researched issue (but see Mochizuki and Ortega, 2008) although it is important for addressing the on­going debateabout the merits of task­supported and task­based language teaching.

3:00pm ­ 3:30pm Developing Strategic Competence through Task­Based Language Teaching

Khalid Ibrahim Alahmed, Zoe HandleyUniversity of York, United Kingdom; kima500@york.ac.ukAbstract:Speakers, native (NS) and non­native (NNS) alike, frequently encounter difficulties expressing their intended meaning or attaining adesired communicative goal (Pawlak, 2015). As for non­native speakers, the source of difficulties could be linguistic, cultural, orcontextual (Mariani, 2010). To overcome such communication difficulties and achieve the desired communicative goal, speakersemploy a variety of communication strategies, (CSs) such as circumlocution, approximation, using all­purpose words, and appeals forhelp (Tarone, 2005). Learners who successfully achieve their communication goals through the use of CSs are said to be strategicallycompetent.Research has established that CSs can be effectively taught (e.g., Houston, 2006; Rossiter, 2003) when explicit instruction is providedto develop communicative competence (Dornyei, 1995; Lam, 2006; Nakatani, 2005). However, the impact of implicit instruction on thedevelopment of CSs has not been investigated to date.In this study, in which participants were 52 pre­intermediate Arab learners of English, the effectiveness of implicit CS instruction (N=18)was compared with that of explicit CS instruction (N=18) and no instruction (N=16). Implicit CS instruction was achieved in theframework of TBLT by showing a video of conversation between native speakers, whereas explicit CS instruction was part of PPP(presentation­practice­production) approach. Development of strategic competence was measured through observation of taskcompletion, followed by stimulated recall interviews and completion of a self­report questionnaire.Preliminary analyses of the questionnaire data found that both the learners who received explicit instruction, and the learners whoreceived implicit instruction, developed from pre­test to post­test, but those in the control group did not. Further, no differences wereobserved between the learners who received explicit instruction and those who received implicit instruction in post­test. These resultssuggest that implicit instruction in the framework of TBLT is an effective method of developing students’ strategic competence.References:Brief Summary:SummaryThe study investigates whether implicit teaching of communication strategies (CS), when L2 learners only view a video showing aconversation between native speakers, can be as effective as explicit CS instruction. Preliminary results support the use of such animplicit method in the framework of TBLT. Participants are 52 Arab learners of L2 English.

3:30pm ­ 4:00pm A combination of input flood and explicit focus­on­form of wh­questions in a task sequence: a look at students’

performanceRosely Perez XavierUniversidade Federal de Santa Catarina, Brazil; rosely.xavier@ufsc.brAbstract:This paper analyses the effects of a sequence of tasks on the learning/ improvement of English wh­question formation. A group ofBrazilian students enrolled in EFL classes at a public high school was submitted to a set of tasks designed to accomplish the followinggoal: creating a question­and­answer game show to be played in the classroom. Sixteen lessons were conducted by two pre­serviceBrazilian EFL teachers as a requirement for their practicum, having the researcher as a participant­observer. The present studyinvestigates the lessons developed to implement a sequence of six tasks with high frequency of wh­words functioning as subjects andobjects, including explicit focus­on­form events (a grammar task and feedback). The task sequence was based on the linguisticcomplexity of the target structure (Skehan, 1998). Tasks 1 and 2 provided input flood of wh­words as subject (e.g. Who invented thetelephone? – simple form). Task 3 asked the students to formulate questions for their games. Tasks 4 and 5 provided wh­words asobject (e.g. What did Graham Bell invent? – complex form). Task 6 was similar to Task 3. The main research questions were:Considering this task sequence, were the students able (a) to distinguish the use of wh­words as subject and object? and (2) to use anauxiliary verb before the subject in questions having wh­word as an object? The data followed a pre­ and a posttest design in whichtranslation and recognition tests were used. The students’ performance in the tests and tasks were analysed and compared. It is

believed that linguistic saliency through input flood in a sequence of tasks, together with explicit focus on form may enhance thelearning of both simple and complex forms of the targeted structure.Skehan, P. A cognitive approach to language learning. Oxford: Oxford University Press, 1998.Brief Summary:This paper investigates the effects of a sequence of six tasks on the learning/ improvement of wh­question formation by Brazilian EFLstudents. The data followed a pre­ and a posttest design which aimed at assessing whether the students would produce and recognizethe use of wh­words as subject and object.

Designing tasks for teaching strategic communicationRajinder Singh AhluwaliaGuru Nanak Khalsa College, Yamuna Nagar INDIA, India; r_s_walia@hotmail.comAbstract:Traditionally, a typical ESP course combines Present Situation Analysis (PSA) and Target Situation Analysis (TSA) to do Target NeedsAnalysis (TNA) of learners. However, data generated by Needs Analysis tools is heavily subjective as it is primarily based on learners’and course designer’s intuitive understanding of target needs. Methods like discourse analysis and genre analysis which are used toidentify the actual language use in target communicative situations, only help us arrive at their overall structure, communicativefunctions and lexico­grammatical features occurring in them. An important factor which is often overlooked is that business executiveslike to use communication strategically to obtain desired professional goals rather than merely learning about communicative functionsor lexico­grammatical features. Any explicit teaching of such features offered in a typical ESP course usually puts them off as they donot help them learn the strategic aspects of communication. Language learning tasks in an ESP course can hold learners’ interest andhave high surrender value for them only when they teach them the ways of conducting themselves successfully in their professionalroles.In my paper I would like to demonstrate how it becomes easier to design and deliver a task­based training program for SalesExecutives if curriculum decisions are informed by an analysis of an actual Buyer­Seller interaction as well as insights from relevantliterature on effective sales communications. This method not only gives us a pedagogic list of commonly occurring functions andlanguage exponents in a buyer­seller interaction but most importantly, it provides sales executives with a clear heuristics to usecommunication strategically to persuade prospective customers to their selling proposition. In this paper I shall present an analysis ofan actual buyer­seller interaction and demonstrate how sales executives can learn strategic aspects of their communications by doingtasks in highly contextualized communication scenarios.Brief Summary:In my paper I would like to demonstrate how it becomes easier to design and deliver a task­based training program for SalesExecutives if curriculum decisions are informed by an analysis of an actual Buyer­Seller interaction as well as insights from relevantliterature on effective sales communications.

SES­12: Multimodal tasks 1Time: Wednesday, 19/Apr/2017: 2:30pm ­ 4:30pm · Location: 2.3

Session Chair: Ferran Gesa Vidal Maximum number of presentations for this session: 5

2:30pm ­ 3:00pm To Infinity and Beyond? – The Potential of Animated Films for TBLT

Judith HofmannUniversity of Cologne, Germany; judith.hofmann@uni­koeln.deAbstract:EFL teaching has accepted, if not embraced films as a medium that is used as more than just a filler for lessons in which there issimply nothing else to do. The focus of task concepts or teaching ideas lies, however, still mainly on live­action films; other genres suchas animated films are often neglected. The fact that animated films, for example those by Pixar, play a major role in especially youngstudents’ lives and may shape the way they think about foreign cultures, education, or different roles in a society, justifies a closer lookon these films and the potential they have for young and more advanced learners.In this paper, I will demonstrate how animated films can be used for ELT in a meaningful way that goes beyond the things one canteach with live­action films. The special techniques that are used by animated films to, for instance, present characters or certainmoods, can be used for designing tasks that encourage students to get a deep understanding of the film, even though they might notunderstand every word that is said. Using a task typology, I will present different kinds of tasks that engage students to work withanimated films in various ways. In doing so, they do not only learn about basic film techniques, but also discover ways to decodesometimes hidden messages about gender roles or social hierarchies. I will also present some empirical results from a studyconducted in a German secondary school.Brief Summary:This paper focuses on animated films and how they can be used in the EFL classroom. I will present tasks that encourage students togain an understanding of basic film techniques and discover ways to decode sometimes hidden messages. I will illustrate these ideaswith findings from an empirical study.

3:00pm ­ 3:30pm Fanfiction Tasks in the Advanced Language Classroom

Shannon SauroMalmö University, Sweden; shannon.sauro@mah.seAbstract:This presentation builds upon work in media and fan studies to explore the use of fanfiction tasks as bridging activities (Thorne &Reinhardt, 2008) for advanced language learners. This fandom task­based project was designed to bridge the language and literaturedivide in language teaching and to address criticism that task­based teaching often does not account for the more creative use oflanguage (Cook, 2000), especially as seen in online contexts such as online gaming communities or online fandoms.Initial investigation has shown that collaborative fanfiction tasks that require learners to tell a missing moment from a story can beuseful in bridging both language and literary learning (Sauro & Sundmark, 2016). However, although such tasks borrow from digital andlinguistic practices found in online fan communities, the resulting stories do not necessarily reflect the linguistic or literary norms of thefanfiction in the digital wilds. This was a concern for language learners whose interest in publishing their online fanfiction was tocommunicate with online fans and fan communities.The means of addressing this may lie in better integrating fan practices and fan voices in the tasks themselves. This presentation,therefore, explores three years of implementation and revision of collaborative fanfiction tasks that do just that. The fanfiction projectsdescribed here were carried out in a children’s literature course required for pre­service secondary school English teachers at aSwedish universityAnalysis of the language, content, and formatting of the 47 completed online stories, comparison with online fanfiction, as well as thereaction of fans to the stories that were published to online fanfiction archives, revealed advantages for integrating fan practices intotask design and teaching to support greater mastery of fanfiction genres in a manner more likely to reach (fan) readers and thereby linkthe digital wilds with the language classroom.Brief Summary:This presentation builds upon work in media and fan studies to explore the use of fanfiction tasks as bridging activities for advancedlanguage learners in a technology­enhanced university English as a foreign language class.

3:30pm ­ 4:00pm Learning through subtitles. Learners' preferences and task perception

Geòrgia Pujadas Jorba, Carmen MuñozUniversity of Barcelona, Spain; georgia.pujadas@ub.eduAbstract:Audiovisual materials enhanced with captions or subtitles are robust tools for second language learning, as they expose the learner toa higher amount of input simultaneously (image, sound and text), while reducing the cognitive load produced by the rapid delivery rateand nature of authentic input (Garza, 1991; Vanderplank, 1988; Yang, 2014), and enhancing overall listening comprehension (Baltova,1999; Markham et al., 2001). A number of studies have shown the benefits of multiple input modalities (Garza, 1991; Baltova, 1999;Bird & Williams, 2002; Sydorenko, 2010), supporting Paivio’s Dual Coding Theory (Paivio, 1986) and Mayer’s cognitive theory ofmultimedia learning.Multimedia learning requires the learner to process information presented in different modes (e.g. verbal vs. visual), which bringsindividual differences into play; in particular, preferences related to how the information is processed. In this learning environment arelevant distinction is made between visualizers and verbalizers (Plass et al. 1998). More generally, research has found that learningstyles of individual students can work together with – or in conflict with – a given instructional methodology (Oxford, 2003), and thatstudents taught into their preferred learning style score higher on tests, attitude and efficiency (Domino, 1979).This study explores learners’ learning styles, their preferences and perceptions regarding the task of viewing subtitled and captionedTV episodes in class. Data will be gathered from two groups of learners, one in secondary school and one in college, by means of aquestionnaire on learning styles and preferences. Then students from both age/proficiency groups will be selected to be interviewedindividually about their perceptions concerning the task. The study fills an important gap in this new area since the perceivedusefulness and difficulty of captions or subtitles has not been sufficiently explored (Taylor, 2005; Montero et al. 2014) in relation tolearner differences.Brief Summary:

The study explores learners’ learning styles, their preferences and perceptions regarding subtitled and captioned audiovisual material.Data will be gathered from two groups of learners (secondary school and college), by means of a questionnaire on learning styles andindividual interviews. The role of individual differences in task perception is discussed.

4:00pm ­ 4:30pm Teaching and Learning with Interdisciplinary Competence Tasks

Carolin Kristina PeschelUniversity of Cologne, Germany; carolin.peschel@uni­koeln.deAbstract:Complex competence tasks (CCTs) meet the need to empower learners for discursive action. Since their introduction by WolfgangHallet in 2011, they have been applied in German foreign­language classrooms as models of real­life problems and the discursivenegotiations entailed therein. CCTs initiate complex interactions which ideally participate in authentic cultural discourses and/or socialprocesses.The University of Cologne’s ZuS (an acronym which translates as Future Strategy for Teacher Education) is currently furtherdeveloping the concept of the CCT to also encompass interdisciplinary competence tasks (ICTs). This paper presents the process ofcreating such an ICT with future teachers, of having them guide high­school students in actually working on the task, and of reflectingthe lessons with the help of videography.Thematically, any CCT aims at creating an ‘emergency situation’ in which academic learning and cultural action come together. In ourproject, high­school students create a short film for a specified target audience, drawing on knowledge acquired from small scientificexperiments as well as social­science study materials. This corresponds with the requirement that a CCT be based on a multitextualand multimodal arrangement of texts, media, and study materials.The course format was tried out in a seminar for Bachelor students (winter term 2016/17). Pursuing a double teaching aim, directed atboth high­school students as well as future teachers, it has set itself the challenge to further competences for thinking and acting ininterdisciplinary contexts both in the high­school classroom as well as on the university level.This paper takes a look at the outcome of the seminar as well as the challenges inherent in the concept, and hopes to offer a basis fordiscussion to teachers interested in applying this concept.Brief Summary:This paper presents the two­level process of teaching future teachers develop, conduct, and reflect upon an InterdisciplinaryCompetence Task for high­school students. The disciplines covered range from languages and media to the natural and socialsciences.

SES­13: Online tasks / CAFTime: Wednesday, 19/Apr/2017: 2:30pm ­ 4:30pm · Location: 2.4

Session Chair: Rosa M. Manchón Maximum number of presentations for this session: 5

2:30pm ­ 3:00pm Language learning at work: Blending online and face­to­face tasks

Helena Van Nuffel1, Ingrid Adriaensen2, Liesbeth De Bruyne1, Carolien Frijns1, Steven Solberg2, Mariet Schiepers11Centre for Language and Education, KU Leuven, Belgium; 2K­Point, Thomas More, Belgium; mariet.schiepers@kuleuven.beAbstract:For many years now, the government in Flanders has invested in task­based language courses in the workplace (‘Dutch in theWorkplace’ or DWP). The workplace provides a powerful, task­based learning environment for adult L2 learners as it allows theembedding of SLA in real life situations and in job­related tasks. Thus, workplace language learning succeeds in establishing a directrelationship between instruction and the practical needs of the learners. Considering the advance of technology in educational settings,this paper wants to explore if and to what extent DWP can be further improved by blending the existing face­to­face instruction withtechnology­mediated learning. What are the possibilities and benefits of technology in task design and the planning of L2­learningpaths?To this end, we conducted field experiments with technology­mediated tasks as an enrichment of the language learning process in fivedifferent workplaces. A needs analysis enabled us to tailor functional online tasks to the specific context of each workplace. Additionalpractice opportunities were created by the use of social media, language skills were practised during virtual classes and interactionwas stimulated by tasks offered on a learning management system (LMS). The objective was to assess the added value of theseonline tasks as perceived by the employees, language teachers and employers. In addition, the digital applications themselves wereevaluated on their usability and accessibility, with special attention to low­educated learners, with low digital skills, as these learners arean important target group for the DWP courses. Results show that blending online and face­to­face tasks enhances learner control,interaction and motivation as well as the flexibility and intensity of the learning process, provided that the digital devices used as well asthe tasks designed correspond as closely as possible to the context of the learners and fill gaps in the face­to­face approach.Brief Summary:What are the possibilities and benefits of technology in task design and the planning of L2­learning paths? This paper explores theadded value of online tasks in the context of SLA in the workplace and evaluates existing digital applications on their usability andaccessibility for learners with low digital skills.

3:00pm ­ 3:30pm Context and mediated experiences in a synchronous, online speaking task: implications for task design

Janine Gwendolyn KnightUniversitat Oberta de Catalunya / Universitat Internacional de Catalunya, Spain; janine@uic.esAbstract:The study of context is important to understand relations among individuals, artefacts, and social groups without which it would beimpossible to understand how people complete their learning (Nardi, 1996) including language learners. Using context as an‘interactional concept’ (Lukin, 2010), this study explores context as the relationship between learners’ active experience of theirphysical reality (connections among people, things, locations and events in a geographic and temporally situated narrative) with theirmediated experiences (experience of their psychological activity with human­made artefacts) during an online speaking task.Specifically we explore how learners use multiple technological tools as part of their mediated experience during ‘task­as­process’(Breen, 1987). A case study approach is used to explore how a task is mediated between six dyads (and individuals within the dyads)in an online, peer­to­peer, synchronous, computer­mediated communication (SCMC) role­play task. Drawing on notions frommultimodal (inter)actional analysis (Norris, 2006) and the notion of multimodal turn­taking, different data sources and methods areemployed including audio recordings, screenshots, tool log files, researcher task simulation and task reconstruction in order tounderstand how learners mediate with the screen­based signifiers, the tool and their peer. Results reveal different dyad trajectories: 1)some allow the host tool to sequence their process through mediation with the navigational signifiers (buttons) whilst others omit thenavigational pathway thus giving importance to the tool through use and non­use of the signifiers 2) all give primacy to textualinstructions for the task but determine their importance; Sub­features of the textual task instructions/signifiers were also identified as amediating influence. Findings highlight that whilst learners adhere to textual instructions, they can reconfigure and repurposetechnological tools and screen­based signifiers creating their own unique context. Whilst giving primacy to learner agency, this poseschallenges to task designBrief Summary:Many digital environments offer an expanding ‘semiotic budget’ (Blin and Jalkanen, 2012). This paper focuses on how online languagelearners employ semiotic resources associated with multiple technological tools. Understanding ‘task­as­process’ (Breen, 1987) in thisway hopes to inform future task and technological tool design considerations for online learners.

3:30pm ­ 4:00pm How to assess L2 information­gap tasks through Functional Adequacy rating scales

Serena Faone1, Francesca Pagliara1, Giuseppina Vitale21Università degli Studi Roma Tre (Italia); 2Università degli Studi di Napoli L’Orientale (Italia); serena.faone@uniroma3.itAbstract:Task­based language assessment researches show mastering formal elements of a second language is not sufficient to achieveintended goal in real­world contexts (Mislevy et al. 2002). Although several authors have explored the measurement of linguisticaspects of performances in terms of complexity, accuracy and fluency (CAF) (Housen, Kuiken 2009; Pallotti 2009), few studies actuallyreport on how to rate the pragmatic dimension in L2 task fulfillment. Kuiken and Vedder recently defined the construct of FunctionalAdequacy (FA) and developed two rating scales in order to assess writing and speaking argument tasks, demonstrating throughexperimental studies they are reliable for L2 and easy to handle for both expert and non­expert raters (Kuiken, Vedder 2011; 2014;forthcoming; Vedder 2016).In our contribution, we replicate Kuiken and Vedder’s studies wondering if and how the FA rating scales are suitable for other types oftasks. The rationale is to test the flexibility and the accuracy of FA descriptors within a different educational context and possibly topropose improvements.Thus, we asked 15 Marco Polo learners of Italian as L2 who attend the Language Center of Roma Tre University to perform fiveinformation­gap tasks, whose outcomes were descriptive, narrative and regulative texts. Following Kuiken and Vedder’s methodology,three expert and three non­expert raters assessed their written and oral performances applying FA rating scales. All scores wereanalyzed using SPSS and then discussed with the raters. Collected data provide insights into both theoretical and practical issues,

regarding the definition of FA descriptors and the applicability of the rating scales. We observe all raters generally agreed about theholistic judgments of each performance, even if some differences arose when they applied the analytic FA descriptors. Moreover, ahigh correlation between scores let us assume that in such cases some descriptors overlap. Other results will be further discussed.Brief Summary:Our study investigates the assessment of Functional Adequacy in writing and speaking information­gap tasks through Kuiken andVedder’s rating scales. The study, carried out at Roma Tre University, involved 15 Chinese learners of Italian as L2. According to dataanalysis, we suggest to revise some aspects of the rating scale.

Multiple tool use in an online speaking task: task design and actual learner useJanine Knight1, Melinda Dooly21Universitat Internacional de Catalunya, Universitat Oberta de Catalunya Spain; 2Universitat Autònoma de Barcelona, Spain;janine@uic.esAbstract:Internet communication tools can create ‘compelling, problematic, and surprising conditions for additional language learning’ (Thorne,2003). Inevitably, task design that employs such tools will also influence the way in which learners engage online. This study exploreshow language learners’ unique contexts are created through mediation with multiple technological tools and their technological featuresin order to understand how their task processes differ from intended task design.A case study approach is used to analyse the interaction of four dyads in an online peer­to­peer, synchronous computer mediatedcommunication (SCMC), role­play speaking task. Employing interactional analysis and a social semiotic approach, the relationshipbetween learners and two technological tools (a Tandem tool that hosts the task and one that records it) is explored through qualitativeanalysis of the audio recordings and a reconstruction of the features of the host tool’s interface pages as they emerge in the talk.Results suggest that whilst the textual instructions in the host tool shaped the content of the interaction, learners used the recorder toposition themselves and the listener with respect to what they allowed listeners to hear in terms of foci of the talk, the language theyused and other features such as ‘gaps’. Whereas, some dyads appear to use the interaction time as a joint performance of theadditional language and therefore focused on the talk­as­product, others use it for task management, suggesting a focus on talk­as­process.Findings suggest that learner interaction may be influenced by learners’ perceived intentions of the technological tools that in turn canshape their ‘naturally occurring’ talk. Furthermore, learners’ intentional reconfiguration and appropriation of multiple tools reflectslearner agency in their own task design, not just during task processes. Task design implications are discussed.Brief Summary:‘Task­as­workplan’ (design intentions) and ‘task­as­process’ (actual performance of the task) (Breen,1987), has been used in SecondLanguage Acquisition to highlight different task perspectives. This paper explores these perspectives applied to multiple tool use andtheir features by online language learners with results offering theoretical and practical insights for task design.

SES­14: Colloquium 2Time: Wednesday, 19/Apr/2017: 2:30pm ­ 4:30pm · Location: 3.1

Session Chair: Maria del Pilar Garcia Mayo The maximum number of 5 presentations has been exceeded! There are now 6 presentations in this session.

TBLT and Individual Differences (Colloquium Abstract)Mohammad Ahmadian1, Zhisheng Edward Wen21University of Leeds, United Kingdom; 2Macao Polytechnic Institute, China; m.j.ahmadian@leeds.ac.ukAbstract:There is now ample evidence that individual difference (ID) variables have profound impact on whether and how pedagogicalinterventions affect L2 acquisition. In fact, as Ellis (2008) suggests, no account of L2 acquisition and teaching will be complete withouttaking into account ID variables. TBLT research is no exception: in order to understand how different tasks work, due consideration ofindividual differences would be necessary. This proposed colloquium intends to shed further light on how such important ID variablesas working memory capacity (WMC), Language Aptitude (LA), and Language Proficiency (LP) mediate the effects of different tasks,task design features and task­based implementation conditions on L2 performance and acquisition.Five novel and robust empirical task­based studies will address the role of these ID variables focusing on different skills (writing andspeaking) and taking into account different aspects of L2 production and acquisition (i.e. formulaic sequences, pragmatics features,complexity, accuracy, lexis, and fluency). XXXXX and XXXXX’s the effects of degree of Intentional Reasoning in oral narrative tasks onL2 performance and the interaction between these effects and learner working memory and proficiency level. XXXXX, XXXXXX &XXXXX’s study looks into pausing and revisions behaviours of L2 writers, and investigate whether the pausing and revision indicescorrelated with individual differences in phonological short­term memory and executive functioning. The next research, by XXXXX,examines the impacts of learners’ prior knowledge, L2 proficiency and pre­task planning time on L2 lexical performance. XXXXX’sstudy investigates the differential effects of using focused and unfocused tasks on the acquisition of refusal strategies and refusaladjuncts in English language. It also explores whether and how WMC and LA mediate the impact of these two types of task. Finally,XXXXXX’s research attempts to elucidate the relationships between two cognitive aptitudes, i.e., language analytical ability (asmeasured by MLAT’s ‘Words in Sentences’) and working memory (as measured by a complex span task) focusing on formulaicsequences.The colloquium will close with a discussion by an expert in the field of TBLT and SLA on the pedagogical and theoretical implications ofthese studies for both TBLT and SLA.Brief Summary:Five novel and robust empirical task­based studies will address the role of ID variables focusing on different skills (writing andspeaking) and taking into account different aspects of L2 production and acquisition (i.e. formulaic sequences, pragmatics features,complexity, accuracy, lexis, and fluency).

Effects of cognitive task complexity, working memory and language proficiency on L2 performanceParvaneh Tavakoli, Anas AwwadUniversity of Reading, United Kingdom; p.tavakoli@reading.ac.ukAbstract:TBLT Individual

Differences colloquiumResearch in task design has provided ample evidence that task complexity has an impact on L2 learners’ performance in terms ofaccuracy, complexity and fluency of their speech (e.g. Gilabert et al., 2009; Robinson, 2001; Skehan & Foster, 1997; Tavakoli & Foster,2008). While this body of research has been prolific in examining the effects of task complexity on L2 performance, little attention hasbeen paid to examining the individual differences between the learners and the possible interaction(s) between task design and learnerindividual differences. Building up on the findings of a previous study (Awwad, 2015), the study presented here set out to examine theeffects of degree of Intentional Reasoning in oral narrative tasks on L2 performance and the interaction between these effects andlearner working memory and proficiency level.The study had a 2 x 2 within­participant design. The participants were 48 Jordanian L2 learners of English at a secondary school inJordan. They performed two video­based oral narratives with varying degrees of Intentional Reasoning. To prevent any practice effect,a counter­balanced design was employed. Prior to performing the tasks and in order to measure their working memory and languageproficiency, the participants took an Oxford Placement Test (Cambridge, 2001), a set of elicited imitation tasks (Wu & Ortega, 2013),and tests of working memory in L1 and L2 (Wright, 2010). Their oral performance was analysed in terms of a number of CALFmeasures. The work­in­progress results suggest that Intentional Reasoning has a clear impact on L2 performance, but this effect ismoderated by language proficiency and working memory. The results suggest that considering cognitive task complexity in isolation isnot the best approach to researching it. The findings have significant implications for research in SLA and for L2 pedagogy.Brief Summary:The study looked at the interaction between working memory, level of proficiency and intentional reasoning and their effects of taskperformance. Through a 2 x 2 within­participant design, the data collected from 48 Jordanian L2 learners of

English were analysed for a range of CALF measures.

To what extent does working memory influence pausing and revision behaviours during L2 writing taskperformance?Andrea Revesz1, Marije Michel2, Minjin Lee11University College London, United Kingdom; 2Lancaster University; reveszandrea@gmail.comAbstract:While there is substantial amount of research investigating the products of second language (L2) writing task performance,considerably less research has been conducted on L2 online writing behaviours. It is also underexplored how L2 behaviours duringwriting tasks may relate to individual differences in working memory capacity. The aim of this study was to help fill these gaps. Weexamined the pausing and revisions behaviours of L2 writers, and investigated whether the pausing and revision indices were relatedto individual differences in phonological short­term memory and executive functioning.The study utilized an innovative combination of research methods, employing online keystroke logging, eye­tracking methodology, anda battery of working memory tests. Thirty advanced Chinese L2 users of English first performed a version of the IELTS AcademicWriting Task 2. Next, they completed a typing test followed by a series of working­memory assessments, testing phonological short­term memory capacity (Chinese Digit Span, Chinese Non­word Span) and executive functions such as task­switching ability (ColorShape Task), inhibitory control (Stop Signal Task), and ability to update (Operation Span). All tasks were computer­delivered. Duringthe writing task, participants’ key strokes were logged by the software InputLog to capture pausing and revision behaviors. Using Tobii

Studio, participants' eye­gaze data were also recorded to enable the examination of reading processes during writing. The dataanalysis involved triangulating results from (a) the keystroke­logs, (b) the eye­gaze recordings, and (c) the working memory scores.The results will be discussed in terms of cognitive models of second language writing (e.g., Kellogg, 1996) and working memory (e.g.,Baddeley, 2000). The methodological contribution of the research will also be considered. We will discuss the value of examining thevarious data sources on their own and in combination, and highlight some challenges that arose in the triangulation process.Brief Summary:By triangulating data from key­stroke logging, eye­tracking, and a battery of working memory tests, this study investigated the pausingand revisions behaviours of L2 writers and the relationships of these writing behaviors to individual differences in working memorycapacity.

Influence of Learners’ Prior Knowledge, L2 Proficiency and Pre­Task Planning Time on L2 Lexical PerformanceGavin BuiHang Seng Management College, Hong Kong S.A.R. (China); gavinbui@hsmc.edu.hkAbstract:Although differentiating between fluency, accuracy and complexity when assessing L2 task performance is becoming standard practice,lexis has begun to receive more and more attention in the task­based teaching literature. This study examines three measures of lexis,lexical diversity, lexical sophistication, and lexical density, using a structured 2×2×2 split­plot experimental design. Participants weredivided into a non­planning group and a planning group and each group was further dichotomised into two proficiency levels. Eachparticipant performed one familiar and one unfamiliar task, which constitutes either a match or mismatch to his/her prior knowledge.The results show that learners’ prior knowledge is associated with high lexical diversity and sophistication, while their L2 proficiencylevels and pre­task planning promote lexical density. Interestingly, lexical diversity (indexed as D and MLTD) and lexical sophistication(indexed as Lambda and Frequency­based measures) are largely independent of each other, while lexical density is moderatelycorrelated with both lexical diversity and lexical sophistication. The results are discussed from a psycholinguistic perspective (Levelt’smodel) and a pedagogical perspective (content­based instruction). The exploration of the relationships between the lexical measuresreveals a need for deeper and subtler characterisation of the lexical dimension of L2 task performance.This paper is intended for the Colloquium titled "Individual Differences and TBLT" convened by Mohammad Ahmadian and WenZhisheng (Edward).Acknowledgement: this research was supported by an RGC grant from the University Grants Committee of Hong Kong (Ref. No:UGC/FDS14/H01/14).Brief Summary:This study examined the impact of Learners' background knowledge and proficiency on L2 lexical performance in both planned and un­planned tasks. The results show that learners’ prior knowledge is associated with high lexical diversity and sophistication, while their L2proficiency levels and pre­task planning promote lexical density.

Task­based planning and L2 writing: investigating the role of working memory capacity and task engagementMohammad Ahmadian1, Javad Alipour21University of Leeds, United Kingdom; 2School of Letters and Humanities, Shahrekord University, Iran; m.j.ahmadian@leeds.ac.ukAbstract:Previous studies have demonstrated that pre­task and online planning have positive effects on complexity, accuracy, and fluency of L2writing (Ellis & Yuan, 2004). However, according to Ellis (2009), in order to come up with a better understanding of the role of planningon language production and development, the mediating role of individual differences need to be taken into account as well. This studyaimed to investigate whether and how working memory capacity (WMC) and task engagement correlate with the impacts of pre­taskand online planning on complexity, accuracy, lexis, and fluency (henceforth, CALF) of L2 writing. 45 intermediate EFL learners wereassigned to three groups and were asked to perform a writing task under different conditions specified for each group (online planning,pre­task planning, and no planning). Having performed the writing task under the three different planning conditions, participants wereasked to take WMC tests (operation span task and reading span task) and to fill out a questionnaire intended to tap into the extent towhich they had been cognitively and/or affectively engaged with the writing task and planning opportunities. Results revealed thatlearners with higher WMC were more successful in capitalising on the online planning opportunity in favour of the quality of their textand significant correlations were found between WMC scores and accuracy, complexity, and lexical diversity of texts which wereproduced under online planning condition. No statistically significant relationship was found between the effects of pre­task planning onCALF and WMC scores. In all three performance conditions (pre­task, online, no planning), task engagement correlated with the qualityof production measured in terms of CALF.Brief Summary:This study aimed to investigate whether and how WMC and task engagement correlate with the impacts of pre­task and onlineplanning on CALF of L2 writing. Results revealed that learners with higher WMC were more successful in capitalising on onlineplanning opportunity in favour of the quality of their text.

Performance of formulaic sequences in L2 narrative tasks: The roles of language aptitude and working memoryZhisheng Edward WENMacao Polytechnic Institute, Macau S.A.R. (China); wenzhisheng@hotmail.comAbstract:Recent years have witnessed considerable research from phraseology, corpus linguistics, psycholinguistics and TESOL suggestingthat formulaic sequences are ubiquitous in both native and second language and that their mastery can serveas an important indicatorofhigh­level proficiency in L2 ultimate attainment. Despite this, how formulaic sequences can be best acquired and taught is still notclear. For example, more research is still needed to further explore the relationships between individual differences and the acquisitionand development of formulaic sequences in L2. To fill up the gap, the present study sets out to elucidate the relationships between twocognitive aptitudes, i.e., language analytical ability (as measured by MLAT’s ‘Words in Sentences’) and working memory (as measuredby a complex memory span task). Participants were a group of intermediate­level English as foreign language (EFL) college students,whose narrative task performance was coded in terms of formulaic sequences following well­established identification methods andmeasures.Statistical analyses were conducted to answer the following two broad research questions:(1) Given the importance of formulaic sequences, do L2 learners in this context acquire considerable amountof L2 formulaicsequences? If so, to what extent?(2) What might be the possible effects of individual differences on L2 learners’ acquisition of formulaic sequences in L2 narrative tasks?In particular, do cognitive aptitudes such as language analytical ability and working memory play some roles? If so, to what extent?Based on these results and other findings from recent studies, the paper further discusses and summarizes how formulaic sequencescan be best acquired inside and outside the L2 classroom.

Brief Summary:The present study sets out to elucidate the relationships between two cognitive aptitudes, language analytical ability (as measured byMLAT’s ‘Words in Sentences’) and working memory (as measured by a complex span task) and their respective roles in the knowledgeand acquisition of L2 formulaic sequences in L2 narrative tasks.

SES­15: Teachers and tasks 1Time: Wednesday, 19/Apr/2017: 2:30pm ­ 4:30pm · Location: 3.2

Session Chair: Elena Markina Maximum number of presentations for this session: 5

2:30pm ­ 3:00pm Teachers’ thinking about TBLT: The influence of context on practitioners’ pedagogical choices

Martin Robert EastThe University of Auckland, New Zealand; m.east@auckland.ac.nzAbstract:Van den Branden et al. (2009) argue that “[t]here are theoretical grounds, and empirical evidence, for believing that tasks might be ableto offer all the affordances needed for successful instructed language development, whoever the learners might be, and whatever thecontext” (p. 11). However, TBLT’s innovative learner­centred and experiential approach stands in contrast to more establishedcommunicative models that have strong teacher­led elements. A particular challenge to the successful implementation of TBLT areteachers who, having learnt a language in more traditional teacher­fronted ways, hold on to beliefs about language learning thatcontrast with TBLT ideas. These beliefs, alongside the realities of different kinds of classrooms and students, influence teachers’pedagogical choices.When teacher education programmes acknowledge and address participants’ beliefs, there is evidence to suggest that theseparticipants can establish new understandings successfully and can begin to adopt new practices. However, as teachers confrontdifferent contextual challenges, their new understandings and practices can be put to the test. This paper presents findings from asmall­scale research project that investigated a group of New Zealand based languages teachers at two junctures. At the end of 2012,teachers’ beliefs about TBLT were collected as they were about to complete an initial teacher education programme that had had adedicated focus on TBLT (n = 20). A subsequent investigation at the end of 2015 tracked a subset of these same teachers (n = 7) afterthey had completed three years of work in the classroom. Findings demonstrate that the teachers in 2015 sustained the initially positiveviews about TBLT they had expressed in 2012. However, practitioners’ real­world classroom experiences led them to identify issuesthat would require resolution if TBLT as innovation is to be more successfully incorporated into practice. Implications for the on­goingsuccessful implementation of TBLT are raised.Brief Summary:This paper reports teachers’ thinking about TBLT at two junctures ­ in 2012, after initial teacher education, and in 2015, after teachingfor three years. Findings indicate that initially positive beliefs about TBLT can be sustained, but that contexts influence practice.Implications for the successful implementation of TBLT are raised.

3:00pm ­ 3:30pm Teachers' beliefs regarding the implementation TBLT in Japan

Justin HarrisKindai University, Japan; justincraigharris@gmail.comAbstract:This paper presentation outlines a mixed methods study investigating teachers’ beliefs regarding the implementation of TBLT in foreignlanguage classes in Japan. The teachers were all members of the Japanese Association for Language Teaching Task­based LanguageTeaching Special Interest Group (hereafter TBLSIG), which was formed in 2010 in order to contribute to research into theimplementation of TBLT in Japan and Asia.While previous studies of teacher beliefs tend to focus on the extent to which teachers are aware of general TBLT principles (Jeon &Hahn, 2006), or their views on the advantages and disadvantages of TBLT (Carless 2009), the participants in this study are teachersalready using TBLT, and are therefore well­placed to provide valuable feedback about the successes and challenges in implementing it.A survey was sent to all members of the TBLSIG. The survey included Likert scales accompanied by statements about generalprinciples of TBLT, and its application in Japanese classrooms. It also included questions about teaching context and experience, aswell as open­ended questions for teachers to further elaborate on their responses. In total, 78 teachers replied. Follow­up interviewswere held with a stratified sample of nine teachers.Results suggest that TBLT is being carried out in Japan in line with generally agreed upon principles of TBLT, but at the same time,teachers stressed the need for certain considerations to be taken when using TBLT in Japanese classrooms. These included helpingstudents become accustomed to the student­centered nature of TBLT, encouraging students to look to their peers as sources ofknowledge, and greater support from the teacher in pre­task stages, in the form of scaffolding or modeling. It is hoped that this teacher­derived data will augment that already gained from SLA research and provide a guide toward a practical, context­sensitive TBLTapproach for classrooms in Asia.Brief Summary:This paper presentation outlines a mixed methods study (online survey and follow­up interviews) investigating teachers’ beliefsregarding the implementation of TBLT in foreign language classes in Japan. Results suggest that certain considerations need to betaken when using TBLT in the Japanese classrooms.

3:30pm ­ 4:00pm Task ­based teacher training: Implementation and evaluation in Central American bilingual schools

Lara Elizabeth BryfonskiGeorgetown University, United States of America; leb110@georgetown.eduAbstract:This study examines the implementation of a task­based teacher training program for novice teachers in Honduran bilingual schools.Teacher training is critical for new language teachers whose beliefs about teaching and learning are influenced by prior learningexperiences and shaped by teacher induction programs (Borg, 2003). However, little research has focused on the connection betweenteacher education programs and successful TBLT implementation. Additionally, task­ based teacher training has been under­researched in Central American contexts such as Honduras despite the call for curricular innovations in this region (UNESCO, 2012).Using a utilization­focused approach to language program evaluation (Norris, 2016; Patton, 2008), the present study examined threeaspects of one summer institute for teacher training: (a) the extent to which the training was implemented as intended, (b) howparticipants' understanding of task ­based language teaching and language learning changed over the course of the training, and (c)how useful elements of the summer institute were for the participants. A cohort of pre­service teachers (N = 12) preparing to teachEnglish at three different bilingual schools participated in the study. Pre and post­training surveys with follow up interviews measuredchanges in teacher attitudes about task­based language teaching after exposure to training content. Data was triangulated with dailyteacher reflections on their experiences in the training and follow­up interviews after three months of in­service teaching.

Results uncovered changes in teacher cognition concerning task­based teaching methods. Prior to the training, teachers’ reflectionsfocused primarily on teaching English grammar. Post­training, teachers described the importance of motivating students tocommunicate and providing meaningful feedback. Teachers highlighted the utility of modeling and role­playing teaching strategies anddescribed an increase in their confidence to implement new teaching methods. Further results are discussed in terms of theirimplications for task­based teacher training and language education in the understudied Central American context.Brief Summary:This study utilizes language program evaluation to examine the implementation of a task­based teacher training program for noviceteachers in Central American bilingual schools. Surveys, interviews and daily teacher reflections uncovered changes in teachercognition concerning task­based teaching methods and examined the usefulness of various aspects of the task­based training.

4:00pm ­ 4:30pm “TBLT might not work with low­level foreign language learners taught by novice teachers”: Overcoming the

challenges for the betterYouJin Kim1, Bumyoung Choi2, Sanghee Kang1, Hyunae Yun2, Binna Kim21Georgia State University, United States of America; 2Emory University, United States of America; ykim39@gsu.eduAbstract:Since the early 1980s, a significant amount of instructed SLA research has shown that there are great benefits in using tasks inlanguage classrooms (Plonsky & Kim, 2016). However, despite this fruitful development, the appropriateness of TBLT for low­levellearners with novice teachers has not yet been examined. Additionally, far less research on TBLT at the curricula level has been carriedout in foreign language contexts, with no such research focusing on less commonly taught languages such as Korean. The currentstudy aims to fill that gap by investigating the development of a beginning­level TBLT course in a Korean as a Foreign Language (KFL)context in the US. The study reports on the process of teacher training within the KFL TBLT context, and changes in beginning­levelKFL students’ perceptions towards task­based Korean class over the duration of a semester.Sixty students, enrolled in four intact classes, and two novice teachers participated in the study. The researcher provided hands­ontraining on TBLT to the teachers over one semester, and with them, developed seven task­based units. Students’ collaborative taskperformances were audio­recorded for each unit, and their perception data were collected using post­task surveys and interviewsthroughout the semester. The researcher conducted weekly meetings and interviews with the teachers, which were also recorded andtranscribed. Students’ survey data were analyzed quantitatively, and the interviews with the students and the teachers were analyzedqualitatively.The results showed that teachers’ perceptions towards using tasks in low­level Korean language class changed, gaining positiveattitudes towards implementing TBLT. Additionally, dynamic patterns of changes in students’ perceptions were observed, and thesewere dependent on task topics and collaborative tasks genres (e.g., e­mails, social media posts). Results are discussed in light ofdesigning TBLT curricula for low­level learners and training notice teachers in implementing a task­based syllabus.Brief Summary:The study investigated the development of a beginning level TBLT course in a Korean as a Foreign Language context in the US. Thepresentation reports the process of the course development with two novice teachers and beginning­level KFL students’ changes inperception towards a task­based Korean class over one semester.

SES­16: Needs AnalysisTime: Wednesday, 19/Apr/2017: 2:30pm ­ 4:30pm · Location: 3.3

Session Chair: Maria del Mar Suárez Vilagran Maximum number of presentations for this session: 5

2:30pm ­ 3:00pm Conducting a needs analysis in nonacademic contexts: English for general purposes program

Amy I. KimGeorgetown University; aik9@georgetown.eduAbstract:For more than two decades, a substantial number of needs analysis (NA) studies has been published in the area of task­basedlanguage teaching. While such NA studies have become the basis for production of task­based teaching materials in various contexts,most studies to date have been conducted in English for specific purposes programs, predominantly academic or occupational (e.g.,Casanave & Hubbard, 1992; Chaudron et al., 2005; Gilabert 2005; Jasso­Aguilar, 1999; Serafini, Lake, & Long, 2015). Little attentionhas been paid to needs in nonspecific or general purposes contexts, perhaps because the needs of learners in such contexts areconsidered too heterogeneous or general.Inspired by Long’s (2015) claim of “viewing every course as LT [language teaching] for specific purposes […] and that what varies issimply the degree of specificity with which those needs can be identified or met” (Long, 2015, p. 95), the present study sought tospecify the writing tasks essential for adult immigrants in an English for general purposes program. The program under investigation isa community­based ESL program which offers practical language instruction to adult learners living and working in the U.S. A variety ofdata sources/informants (e.g., teaching materials, community social workers, ESL instructors, and adult learners) and data­collectionmethodologies (e.g., unstructured/semi­structured interviews, survey questionnaire, document review) were adopted.Results suggested that most learners use technology­mediated writing (e.g., email, text) in English frequently and that other types ofwriting tasks are varied, often associated with learners’ parental and employment status. Results also revealed that learnerheterogeneity and lack of literacy training in L1 pose a challenge for specifying and meeting the needs of adults. The presentation willdescribe in detail difficulties with conducting a NA for general purposes language programs (as opposed to special purposes programs)and provide recommendations for future practice and research.Brief Summary:This paper describes a task­based needs analysis of adult immigrants taking English for general purposes courses. The studyidentified the writing tasks essential for adults and evaluated how needs are being met by existing writing instruction. The studyaddresses challenges and highlights the meaningfulness of NA for general purposes.

3:00pm ­ 3:30pm Contextualizing TBLT in public schools: Three case studies in Ukraine

Tetiana BogachenkoCurtin University, Australia; tatiana.bogachenko@gmail.comAbstract:TBLT is referred to as a flexible approach that can accommodate characteristics of diverse teaching contexts (e.g., Butler, 2011; Long& Norris, 2009; Willis, 2004). However, little is known about how and when this contextualization should take place particularly ingovernment elementary and secondary schools. These schools have less flexibility and fewer resources compared to private schools,universities, and language centres, and are often more dependent on the direction and support of local educational authorities.Furthermore, local stakeholders – and public school teachers in particular – are often treated as recipients rather than developers ofinnovation. This can potentially undermine educational change or result in superficial implementation. To that end, understanding ofappropriate strategies for contextualising innovation is particularly important in such settings.The current presentation will address this issue both theoretically and empirically, and from both macro and micro contextualperspectives. First, a critical overview of innovation theory with a specific focus on the ecological way of educational change will beprovided. It will then draw upon in­depth case studies of three teachers in Ukrainian public schools as a part of ethnographic meansanalysis. These were informed by document analysis, teacher interviews, and lesson observations. While all three cases are situated inthe same wider educational context (here, a centralised post­Soviet public education system in Ukraine), significant differences inforeign language teaching practices of the teachers were observed.The different ways teachers combine task­like and non­task­like elements in their lessons will be illustrated. A number of issuespertaining to innovation in public schooling, and particularly in a post­Soviet setting, will be compared with previous research. Finally,recommendations for contextualizing TBLT in public school settings and suggestions for further research will be provided.Brief Summary:This paper focuses on the ways TBLT can be better contextualized in public school settings. It draws on a critical overview ofinnovation theory on the one hand and three case studies in Ukrainian schools on the other. Findings are compared and discussedfrom both macro­ and micro­contextual perspectives.

3:30pm ­ 4:00pm Conducting business in the real world: A task­based Needs analysis

Sergio Adrada­Rafael1, Alexandra Martín21Fairfield University, United States of America; 2Georgetown University, United States of America; sadradarafael@fairfield.eduAbstract:Learners who study Languages for Specific Purposes (LSP) have very specific goals they want to accomplish by the end of theirlanguage courses (García­Romeu, 2006). The growing demand for Spanish for Specific Purposes (SSP) university courses in the lasttwo decades in the United States has brought to light the need for more theoretically driven research in this field, which can informpedagogical decisions and materials design. Students in these courses are concerned with learning how to ‘do’ specific tasks in thetarget language within a professional environment (Long, 2015). The present study, adopting a Task­Based Language Teaching (TBLT)approach to instructional design performed a needs analysis (NA) of a university Business Spanish course taught at two different USuniversities on the East coast. It identified on a first phase target tasks that were relevant for business students, business instructorsand business professionals. On a second phase, the main target tasks were selected and included in a Likert­scale questionnaireadministered through Google forms among Business Spanish students, alumni, and professionals. Perceived frequency and difficultyof these tasks as reported by participants was also gathered. Tasks were classified into interpretive, interpersonal and presentationalcategories (Serafini & Torres, 2015). Some of the tasks identified as being more frequent were reading business articles andunderstanding their content, preparing for a job interview, writing a curriculum vitae/resume or write a formal email, to name a few.Considering this, the third phase of this NA was to design a task­based curriculum for a 200­level business Spanish course, linking theobjectives to the ACTFL’s World­Readiness Standards, which comprise five goal areas: Communication, Cultures, Connections,

Comparisons and Communities. This task­based curriculum will better equip non­expert instructors of Business Spanish courses intheir teaching, making it more effective and tailored to the students’ needs.Brief Summary:The present study performed a needs analysis of a university Business Spanish course. Throughout three phases, it identified targettasks of the business world rating them on frequency and difficulty as perceived by Spanish business students, instructors, andprofessionals, in order to design a task­based curriculum for non­expert instructors.

The contribution has been withdrawn.4:00pm ­ 4:30pm

“I don’t need to write research papers for my future job”: Linguistic needs analysis as a window into relevantacademic preparation practices for international graduate students in STEMNatalia DolgovaGeorge Washington University, United States of America; natalia@gwu.edu

SES­17: Pragmatics 2, discourse, CATime: Wednesday, 19/Apr/2017: 2:30pm ­ 4:30pm · Location: 3.4

Session Chair: Ineke Vedder Maximum number of presentations for this session: 5

2:30pm ­ 3:00pm Pre­task planning and pragmatic development in Greek as L2

Venetsiana Astara1, Evgenia Vassilaki21University of Athens, Greece; 2University of Thessaly, Greece; vastara@greekcourses.uoa.grAbstract:The overall positive effects of different types of planning on L2 learners’ production has been evidenced by a considerable number ofexperimental studies in TBLT research literature. However, the potential effect of planning on the development of learners’ pragmaticcompetence is rather underexplored.The present study aims at investigating what kind of pre­task planning ensures pragmatic appropriateness in terms of immediate taskperformance as well as of acquisition in L2 Greek. Taking into consideration the non­conclusive research findings of the effectivenessof detailed vs undetailed pre­task planning on L2 oral production (Foster & Skehan 1996, 2005), we attempt to examine the impact ofthese two types of pre­task planning on the pragmatically appropriate use of external and internal speech act modification strategies.An experimental design has been applied to forty (two groups of twenty) advanced adult learners from various L1 backgrounds, whostudy Greek as L2 in a Greek University. The participants undertook an oral production task in pairs, in which they role­played in workplace interactions. The first group was exposed to detailed whereas the second to undetailed pre­task guidance. The guidance aimedat prompting noticing (Schmidt 1993, 2001) of the use of speech act modifiers and understanding the social parameters of the contextsin which they occurred as well as eliciting production.Role­plays were recorded and analyzed for the appropriateness of pragmatic markers in order to investigate immediate effects. Adiscourse completion test which was administered before and after task implementation was intended to measure effects on acquisitionof the target features.Preliminary results suggest that more undetailed pre­task planning guidance has a positive effect on task performance elicitingsignificantly less mechanistic structures and enhancing risk taking. Nevertheless, the type of pre­task planning does not necessarilyaffect acquisition overall.Brief Summary:The study investigates whether detailed or undetailed pre­task planning is more beneficial for raising Greek L2 learners’ pragmaticawareness and performance of speech act modifiers. Learners’ task performance as well as pre­ and post­test results indicate thatundetailed pre­task guidance is more effective for pragmatic development.

3:00pm ­ 3:30pm Planning time and discoursal features in task performance

Claudia Vasquez, Noriko IwashitaThe University of Queensland, Australia; n.iwashita@uq.edu.auAbstract:The paper reports on the study investigating the effects of planning time on task performance focusing on two features of discoursecompetence. Drawing on Skehan’s Trade­off Hypothesis (1998) or Robinson’s Cognition Hypothesis (2011) a substantial number ofstudies explored whether manipulation of planning time may result in different quality of task performance. These studies examined therelationship of planning time with the quality of performance in terms of complexity, accuracy and fluency. Many studies alsoconsidered learner proficiency, task types, planning mode (i.e., guided or unguided) as moderator variables. The findings revealedsome benefits of planning time, in particular, for fluency, but the results are not always clear­cut. Furthermore, their investigations werelargely focused on the three traits of performance. Somehow different aspects of performance such as comprehensibility ofperformance are often neglected. Despite the importance of effective use of discourse markers and appropriate organization for textcomprehension (Williams, 1992), little is known how planning time may have an impact on these features of performance. The currentstudy examined cohesive (use of conjunctions, reference, ellipsis and substitution, and lexical cohesion) and coherence (text genericstructure and propositional organisational patterns) devices observed in participants’ performance on two tasks (i.e., narrative andargumentative) under three different planning conditions (nil, two and four­minute preparation time). Participants are 40 internationaluniversity students with varied L1 backgrounds enrolled in various undergraduate programs at a university in Australia. The dataanalysis showed that the two cohesive features of discourse, use of conjunctions (i.e., both types and frequency) and reference(anaphora) were more evident in performances under the four­minute planning condition. The coherence analyses revealed that textorganisation was distinguishable across planning­time conditions. These features were also different according to different task types.The study adds further dimensions of effect of planning time to the current literature.Brief Summary:The study investigates the effects of planning time on discoursal features of performance. 40 ESL learners’ performance under threedifferent planning conditions were analysed in terms of five cohesive devices and text organisation.The results showed that use ofconjunctions and reference and text were most distinguishable across planning­time conditions.

3:30pm ­ 4:00pm Learner Knowledge as Resource in TBLT Instruction

Nadja Tadic, Elizabeth Reddington, Hansun WaringTeachers College, Columbia University, United States of America; nt2315@tc.columbia.eduAbstract:Although at its core TBLT is learner­driven, TBLT research that focuses on how learners shape their language acquisition process isstill limited (Breen, 2009; Ortega, 2009), and the methodological tool of conversation analysis has yet to be fully utilized. The currentcase study aims to address this gap. More specifically, we ask: How do learners shape the instructional process during whole­classwork at the pre­ and post­stage of a pedagogic task?The data come from a video­recording of a two­hour adult English as a second language class with seven adult learners and a teacher­in­training. Their task entails creating a message for a newspaper advertisement with the following task cycle: The class identifiesfeatures of effective ads (pre­task stage); students work in pairs to write a message for an ad (task stage); pairs present their ads (post­task stage). The pre­ and post­task segments are the focus of the current study.The study is conducted within the framework of conversation analysis, an approach that provides “a slow­motion” view of interaction“that often occurs… in lightning speed” (Waring & Hruska, 2011, p. 453) through close analysis of verbal and non­verbal conduct (tenHave, 2007), revealing the tacit practices through which social actions such as the work of teaching and learning are accomplished.

Our analysis shows how the learners enhance the effectiveness of the task by creating opportunities to use and expand their linguisticand topical knowledge. Beyond responding to the teacher’s questions and instructions, learners extend and enrich pre­ and post­taskdiscussion by contributing specialized knowledge, building on each other’s contributions, and shaping explicit focus on language.Findings contribute to the growing body of CA­for­SLA research on task (Hellermann, 2007; Hellermann & Pekarek Doehler, 2010) andto our understanding of learner variables that affect task implementation and, ultimately, the learning process.Brief Summary:This study explores how learners contribute to the effectiveness of a pedagogic task in an ESL lesson. Using the framework ofConversation Analysis, we show that learners create opportunities to use and expand their linguistic and topical knowledge, thusactively shaping their own and their classmates’ learning process.

The contribution has been withdrawn.4:00pm ­ 4:30pm

The effect of teaching structural discourse markers in an EFL classroom settingBudoor Muslim Alraddadiuniversity of central Lancashire, United Kingdom; b.alraddadi@hotmail.com

SES­18: Task repetition, interactionTime: Wednesday, 19/Apr/2017: 2:30pm ­ 4:30pm · Location: 4.3

Session Chair: Alberto José Sánchez Maximum number of presentations for this session: 5

2:30pm ­ 3:00pm Exploring task repetition effects on engagement in the primary EFL classroom: an exploratory study

Ainara Imaz AgirreMondragon Unibertsitatea, Spain; ainara.imaz@gmail.comAbstract:Interest on how learners engage in tasks has increased recently in the language classroom context. Engagement has been defined asa ‘multidimensional construct that includes cognitive, behavioral, social, and emotional dimensions of engagement among second andforeign language learners in the classroom’ (Philp and Duchesne, 2016). It is claimed that task repetition enables learners to uselimited attentional resources and help them focus their attention on different dimensions of L2 performance (Samuda and Bygate2008). Nonetheless, multidimensional engagement in the second performance of task repetition has been scarce in the SLA field(Ahmadian et al. in press, Philp and Duchesne, 2016), especially when involving young language learners. The goal of this study is tocontribute to fill this gap by analyzing the interaction of 60 dyads of 3rd and 4th year Primary EFL children (8­9, 9­10 years old,respectively) while they perform a cooperative task and assess whether task repetition has an impact on engagement. The younglearners, with a beginner proficiency level, attested by standardized CUP tests, completed a communicative task at two testing times.At Time 1, all participants completed a Spot­the­Difference task. At Time 2, participants were divided in three groups: (i) a taskrepetition group, 21 dyads repeated exactly the same task, (ii) a procedural repetition group, 16 dyads completed a similar task with adifferent content, and (iii) a control group, 23 dyads completed a guessing game task. In addition, participants completed a motivationquestionnaire. A total of 17 hours of oral production were recorded and transcribed. A multidimensional perspective of engagementwas adopted for data codification involving cognitive engagement, behavioral engagement, and social engagement. A preliminaryanalysis of the data indicated that task repetition had a positive effect on engagement in 3rd year, whereas participants’ involvement inthe task was less successful.Brief Summary:This paper analyzed the interaction of 60 dyads of Spanish EFL children (ages 8­10) – beginners­ at two testing times in order toassess the impact of task repetition (TR) on how they engage in tasks. Our findings showed that engagement patterns are age­dependent.

3:00pm ­ 3:30pm Patterns of interaction and task repetition in ESL child task­based interaction

Rhonda Oliver1, Agurtzane Azkarai2, María del Pilar García Mayo31University of the Basque Country, Curtin University, Australia; 2Curtin University; 3University of the Basque Country;rhonda.oliver@curtin.edu.auAbstract:Recent research on collaboration, undertaken from a socio­cultural perspective, has paid attention to the patterns of interaction(Storch, 2002), ­ how L2 learners work together interactively to achieve task completion. Such work explores learner mutuality – thelevel of engagement with each other’s contribution ­ and equality –the degree of control over a task. However, this research has mainlyfocused on adults with scarce attention paid to children. Furthermore, with the exception of García Mayo and Imaz Agirre (2016), thisresearch has not considered the potential effects of task repetition on the patterns of interaction. Yet task repetition provides L2learners with opportunities for L2 learning (Ahmadian, 2012; Bygate, 1996), such as in the form of negative feedback (i.e. recasts,negotiation of meaning –NoM­ strategies) (Mackey, Kanganas and Oliver, 2007). The benefits of task repetition might also play a role inlearners’ mutuality and equality when dealing with collaborative tasks. Thus, this study examines how task repetition affects theopportunities ESL young learners have to obtain and then to use NF according to their pattern of interaction. Fourteen ESL pairsworked on a spot­the­difference task at two testing times. In general the findings showed a low level of mutuality between the pairs (asmeasured by the type of questions and responses they used, and the amount of detail in their exchanges), although there were somepairs that were more collaborative than others. Regardless of how they worked together, all pairs made a similar number of errors andprovided a similar, albeit small number of recasts, although, the collaborative pairs produced more NoM strategies. Upon taskrepetition, there was a decrease in the number of errors and an increase in the number of recasts and NoM strategies.Brief Summary:This study explores the patterns of interaction of ESL young learners in a task repetition condition, and whether the patterns andrepetition affected the opportunities learners had to provide and use negative feedback. Most pairs showed low mutuality andcollaborative pairs provided and used more feedback, especially upon task repetition.

3:30pm ­ 4:00pm Incidental acquisition of grammar and vocabulary in repeated text­reconstruction tasks

Natsuko ShintaniUniversity of Auckland, New Zealand; n.shintani@auckland.ac.nzAbstract:Incidental acquisition in the language classroom has become an increasing focus for research on grammar learning as well asvocabulary learning. Little research has investigated both aspects using the same instructional materials. The current studyinvestigated incidental acquisition of grammar and vocabulary in repeated text­reconstruction tasks. A total of 46 low­intermediateuniversity students in Japan were randomly divided into the experimental and the control groups. The experimental groups receivedfour treatment sessions in which they completed a 20­minute story retelling (SR) task. The task involved the students listening to astory while looking at the script of the story. Each story included four counterfactual conditional sentences, 10 past passive voicesentences, and six unfamiliar vocabulary items. None of the target features were explicitly taught during the treatment sessions.Acquisition was measured by three story re­telling tasks, which were different from the treatment tasks, as pre­, post­ and delayedposttests. The control group only completed the tests without receiving any treatment. The results showed that the experimental groupimproved its accuracy of the past counterfactual conditional structure but not the past passive voice although the effect sizes indicatedsome improvement. The experimental group also improved its accurate production of the target words. The control group did not showany improvement for any of the target features. The study provides evidence that incidental acquisition took place as a result ofperforming the four story re­construction tasks, but that the extent of learning differed depending on the linguistic features. The resultswill be discussed in terms of the influence that different language features have on incidental acquisition and the role of task repetition.Brief Summary:

The current study investigated incidental acquisition of grammar and vocabulary in repeated text­reconstruction tasks. The studyindicated that incidental acquisition took place as a result of performing the four story re­construction tasks, but that the extent oflearning differed depending on the linguistic features.

4:00pm ­ 4:30pm Developing Interactional Competence through Collaborative Dialogue

Kazuyoshi Sato, Paul Allen CraneNagoya University of Foreign Studies, Japan; pacrane@nufs.ac.jpAbstract:This paper documents how Japanese university students developed their interactional competence through collaborative dialogue incontent­based English classes based on TBLT principles. Although numerous studies have been done on TBLT, most of the studieswere done in experimental settings (Ellis, 2005; Robinson, 2011). Ellis (2005) affirms that [i]n the case of task­based research, there isa clear need for a shift from laboratory­like studies to the careful evaluation of both its implementation and the learning outcomes inreal classrooms” (p. 725). Moreover, in contrast to mainstream SLA theory, which is based on a cognitive perspective, a Vygotskianperspective of SLA, which views language acquisition as a social phenomena, has gained prominence (Ellis, 2003, 2005; Lantolf,2000; Robinson, 2011). Based on this sociocultural perspective, several studies (Aljaafresh & Lantolf, 1994; Donato, 1994; Nassaji &Swain, 2000: Swain & Lapkin, 1998) were done to examine interactions or ‘collaborative dialogue’ in TBLT. Nevertheless, most of thestudies investigating collaborative dialogue are experimental and little research has been done in authentic classrooms except for Ohta(2001). Obviously, there is more of a need to investigate TBLT in real classrooms to document learning processes based on asociocultural theory. Through a mixed­methods approach using multiple data sources such as videotaped conversations, essays,interviews, and self­evaluation reports, the analysis revealed that as students changed from peripheral participants to full participantsthrough recursive tasks, they could improve not only their speaking and writing skills but also their interactional competence.Brief Summary:From a sociocultural perspective, this paper will introduce how students at a Japanese university improved not only their languageskills, but also their interactional competence through collaborative dialogues based on recursive speaking and writing tasks in anintegrated content­based English curriculum based on TBLT principles.

SES­19: Workshop 5Time: Wednesday, 19/Apr/2017: 5:00pm ­ 6:00pm · Location: 2.1

Session Chair: Lena Vasylets Maximum number of presentations for this session: 2

5:00pm ­ 6:00pm Traveling (and learning English!) from home: the use of technology­mediated TBLT in a virtual English course

RAQUEL CAROLINA SOUZA FERRAZ D ELY1, LEONARDO DA SILVA1,2, JULIANE REGINA TREVISOL1,31Universidade Federal de Santa Catarina, Brazil; 2Instituto Federal de Santa Catarina, Brazil; 3Universidade do Estado da Bahia,Brazil; raqueldely@gmail.comAbstract:Because digital technology has been an integral part of people’s life nowadays, Web 2.0 tools for teaching and learning have also beenconsidered as having a great positive impact in education (Wang & Vásquez, 2012). By making use of such tools (forum,videoconferencing, among others), different language skills can be integrated and therefore learning opportunities may also be moreauthentic and student­centered, what consequently may trigger learners to increase their sense of commitment and develop autonomy(Tumolo, 2006). However, the incorporation of technology in education is not a simple endeavor. González­Lloret and Ortega (2014),for instance, advocate for an integration of tasks and technology defined as “technology­mediated TBLT” as a way to distinguish suchapproach from more traditional uses of technology. The authors claim that TBLT has a lot to gain from the incorporation of technologyand that the use of technology can be improved if grounded on the rationale of tasks.

In this context, the present workshop aims at presenting a virtual course envisaged as an extension project proposed by a Brazilianpublic university to offer learners the possibility to learn English at an introductory level through engaging them in task­based activitiesthat surrounded the theme of traveling and aiming at developing the four skills. Through the use of technology­mediated TBLT, onehundred and ten learners could learn about cultures and people’s habits, discuss about what called their attention throughout the(online) trip and get around places they would feel like visiting. Interaction happened through the use of synchronous andasynchronous tasks, mediated by a group of four tutors, who were also in charge of developing the tasks with the coordinators of thecourse. At first, we will present the rationale behind and the design of such project. Then, the course itself will be presented andparticipants will be asked to analyze a specific cycle of tasks. At the end of the workshop, we will be able to come up with a checklist ofthe essential components of technology­mediated TBLT and reflect on suggestions and possibilities for future projects.Brief Summary:This qualitative small­scale study investigated the use of tasks in a virtual course of English as a foreign language for beginners byunveiling learners’ perceptions on task implementation and final outcome. Results show participants felt engaged with “doing thingswith the language”, a primary principle of TBLT.

SES­20: Theoretical reviews / PronunciationTime: Wednesday, 19/Apr/2017: 5:00pm ­ 6:00pm · Location: 2.2

Session Chair: Mohammad Ahmadian Maximum number of presentations for this session: 2

5:00pm ­ 5:30pm TBLT in Asia: A review of current issues

Paul Leeming1, Justin Harris21Kindai University, Japan; 2Kindai University, Japan; paulleeming@yahoo.comAbstract:As TBLT has become the leading approach to language teaching around the world, so too has it’s popularity grown in Asia, despitesome issues regarding its appropriacy, and the often top­down method in which it has been introduced. Beginning in 2011, and foundedby the TBL SIG in Japan, "TBLT in Asia" is a biennial conference based in Asia that aims to address issues relating to research andteaching within a TBLT framework in Asian contexts. After the successful completion of the third conference in 2016, TBLT in Asia hasnow had close to 200 presentations by researchers from over 20 countries, predominantly focusing on Asian contexts. Thispresentation, by two of the founding members of the conference, will describe a meta­analysis of the presentations that havecomprised the last three conferences. Thematic analysis of presentation abstracts from the conferences determined areas of interest inAsia. Analysis revealed a strong focus on the practical implementation of TBLT in the classroom, indicating that there are perceiveddifficulties in the direct implementation of TBLT, without some modification for specific contexts. A large number of presentations alsofocused on ideas for tasks that could be used in the classroom, and all three conferences became a forum for the sharing of ideas thatcould be used in the classroom, helping to train teachers and raise awareness of TBLT. The presentation concludes with personalperspectives on the conference from the presenters, and highlights the interest in TBLT and its increasing acceptance in Japan, andother countries in Asia.Brief Summary:"TBLT in Asia" is a biennial conference based in Asia that aims to address issues relating to research and teaching within a TBLTframework in Asian contexts. Two of the founding members of the conference review key issues that have emerged at the threeconferences held to date.

5:30pm ­ 6:00pm Exploring the role of linguistic and cognitive complexity in enhancing L2 pronunciation development through

focus on phonetic form in a collaborative map taskJoan C. Mora, Mayya LevkinaUniversitat de Barcelona, Spain; mora@ub.eduAbstract:In instructed SLA a focus on phonetic form (Derwing , et al., 2014) and explicit corrective feedback (Saito, 2013) facilitate learners’awareness of L2 sound structure and an attentional focus on the phonetic properties of L2 input (Saito & Wu, 2014). However, the roleof task manipulation and sequencing in L2 phonological acquisition is largely under­researched within TBLT. Recent research suggeststhat manipulating task design variables may enhance the occurrence of pronunciation­focused language­related episodes and promoteattention to phonetic form during communicative interaction, which may lead to gains in pronunciation accuracy at the segmental level(Solon et al., 2015).This study investigated the effect of linguistic and cognitive complexity sequencing on the perceptual and production accuracy of twoL2 vowel contrasts L1­Spanish learners of English have difficulty with (/ɪ/­/iː/ and /ʌ/­/æ/). Sixty adult L1­Spanish EFL learnersperformed three 30­minute computerized collaborative map tasks of increasing simple­to­complex cognitive complexity over a three­week period. The tasks required learners to provide and understand directions to locations that could only be successfully reached byaccurately perceiving and producing the target contrasts embedded in nonwords identifying map elements. In addition, the role oflinguistic complexity in phonological learning was assessed by assigning learners to one of three experimental stimuli conditions:simple CVC, complex CVˡCVCVC, or mixed (simple and complex) syllable structures. The experimental group (and 15 controls) werepre­ and post­tested on the perception (AXB discrimination) and production (delayed sentence repetition and a monologic speakingtask) of the target vowel contrasts. We hypothesized gains in the discrimination and production (quality and duration) accuracy of thecontrasting vowels for the experimental group, and treatment and experimental condition effects. The results are interpreted anddiscussed within the potential of focus on phonetic form in instructed SLA to promote L2 phonological acquisition.Brief Summary:We investigated the effect of linguistic and cognitive complexity sequencing on the perceptual and production accuracy of two difficultL2 vowel contrasts. L1­Spanish EFL learners performed map tasks of increasing cognitive (simple to complex) and linguisticcomplexity. The role of focus on phonetic form in instructed SLA is discussed.

SES­21: LAP / LSPTime: Wednesday, 19/Apr/2017: 5:00pm ­ 6:00pm · Location: 2.3

Session Chair: Marina Ruiz Tada Maximum number of presentations for this session: 2

5:00pm ­ 5:30pm Beyond the tried­and­true: The story of an innovative EAP task­based lesson

Leila Ranta, Justine LightUniversity of Alberta, Canada; leila.ranta@ualberta.caAbstract:In English for academic purposes (EAP), language instruction should be driven by “the specific communicative needs and practices ofparticular groups in academic contexts“ (Hyland & Hamp­Lyons, 2002, p. 2). Thus, the EAP classroom can be considered “a natural fitfor task based language teaching (TBLT) because it allows the students to use language and skills in situations they will face in theiracademic lives” (Douglas & Kim, 2014, p.2). Typical EAP tasks include listening to lectures, participating in debates, making academicpresentations, and writing essays and research papers. Such tasks are readily recognizable as ones that university students are calledupon to carry out. Yet, for full integration into the academic world of the university, EAP graduates must be able to perform a widerrange of communicative acts. Thus, students need to experience activities and assignments beyond the tried­and­true. In this paper,we describe how an innovative academic assignment used in a graduate applied linguistics course was adapted and transformed into atask­based lesson for EAP students.The original task focused on the topic of the linguistic landscape in a course on bilingualism; students there were asked to presentphotographs that they had taken of the use of languages other than English in the local community. The EAP task­based lesson alsorequired students to take pictures of the use of different languages in the community. However, in addition, they were given morespecific guidance and models and completed several pre­ and post­task activities. These included reading texts, synthesizinginformation and summarizing articles, which together provided an opportunity for students to stretch their language and critical thinkingskills. In our presentation, we will discuss the various phases of the task cycle and the instructor’s reflections on its implementationwithin a broader examination of the notion of task authenticity in TBLT.Brief Summary:We describe the transformation of an innovative assignment about the linguistic landscape used in a graduate bilingualism course intoa task­based lesson for English for academic purposes. After describing the task cycle, we reflect on its implementation within abroader examination of the notion of task authenticity in TBLT.

5:30pm ­ 6:00pm Acquisition of discourse strategies in lingua franca English business project based learning

Hiromasa TanakaMeisei University, Japan; tanakahi@eleal.meisei­u.ac.jpAbstract:Strategic competence is argued to be critical in practical communication, and communication or discourse strategies are viewed asimportant components of strategic competence (Ellis, 2003). Recent research examining empirical business discourse data alsohighlights the importance of discourse strategies, not only for meaning negotiation or compensation in communications break­down,but also for embracing leadership, solidarity, and polite business intercourse (Handford, 2010). Furthermore, when English is used aslingua franca in business settings, discourse strategies can potentially influence the overall results (Du­Babcock and Tanaka, 2013).However, past SLA research indicates that while such strategies are important, such strong emphasis on strategies entails the dangerthat learners may develop fluency at the expense of accuracy (Ellis, 2003). And the teachability or trainability of discourse strategies forbusiness communication is still unclear.The present study discusses the relevance of project­based learning (PBL) in terms of the learner’s acquisition of discourse strategies.Although PBL shares many aspects with TBL, the PBL approach considers higher level learner­centredness in real­world/out­of­the­classroom action settings. Learners are directed to reflect on the link between theory and practice (De Fillippi and Wankel, 2004). Theproject, at Transilvania Creative Camp, had a pre­specified objective ­ to create a promotion video of Lapus Land, Romania for theAsian market. Business communication students from Japan and public communication students from Romania worked on this sharedobjective for 15 days. During the project, English is used as lingua franca Instruction for awareness raising. Training in communicationstrategies was offered to Japanese learners in the pre­teaching period, and data from their communication with Romanian studentswere video and audio recorded. Taking a qualitative and interpretive approach, the presenter documents the effect of project­basedlearning with explicit pre­teaching to the learners’ discourse strategy acquisition.Brief Summary:This study discusses the relevance of project­based learning (PBL) in the learner’s acquisition of discourse strategies. Video­recordeddata of real­world­co­project interactions between Japanese and Romanian Business communication students were analyzed. Thepresenter documents the effect of project­based learning with explicit preparation on the learners’ discourse strategy acquisition.

SES­22: Noticing, recasts, LREs / CAFTime: Wednesday, 19/Apr/2017: 5:00pm ­ 6:00pm · Location: 2.4

Session Chair: Geòrgia Pujadas Jorba Maximum number of presentations for this session: 2

5:00pm ­ 5:30pm Task modality, saliency, and the contingency of recasts: Insights on noticing from multiple modalities

Nicole Ziegler1, Huy Phung3, George Smith21University of Hawaii at Manoa, United States of America; 2University of Hawaii at Manoa, United States of America; 3University ofHawaii at Manoa, United States of America; nziegler@hawaii.eduAbstract:A large body of research has demonstrated that recasts may enhance the saliency of target features and direct learners to contrasttheir erroneous utterance with their interlocutors’ reformulation (e.g. Goo & Mackey, 2013; Doughty & Varela, 1998; Leeman, 2003),thereby focusing learners’ attentional resources on the target form and potentially supporting noticing and second language (L2)development. However, despite the growing interest in technology and tasks (Ziegler, 2016), few studies have empirically examined theextent to which the saliency and noticing of recasts are impacted by modality (Gurzynski­Weiss & Baralt, 2015; Lai et al., 2008).Furthermore, scholars have highlighted the possible negative impact of non­contingent recasts on saliency during L2 text chat (e.g.Smith, 2012), highlighting the need for additional research to tease apart the nuances of multi­modal task­based learning.The current research seeks to investigate the factors that might mediate the noticing of recasts by examining the relationship betweentask modality, saliency, and the contingency of recasts. Forty­two intermediate ESL learners completed three (counter­balanced)information­gap tasks with a researcher in face­to­face (FTF), video chat, and written text chat. All FTF interactions were audiorecorded and transcribed, while all CMC tasks were captured using the screen capture feature of QuickTime to produce video­enhanced chat­scripts (Sauro & Smith, 2010). The resulting corpora were then coded for error type, modified output, and contingencyof recasts. Stimulated recall protocols were used to assess saliency and learners’ noticing of recasts. Preliminary results suggest thatrecasts provided in text chat supported increased saliency of target forms when compared to FTF and video chat. Contingent recastswere also noticed more often than non­contingent recasts across all modalities, suggesting interesting patterns in terms of therelationship between task modality, contingency of recasts, noticing, and subsequent learning opportunities. Findings are discussed interms of theoretical and pedagogical implications.Brief Summary:The current research explores the factors that might mediate the noticing of recasts by examining the relationships between taskmodality, saliency, and the contingency of recasts in task­based face­to­face (FTF), video chat, and written text chat environments.Findings will be discussed in terms of theoretical and pedagogical implications.

5:30pm ­ 6:00pm Assessing task performance in the academic context: Functional Adequacy scales for Italian L1 university

studentsElena Nuzzo1, Diego Cortés Velásquez21University of Roma Tre, Italy; 2Istituto Italiano di Studi Germanici; elena.nuzzo@uniroma3.itAbstract:In task­based language assessment the focus is on task completion, with a measurable behavioural outcome (Long 2015: 332).Teachers are therefore interested in evaluating students abilities to accomplish particular communicative tasks or task types (Brown etal. 2002: 9). In order to assess the degree to which a learners’ performance is more or less successful in achieving the task’s goalsefficiently, we need to measure its adequacy rather than its score in terms of linguistic measures such as complexity, accuracy andfluency.Kuiken & Vedder recently proposed a rating scale for Functional Adequacy (FA), defined as “successful task completion of A inconveying a message to B and in relation to the conversational maxims of Grice” (Kuiken & Vedder forthcoming). The scale has beenapplied to both L2 and L1 performances, but raters found it easier to differentiate between L2 learners compared to L1 informants, whoall appeared to be at the upper end of the scale (Kuiken & Vedder 2014).We believe that the construct of Functional Adequacy could be particularly useful to describe students ability to deal successfully withtasks such as writing a persuasive email to a professor or stating their claims in a public gathering, and that a description in terms of FAmight help students understand their flaws and work for improvement. The present contribution aims to explore further the applicabilityof Kuiken & Vedder’s FA rating scale to L1 task performances in the context of academic communication. Short argumentative textsproduced by university students were rated by non­expert raters according to the scale. A panel discussion was then organised, duringwhich raters were asked to verbalise the reasons behind their judgements, their difficulties in using the scale, and the strategies theyused when assessing the texts. The discussion is analysed in parallel to the results of the rating session.Brief Summary:This study aims to explore further the applicability of Kuiken & Vedder’s (2014) FA rating scale to L1 task performances in the contextof academic communication. Argumentative texts produced by students are rated by non­expert raters according to the scale. Theresults of the rating session are analysed in parallel to the subsequent panel discussion.

SES­23: Workshop 6Time: Wednesday, 19/Apr/2017: 5:00pm ­ 6:00pm · Location: 3.1

Session Chair: Koen Van Gorp Maximum number of presentations for this session: 2

5:00pm ­ 6:00pm Creative Testing: a contradiction in terms?

Charles Robert HadfieldUniversity of Waikato, Hamilton, New Zealand; crhadfield@me.comAbstract:‘Creativity’ has become something of a ‘buzzword’ over the last few years, but of course it has always been a key part of theteaching/learning process.In the same way, ‘testing’ has always been with us. However, it seems to be becoming more widespread as the English language, andits teaching, spreads. Teachers and learners are under increasing pressure from examinations and tests. This is hardly surprising giventhe increasing importance of English for our learners in an increasingly competitive world.How can we as educators reconcile these two seemingly opposed / oppositional approaches to language teaching. Can we ‘teach tothe test’ with useful preparatory tasks, and yet still do so creatively? Can we prepare our learners adequately for high­stake exams(which is our duty) while still retaining a focus on freedom of expression, a joyful playfulness with language? Indeed, can we /should wenot, perhaps, try to create tasks that reflect the universal human instinct for play and inventiveness?Using Koestler’s “association of two previously unconnected elements” this practical hands­on workshop should appeal to teachersworking at all levels, involved in all approaches to teaching and testing – it is the start of an exploration into this important andchallenging area of teaching/learning. Participants will explore ways to reconcile these apparently opposite ends of the spectrum:testing and creativity through a variety of innovative tasks.A dozen activities and ideas will be presented and discussed, with several real time interactive group tasks for participants to try out forthemselves, and share as part of the group.Brief Summary:‘Creativity’ and ‘testing’ may appear to be mutually contradictory. This practical workshop presents a dozen tasks for teaching andtesting, with several interactive tasks for participants to try out for themselves. Using Koestler’s “association of two previouslyunconnected elements”, we here bring these two apparent opposites into the same crucible.

SES­25: Speech processes, DSTTime: Wednesday, 19/Apr/2017: 5:00pm ­ 6:00pm · Location: 3.2

Session Chair: Frank Boers Maximum number of presentations for this session: 2

5:00pm ­ 5:30pm The Speech Processing Demands of L2 Tasks and the Emergence of L2 Speech

Craig Lambert1, Judit Kormos2, Sachiko Nakao31Curtin University, Australia; 2Lancaster University, United Kingdom; 3Anaheim University, United States; craig.lambert@curtin.edu.auAbstract:In the TBLT research literature, considerable attention has been devoted to the cognitive demands of tasks and how these demandsrelate to L2 use. However, few studies have attempted to connect task design to specific stages in theoretical models of speechproduction (Kormos, 2006; for notable exceptions see Lambert, Kormos & Minn, 2016; Wang, 2014). The present study, whichemployed a two­way repeated­measures design with 32 Japanese English learners, builds on this research by investigating howdevelopmentally­relevant aspects of fluency, syntax and lexis varied across tasks at three levels of demand, as well as how thesevariables emerged in relationship to one another over a one­hour period in which learners repeated the three tasks six times each withdifferent interlocutors each time. Task demand was operationalized at three levels based on conceptualization demand (provision ofspecific content as visual support) and formulation demand (repetition of referential content between picture frames).Results indicate that visual support was generally related to conceptualization demand as measured by clause­final pausing, andrepetition of referential content was generally related to formulation demand as measured by mid­clause pausing (cf., Lambert, Kormos& Minn, 2016; Wang, 2014), but that these factors did not account for developmentally­related L2 variation. Ease or difficulty of speechproduction was closely associated with the specific lexical items associated with the content of each individual task rather than itsdesign. As learners used more abstract lexis, fluency decreased and syntactic modification increased in developmentally­relevant ways(e.g., clausal vs. phrasal elaboration; coordination vs. subordination; type of subordination). We conclude that to understand theprocessing demands of tasks in relation to L2 emergence, it is necessary to consider task design in relationship to discourse demands(Berman, 2008; Lambert & Kormos, 2014) and the range of specific forms learners use to complete them over multiple iterations.Brief Summary:This study examines how developmentally­relevant aspects to fluency, syntax and lexis varied across tasks at three levels of L2processing demands as well as how these variables emerged in relationship to one another over a one­hour period in which learnersrepeated them six times each with different interlocutors each time.

5:30pm ­ 6:00pm A complex dynamic systems investigation of group work dynamics in L2 interactive tasks

Glen Thomas PouporeMinnesota State University, United States of America; glen.poupore@mnsu.eduAbstract:While it is important to identify task conditions that lead to language development, it is equally important to identify conditions that willlead to positive group dynamics and positive affect. The group work dynamic (GWD) that emerges when learners’ perform aninteractive task, however, has been an area of study that has received little attention. Applying insights from the field of cooperativelearning, group dynamics, and small group communication, a GWD measuring instrument was designed to observe both the verbal andnon­verbal behaviors of Korean university English learners performing small group tasks. The study focuses on a detailed analyticalcomparison of two work groups that were video­recorded with one group scoring very high and the other relatively low based on theresults of the GWD measuring instrument. Functioning from within a complex dynamic systems (CDS) perspective and utilizing whatDörnyei (2014) has termed a ‘retrodictive qualitative modeling’ (RQM) approach to research, the aim of the study was to identify howvarious elements within each work group interacted together to influence the emerging GWD patterns. Based on different layers of datafrom the GWD measuring instrument, affect­related state questionnaires, interviews, and extracts from the transcribed interaction, thesignature dynamics for a strong and weak GWD related to a combination of key elements represented in positive and negative GWDbehaviors; affect­related states in the form of task motivation, emotional state, and perceived task difficulty; critical moments in theinteraction; and the system’s initial conditions characterized by specific task characteristics and the learners’ affective states just priorto beginning the task. Acting as key control parameters in the shaping of GWD outcomes, furthermore, were task conditions associatedwith the use of imagination, planning time, humorous content, appropriate difficulty level, and multiple task outcomes.Brief Summary:Operating within a complex dynamic systems perspective, the study compares the group work dynamic (GWD) of two task work groupswith one scoring very high and the other low and outlines the key combination of elements, including learner­internal, task­based, andsocio­contextual, that led to each emerging GWD outcome pattern.

SES­27: Multimodal tasks 2, Interactional competenceTime: Wednesday, 19/Apr/2017: 5:00pm ­ 6:00pm · Location: 3.3

Session Chair: Imma Miralpeix Maximum number of presentations for this session: 2

5:00pm ­ 5:30pm Incidental vocabulary learning from video: The role of frequency of occurrence, working memory and

vocabulary sizeMaribel Montero PerezKU Leuven, Belgium; maribelmonteroperez@gmail.comAbstract:Recently, there has been an increasing interest in incidental vocabulary learning from audio­visual input (Montero Perez et al., 2015;Rodgers, 2013). Yet, very little is known about how this type of contextual learning is affected by both learner and input characteristics.Therefore, this study investigates whether learner factors such as vocabulary size and working memory are differentially associatedwith learners’ vocabulary uptake from audio­visual input. The study also investigates how the frequency of occurrence of a selection ofunknown words in the input affects learning.In order to answer these questions, we conducted an experimental study with 45 first­ and second­year university students. Weselected an authentic French (L2) clip but added a manipulated version of the voice­over. This was necessary to include the 15pseudowords, i.e., the targets for incidental learning, and control for prior knowledge, frequency of occurrence, and word length.Each student was tested individually during two one­to­one sessions with the researcher. Individual sessions were chosen becausethey facilitate the administration of the working memory tasks and enabled us to measure partial vocabulary learning gains moreaccurately by means of interviews (cf. Pigada & Schmitt, 2006). During the first session, participants watched the video clip (45’) andcompleted four surprise vocabulary posttests. The immediate posttests probed explicit knowledge of the 15 targets (form recognition,meaning recognition and meaning recall). We also administered a spoken timed lexical decision task in order to tap into tacitknowledge. During the second interview session (one week later), participants completed two delayed vocabulary tests (form andmeaning recognition) as well as a written vocabulary size test and three working memory tests (OSPAN, forward and backward digitrecall).By investigating a combination of input and learner characteristics, this study may refine our understanding of the merits of audio­visualinput for vocabulary acquisition.Brief Summary:This study focuses on the role of learner and input characteristics during incidental vocabulary learning from audio­visual input. Weinvestigated (1) whether learners’ vocabulary size and working memory are differentially associated with their vocabulary uptake fromvideo and (2) how the frequency of occurrence of unknown words affects learning.

5:30pm ­ 6:00pm The crossroads of English language learners, task­based instruction, and 3D multi­user virtual learning in

Second LifeJulian ChenCurtin University, Australia; Julian.Chen@curtin.edu.auAbstract:English as a foreign language (EFL) learners’ task­based practices in Second Life (SL) have attracted increasing research attention inthe field of second language acquisition (SLA). Although studies on the synergy of SL and task­based research have grown since itslaunch in 2003, SLA researchers also acknowledge that voice­based, task­driven research in this 3D virtual environment remainsrelatively under­investigated. To advance SL literature and task­based research, this study intends to provide empirical evidence ofEFL learners’ virtual learning experiences in task­based practices via voice chat in SL. Exploratory in nature, it aims to discover whyEFL learners are drawn to SL for practicing English; how they perceive learning English in SL versus a physical class; and what kindsof features afforded by SL impact their learning outcomes and avatar identities.A task­based syllabus was then designed following the task­based language teaching principles to stimulate learners’ cognitive andlinguistic processing. Nine adult EFL learners worldwide participated in this 10­session, task­driven class where they interacted witheach other in avatar form via voice chat. Qualitative data were gleaned from students’ journal entries, survey responses, and a focusgroup interview—triangulated with the researcher’s teaching blog. Using the grounded theory approach, three core themes emerged:perceptions about factors that impact SL learning experience; attitudes toward learning English via avatars; and beliefs about theeffects of TBLT on learning outcomes in SL. Results revealed that students perceived SL as a viable platform for learning, owing to itsconspicuous features, immersive simulation, real­time interaction, and sense of tele/copresence. This study implicates that SLaffordances can facilitate task­based instruction through 3D multimodal resources; avatar identities empower learners to “take risks” inspeaking and boost self­efficacy; and tasks that draw upon SL features, accommodate learners' cultural/world knowledge, and simulatereal­life scenarios, can optimize learners’ language learning experiences.Brief Summary:EFL learners’ task­based practices, avatar identities and perceptions in 3D virtual environments remain relatively under­investigated inthe SLA literature. This study documents how to conduct task­based, qualitative research in Second Life, evidenced by simulated real­life tasks, learning/teaching journals, surveys, and interviews. Challenges encountered and lessons learned are also addressed.

SES­28: Task engagementTime: Thursday, 20/Apr/2017: 10:00am ­ 10:30am · Location: 2.1

Session Chair: Roger Gilabert Guerrero Maximum number of presentations for this session: 5

Maintaining Learner Task Engagement through Goal­SettingRobert StroudHosei University, Japan; chelseaboybob@hotmail.comAbstract:'Engagement' is becoming an increasing used term within the field of language teaching to explain the extent to which learnersbecomes actively involved in tasks. Recent TBLT research has focused upon measuring engagement using a combination ofperformance variables related to emotional, behavioral, and cognitive acts within learner speech (Philp & Duchesne, 2016). Emotionalengagement has been measured by using self­reported learner surveys addressing feelings towards doing tasks (Skinner, Kidderman& Furrer, 2009), behavioral engagement by using measures such as words spoken and turns taken (Dornyei & Kormos, 2000) andcognitive engagement by measuring persistence to explain opinions, reasons and examples (Helme & Clarke, 2001). Increases inthese measures across both whole task­time and from task­to­task demonstrates improved levels of engagement and are desirable forteachers.Goal­setting theories, such as Achievement Goal Theory (Elliot, 1999), have been used to explain how learners can become moreengaged in learning. An experiment involving 88 English students within a Japanese university adopted a mixed­method approach toassessing the impact on engagement of implementing goal­setting into discussion tasks. Half of the learners set, monitored andtracked progress of spoken goals across time (words spoken, as well as opinions and reasons given) while the other half did not. Preand post­experimental surveys measured learner affective disposition towards discussions. Weekly task recordings examined changesin engagement measures across task­time (for four time quarters), as well as from task­to­task. Results showed a strong effect forgoal­setting on several observed engagement measures across all four quarters of discussion time, as well as from task­to­task.However, similar effects of goal­setting on affective disposition towards discussions were not present within survey data. Theimplications for such findings for classroom oral tasks will be discussed for both teachers and researchers. Limitations and futuredirections for the research will also be addressed.Brief Summary:Goal­setting theories can be used to explain why learners become highly engaged in tasks. A classroom­based study which measuredthe impact of implementing specific goals into tasks on engagement across time will be discussed. The presentation will conclude withlearning implications and future research directions for goal­setting within TBLT.

SES­29: ReadingTime: Thursday, 20/Apr/2017: 10:00am ­ 10:30am · Location: 2.2

Session Chair: Marije Michel Maximum number of presentations for this session: 5

Course readings in a foreign language – a noble cause or a losing battle?Irina Elgort1, Marc Brysbaert2, Michaël Stevens3, Eva Van Assche41Victoria University of Wellington, New Zealand; 2University of Ghent, Belgium; 3University of Ghent, Belgium; 4University of Ghent,Belgium; Irina.Elgort@vuw.ac.nzAbstract:In the context of the fast­paced globalisation, English has emerged as a working language of many international academic andprofessional communities. University students are therefore often required to read academic texts in English, even in countries whereEnglish is not one of the official or commonly spoken languages. Notwithstanding advantages of being able to access internationalacademic and professional literature, students’ abilities to develop higher­level subject matter understanding may suffer as aconsequence of insufficient proficiency in English. Vocabulary knowledge, in particular, is one of the stumbling blocks in L2 readingcomprehension (Nation, 2006). How quickly and efficiently students may be able to overcome initial difficulties associated with usingEnglish as a medium of learning depends critically on the speed and quality of contextual L2 word learning (i.e., ability to ‘pick up’ newvocabulary from reading).In the present study, eye­movements of forty Dutch­speaking university students were recorded while they read a long expository textin English, in order to observe the learning trajectories of low­frequency words that occurred multiple times in the text. A sentencereading post­test was used to further probe the participants’ ability to process these contextually­learned L2 words in new contexts. Arange of eye movement measures reflecting lexical processing and word­to­text integration were used in the data analysis. The resultsshow that L2 readers’ orthographic processing of novel words develops quickly and reliably. However, online retrieval of meaningremains insufficient for fluent word­to­text integration even after multiple contextual encounters with a word. Implications of the findingsfor the introduction of L2 reading materials in the university undergraduate curricula are considered.Nation, P. (2006). How large a vocabulary is needed for reading and listening? The Canadian Modern Language Review, 63, 59­82.Brief Summary:When university students are required to read in a foreign language, their abilities to develop higher­level subject matter understandingmay suffer, because unfamiliar words could lead to a comprehension bottleneck. The present study looks at how orthographic andsemantic processing of novel words develops in the course of reading.

SES­30: Tasks and accentTime: Thursday, 20/Apr/2017: 10:00am ­ 10:30am · Location: 2.3

Session Chair: Joan C. Mora Maximum number of presentations for this session: 5

Task­based approach to optimize the identification and understanding of the French rhythmic accent inner­workings and its reuse in practical contextsCoralie Huckel, Annie Desaulniers, Juliane BertrandUniversité du Québec à Montréal, Canada; bertrand.juliane@uqam.caAbstract:Few empirical studies focus on learning tasks related to prosodic phenomena of French and, more specifically, to the inner­workings ofthe French rhythmic accent. The priority in spoken French teaching and learning is to promote awareness of the importance of eachphonetic word's final pronounced syllable, the "motor rhythmic element" (Wioland 2005). We find it therefore interesting to determinewhether such a task of identifying, understanding and reusing it within a cultural pairing context (Bertrand and Berteau, 2015) wouldlend itself to a task­based approach (Nunan, 1989; Willis, 1996) and whether this approach would ultimately improve studentperformance.To accomplish this, a specialized FSL (French as a second language) team developed a pedagogical scenario, based on the Quebecfilm "Le journal d'Aurélie Laflamme". The scenario includes a set of tasks to target the identification and the understanding of theFrench rhythmic accent inner­workings. Within the framework of a communications course as its phonetic component, learners(multilingual FLS university students at the advanced­level, new Quebec immigrants) are then asked to reuse their newly acquiredskills when paired with native francophone speakers.The objective of our presentation is to introduce a specific pedagogical scenario and a preliminary analysis of student performanceimprovements. We will examine how the various contexts ­ institutional, situational, time­based and didactic ­ influence the pre­established tasks and vice­versa. To conclude, it would be interesting to also validate students’ perceptions of such a pedagogicalscenario.Brief Summary:This presentation introduces a pedagogical scenario to identify and optimize understanding of the French rhythmic accent’s inner­workings. We will examine how the various contexts ­ institutional, situational, time­based and didactic ­ influence the pre­establishedtasks and vice­versa. To conclude, we will share the students' perceptions of the scenario.

SES­32: Show­and­tell 1 and 2Time: Thursday, 20/Apr/2017: 10:00am ­ 10:30am · Location: 3.1

Maximum number of presentations for this session: 5

10:00am ­ 10:15am Tasks in context: developing a task­based proficiency test of Dutch for occupational purposes

Sarah Smirnow, Christina Maes, Inge ReindersCertificaat Nederlands als Vreemde Taal (KU Leuven), Belgium; christina.maes@kuleuven.beAbstract:‘TBLT begins with a needs analysis’ (Long, 2014)… and so does TBLA. For language tests to be in tune with the target context, aconstant attention to the shifting characteristics of real­world language use is required. Consequently, as part of its cyclical testvalidation process, the Certificate of Dutch as a Foreign Language (CNaVT) is updating its business Dutch exam. The first step in thisprocess was carrying out a needs analysis among a purposive sample in order to identify the real­life tasks and language demandsthat are relevant for test takers who require language certification for professional purposes.The CNaVT conducted a survey amongst teachers, recruitment agents, working professionals and test takers. The results showed thatthe respondents generally favored an exam that covers language abilities for two subdomains; services and healthcare. Employerswant their workers in these domains to ‘make knowledge work’, they want them to demonstrate functional language abilities, preferablyat or above a B2 level.The new task­based occupational exam Zakelijk Professioneel (PROF) needs to meet the requirements of the test users and the needsof the test takers. For developers of a centralized, criterion­based language test this implies bringing together multiple views in a testthat allows learners to demonstrate that they can use Dutch successfully in different professional contexts.During this show­and­tell sessionwe will present test tasks that have resulted from the needs analysis, and discuss which measuresare taken during task development to ensure content validity, maximize rater reliability and avoid bias.Brief Summary:The Certificate of Dutch as a Foreign Language (CNaVT) is updating its business exam. This implies bringing together multiple viewsin one test that allows learners to demonstrate their language abilities for different subdomains. We will discuss measures taken duringtask development to ensure content validity, maximize rater reliability and avoid bias.

10:15am ­ 10:30am Effects of Task Planning Types on L2 Learners' Oral Performance: A Meta­Analysis

Mitsuko SuzukiUniversity of Hawai'i, Manoa, United States of America; msuzuki3@hawaii.eduAbstract:Over the past decades, researchers have focused planning as a significant process of task­based learning. Past studies havesupported the effectiveness of planning on L2 learners’ oral production, especially in terms of fluency (e.g., Ellis, 1987; 2005; Foster &Skehan, 1996; Gilabert, 2007; Ortega, 1999; Sasayama & Izumi, 2012; Yuan & Ellis, 2003). However, considering its influence onaccuracy and syntactic complexity, research has yielded mixed results. In addition, while the planning phase that these studiesunderwent are not identical, these differences and their potential influence on learners’ performance have not been fully investigated.The present study aims to explore what kind of planning leads to a better oral performance in TBLT.At initial point, over 1000 articles were collected as potential data source. Moderator variables, such as time allotted for planning, typeof planning (e.g., rehearsal, pre­task planning, and within­task planning), participants’ characteristics (i.e., age, nationality, proficiencylevel) and the type of main task (e.g., information gap, narrative, decision­making) itself were extracted. Following studies such asSkehan and Foster (2008), complexity was measured in terms of the total number of clauses divided by the number of AS units,whereas accuracy was defined as error­free clauses. Fluency, on the other hand, was calculated by syllables per second in anunpruned or pruned speech rate. The presentation will include a brief review of TBLT studies, followed by an overview of the researchprocess and findings. Results from narrative review and meta­analysis will be compared and synthesized to a reveal a more role ofplanning task. Presentation attendees will gain a better understanding of how different planning conditions could affect learners’ L2speaking performance, as well as increased insight into how teachers could maximize their students’ performance during tasks.Brief Summary:The present meta­analysis and narrative review synthesize past studies on the effect of planning task and three areas of oralperformance, namely, complexity, accuracy, and fluency (CAF). Different types and aspects of planning will be discussed to investigatewhat planning conditions can best benefit L2 learners.

SES­33: Show­and­tell 3 and 4Time: Thursday, 20/Apr/2017: 10:00am ­ 10:30am · Location: 3.2

Maximum number of presentations for this session: 5

10:00am ­ 10:15am Teachers` perspective on TBLT at secondary schools: the case of Spanish teachers at German schools

Virtudes GonzálezUniversity of Wuppertal, Germany; gonzalez@uni­wuppertal.deAbstract:How do secondary school teachers cope with the requirements of TBLT in their teaching context? Secondary school education hascertain restraints in the teaching situation: e.g. rigid timetables, official assessment policies and, in case of foreign languages, studentswho actually do not need the language they are learning in their daily lives. On the other side, curricular documents in Germanydemand the implementation of competence­oriented teaching at schools and pedagogical literature generally emphasises upon thepossibilities of achieving this by a TBLT educational practice (Bär 2013).In this show­and­tell, I want to present the results of a research project carried out at the University of Wuppertal. Fourteen teachers ofthree different regions were asked in semi­structured interviews why they use TBLT in their Spanish as a foreign language classes,how they understand and how they implement this approach, which difficulties they find in working with a task­based or task­supportedapproach and which advantages they experience doing this. Teachers also gave examples of tasks they had used in their classes andcommented on these and on the students` learning outcomes. Other important aspects of the interviews are the roles of teachers andstudents working with the task­based or task­supported approach and the need of new evaluation ways, different from classic exams,which are still compulsory at secondary schools. The context was also considered, receiving information about how teachers saw thereactions of parents and colleagues to this form of teaching the foreign language. With insights into the teachers´ views andperspectives, we hope to understand better how teachers at schools adopt the TBLT approach (East 2012, Van den Branden 2016)and to discover what can help them to implement it effectively.Brief Summary:How do secondary school teachers cope with the requirements of TBLT in their teaching context? In a research project, 14 teacherswere asked in semi­structured interviews why they use TBLT in their Spanish classes, how they understand and implement it andwhich difficulties and advantages they find in this process.

10:15am ­ 10:30am The effects of task­based language teaching in pragmatic development: the case of interruptions and

disagreementsJúlia Barón, Raquel Gómez, Anna MarsolUniversity of Barcelona, Spain; juliabaron@ub.eduAbstract:This study aims at developing pragmatic competence in an English as a foreign language (EFL) context through a task­basedlanguage teaching (TBLT) methodology. Research in the field of interlanguage pragmatics has proved the positive effects of instruction,especially in EFL contexts, in which pragmatics is not usually dealt with in the language class (Alcón & Martínez­Flor 2008; Takahashi2010; Bardovi­Harlig & Vellenga 2013). An increasing interest in teaching pragmatics through TBLT can nowadays be noticed in SLA,due to the interactional nature of the approach. Therefore, the current study aims at contributing to this area of research.The participants were 30 Catalan/Spanish bilinguals (ages 14­17) with a B2 level enrolled in preparatory lessons for First Certificate inEnglish (FCE) exam. The extracurricular lessons consisted in a 50­hour language course during a term. Since in the FCE oral paper,students are usually asked to confront opinions, interrupting and disagreeing were the main pragmatic indicators examined. Theparticipants were grouped into an experimental group (N= 20), which carried out a number of interactive and meaningful tasks followinga TBLT approach. On the other hand, a control group (N= 10) followed a more traditional approach through which the above speechacts were practiced by means of communicative activities.In order to test pragmatic development, a pre­, post­ and delayed post test design was followed. In addition, classroom observationswere conducted and recorded in order to examine how the lessons unfolded. Finally, the students completed a questionnaire abouttheir learning experience.The results point towards an advantage of the experimental group over the control group as for their pragmatic behavior in interaction.A qualitative analysis of speech act realization has provided further evidence about the different nature of interruptions anddisagreements across contexts.Brief Summary:This study examines how EFL learners (N= 30) develop the speech acts of interrupting and disagreeing through a TBLT methodology.The study followed an experimental/control group design. The results point towards an advantage of the experimental group over thecontrol group as for their pragmatic behavior in interaction.

SES­34: Show­and­tell 5 and 6Time: Thursday, 20/Apr/2017: 10:00am ­ 10:30am · Location: 3.3

Maximum number of presentations for this session: 5

10:00am ­ 10:15am TBLT and Inclusion – A Perfect Match? Insights Into a Research Project on Learning Tasks and Their Potential

to Promote Inclusive Education in the EFL Classroom.Christina KielweinLeuphana University Lüneburg, Germany; christina.kielwein@leuphana.deAbstract:Whereas teachers of English as a foreign language (EFL) are faced with considerable challenges when trying to accommodate theneeds of all learners, task­based language learning is considered to be a valuable approach to facilitate classroom work in inclusiveeducational settings. This presentation of a mixed­methods doctoral research project (Gläser und Laudel 2010) will outline someaspects as to what extent inclusion may in fact be compatible with task­based language learning. Thus, it focuses on learning tasks ofa German textbook for English language learning (Notting Hill Gate 2015) and illustrates how they are introduced and interpreted in theEFL classroom in heterogeneous classes in Germany.In semi­structured interviews with experts (Bogner et al. 2014) as one component of the research project, the tasks’ authors outlinetheir perspective on inclusion and TBLL, in terms of both school practice as well as textbook development (‘task as workplan’). Theauthors’ reflections highlight how issues such as differentiation, competence orientation and learner support play an important role inthe process of task­based design for inclusive EFL classrooms and their analysis sheds light on the considerations that shape currenttask and textbook developments. The implementation of the learning tasks into actual classroom practice (‘task in process’) is shownvia the use of multi­perspective classroom videography (Paulicke et al. 2015). The analysis of the video data focuses on how studentswith and without special needs interpret the TBLL tasks in authentic instructional settings, observing specifically the students’interaction while working with the tasks.Brief Summary:This presentation outlines aspects of how learning tasks, which have been designed for inclusive task­based language instruction, areevaluated by textbook developers and interpreted by teachers and students in classroom practice in terms of their potential forinclusive English as a foreign language (EFL) education.

10:15am ­ 10:30am The Keep Cup Challenge ­ Sustainabilty & Task­Based Learning Combined

Eleanor FreerUniversity Tübingen, Germany; eleanor.freer@uni­tuebingen.deAbstract:Do you know how many paper cups are thrown away daily?Allow me to present the Tübingen University Keep Cup project, which challenges learners to develop a strategy to boost sales of thesustainable Keep Cup, and thus to make a difference to the world in which we live. In this simple yet multifaceted concept, learning isbrought to life and made both learner­centred and fun. The project encourages the students to harness their creativity, and motivatesthem to learn in a 21st century classroon environment in which the use of technology plays a central role.Holding interviews, developing questionnaires, posting blogs and making short videos is just a small insight into the wealth of real­world tasks this environmentally based context enables. Moreover, the project fosters the acquisition of many soft skills, e.g. creativethinking, problem­solving skills, decision­making skills to name a few, which students may require in their future careers. Essentially,the need for a high degree of learner interaction is embraced, a meaningful purpose to learning the target language is provided, andlearners are encouraged to develop learning skills and strategies. In short, this task­based project addresses a global problem in alocal context and can be adapted to suit different language levels, languages and local contexts.Brief Summary:Do you know how many paper cups are thrown away daily?The Keep Cup challenge addresses a global problem in a local context in a 21st century learning environment. In this simple yetmultifaceted concept, learning a language is made both learner­centred and fun. How ? Come and find out!

SES­35: Show­and­tell 7 and 8Time: Thursday, 20/Apr/2017: 10:00am ­ 10:30am · Location: 3.4

Maximum number of presentations for this session: 5

10:00am ­ 10:15am Travel Explorer ­ A Blended Learning Experience in EFL

Dolors Farrant, Esther MedieroConsejería de Educación / Official School of Languages, Spain; medieroesther@hotmail.comAbstract:Main incentives among students to learn English as a foreign language are either job­related (enhanced opportunities to access thelabour market), or connected with the possibility of travelling and communicating with people from other countries, given the status ofEnglish as the lingua franca of the 21st Century.Among the greatest challenges teachers face in helping students to progress from the intermediate to the upper­intermediate level ishow to propel students beyond the plateau stage. Another challenge is how to maintain their motivation to attend the lessons in such afast­moving world, where we compete for our students’ retention rate throughout the academic year.We will tackle these potential problems by offering students a meaningful context, where English is used to exchange culturalinformation about the place where they live (festivities, historic sites, traditions) and to create collaboratively a common output (ATraveller’s Guide) that can be used to attract visitors from other countries.This paper explores the benefits of combining a task­based approach in the teaching of English as a foreign language, together with ablended learning design for the exchange of information among students from different European backgrounds.Students’ motivations are the starting point to create a collaborative learning environment where guided discovery is used as a threadthat links micro­tasks which aim at developing the linguistic, sociolinguistic and pragmatic competences. We will pay special attentionto the different tools used to assess qualitatively the students’ production, to monitor their progress and to provide feedback to fosterstudents’ development and autonomy.Brief Summary:This blended learning experience aims at using English, the 21st Century lingua franca, to overcome barriers and create a meaningfulcontext for students to share their cultural heritage and learn from their peers as they develop linguistic and soft skills. Assessment isconsidered as a tool to promote students' development.

10:15am ­ 10:30am Task­Based Pronunciation Teaching: The acquisition of an L2 phonological contrast mediated by task

complexity and LREsIngrid Mora, Joan C. MoraUniversitat de Barcelona, Spain; ingridplaza15@gmail.comAbstract:L2 pronunciation is often neglected in the EFL classrooms and, when addressed, it is decontextualized from communicative practice;additionally, limited research has been conducted in SLA on the role of task manipulation for the improvement of L2 pronunciationaccuracy during meaning­focused interaction. This study investigates the impact of decision­making tasks, organized in increasingcomplexity, on the perception and production of English /ʌ/­/æ/ in order to improve learners’ intelligibility in foreign languageexchanges. L1­Catalan/Spanish EFL young adults (n=18) performed four dyadic problem­solving, reasoning­gap tasks (Long, 2015)over a three­week period. Tasks were always preceded by form­focused pre­tasks that contained lexical items contrasting the targetvowels (e.g., bag­bug, cap­cup) to be used during task performance. Furthermore, tasks were sequenced on the basis of increasinglevel of cognitive complexity (+S, +C, ++C, +++C) in order to progressively enhance the occurrence of pronunciation­based languagerelated episodes (Gilabert et al. 2009). Perception and production accuracy was pre­ and post­ tested through identification and ABXdiscrimination tasks and a delayed­sentence repetition task, respectively. In addition, we controlled for learners’ L2 proficiency andassessed individual differences in auditory selective attention. We predicted that orienting attention to a task­essential phonologicalcontrast would bring gains in its perception and production and that increased task demands along resource­directing variables (i.e. +/­reasoning demands) would generate higher accuracy (Solon et al., 2016). As part of an ongoing project on the impact of task design onpronunciation, this show­and­tell paper will focus on the instruments, task materials and overall design of our study. It is expected thatresults will shed light on the effectiveness of tasks in the acquisition of L2 sound contrasts and the extension of the CognitionHypothesis (Robinson, 2011) to L2 speech acquisition.Brief Summary:This study investigates the effect of tasks in the perception and production of an L2 contrast as well as the role of cognitive complexityin the occurrence of phonologically­based LREs. L1­Catalan/Spanish EFL young adults performed four decision­making tasks overthree weeks. Results will be interpreted in terms of L2 pronunciation outcomes and number of LREs.

10:30am ­ 10:45am Warning: This presentation lies outside the session time! ForeForeign Language Anxiety and Interaction in an e­tandem setting. Does task design matter?

Marta Fondo Garcia, Christine AppelUniversitat Oberta de Catalunya, Spain; mfondo@uoc.eduAbstract:This study has been designed to find out the relationship between task design and Foreign Language Anxiety (FLA) in an e­tandemsetting. FLA has been widely studied within the SLA field due to its negative effects on language learners, such as communicationavoidance and language learning inhibition. The Tandem MOOC is a language MOOC based on the synergy of e­tandem and TBLT soputs the tasks at the centre. The e­tandem provides language learners with the opportunity to have authentic input of their targetlanguage while improving their oral communication with native speakers playing the expert­novice role. In this scenario, the taskprovides the reason to interact and the means to push the learner out of their L2 comfort zone to foster language learning. However,FLA can stunt the language learning process. Tasks with the potential to reduce anxiety and foster interaction among learners will bethe ideal scenario in cases of FLA. The study explores how task variables open/closed solution and convergent/divergent goal, widelypresent in a great number of studies in TBLT as key variables in interaction (e.g. Duff, 1986; Long, 1981; Pica, Kanagy and Fallodun,1993), affect FLA and interaction among learners in an e­tandem setting. Using a quasi­experimental approach developed in a naturalsetting, tasks are evaluated by the participants towards answering the research questions: 1.To what extent do the variables open­closed and convergent/divergent affect FLA in an e­tandem setting? 2. What is the effect of open­closed solutions and convergent­divergent goals on participant performance and interaction in an e­tandem setting? The study presents the task design process andpreliminary results from the second edition of the Tandem MOOC (October 2016).Brief Summary:

The Tandem MOOC is a task­based LMOOC for speaking practice in tandem through videoconference, where participants areprovided with tasks for speaking practice through the tandem tool. The study explores the relationship between task design andForeign Language Anxiety (FLA) in an e­tandem setting by manipulating the interactional task variables open/closed solution andconvergent/divergent goal

10:45am ­ 11:00am Warning: This presentation lies outside the session time! A context­based re­evaluation of an 18­year­old Business English course

Peter RawlingsonUniversity of La Rochelle, France; peter.rawlingson@univ­lr.frAbstract:Year in, year out, for 18 years, I’d been teaching basically the same task­based, business English project to 170­odd foreign languagestudents at the University of La Rochelle. Its 33 realish­life tasks got updated from time to time, but a whole­course re­evaluation waslong overdue. This TBLT tasks in context’ conference gave me just such an opportunity.The changing identified context includes:­ The course type (‘anglais appliqué aux affaires II’)­ Its inherent need to give practice in ‘business speaking’ (?), ‘professional writing’, specific vocabulary and professional life....in aclassroom!;­ The course length (10 weeks) and other timetable and material constraints;­ The teacher’s competence;­ Student numbers (200 per year) their ages and their gender mix;­ Their varied English levels (B1­C2);­ Their fatigue with ‘normal’ English classes, after 10+ years of English lessons;­ Their professional aspirations on the eve of their degrees;­ Their moderate level of interest in business.The designed course, called the ‘Business Team Project (or BTP after 18 years) is a 33­task project based on the ‘lifecycle’ of a real(but infinitely variable) start­up and divided into eight chapters: 1. Project Management, 2. Bright Ideas, 3. A Market Study, 4. Starting aSmall Business, 5. Importing a Product / Launching a Service, 6. Marketing & Advertising, 7. Sales (& Distribution), 8. After SalesService.This presentation will both re­identify the changing context and re­evaluate whether or not my course design and tasks fit the abovecontext. Should the ‘Business Team Project’ go on for another 5 years or not?Brief Summary:For 18 years, I’d been teaching basically the same task­based, business English project at the University of La Rochelle. Its 33 realish­life tasks got updated from time to time, but a whole­course re­evaluation was long overdue. This TBLT ‘tasks in context’ conferencegave me just such an opportunity.

SES­36: Show­and­tell 9Time: Thursday, 20/Apr/2017: 10:00am ­ 10:30am · Location: 4.3

Maximum number of presentations for this session: 5

10:00am ­ 10:15am Warning: The presentations finish prior to the end of the session! Girona in Google Street View. A Comprehension­Based Input Task Online

Carlos López MarchUniversitat de Vic, Spain; paracarles@gmail.comAbstract:AbstractThe study investigated the use of a comprehension­based input task with adult learners, who had different levels of proficiency ofSpanish as a second language, by examining the impact of the completion of that task on their acquisition. The participants were 9learners from different countries and with different backgrounds. The target feature was the use of subjunctive forms within thestructure CUANDO + [+2nd person, +singular, +subjunctive] ± [Object] ± [Complement] + [Coma] + [+2nd person, +singular, +present,+imperative] ± [Object] ± [Complement], in conditional sentences which are used to give directions. The task consisted of followingwritten directions to get somewhere (goal) in the city of Girona within the online virtual environment Google Street View. The learnershad to complete a pre­test, a post­test and a delayed post­test which had been designed to evaluate their capacity to recognize thetarget structure and the necessity to use subjunctive forms to make sentences with that structure. The analysis carried out from thedata obtained from the tests revealed that not only the use of subjunctive forms by the learners, in sentences with the target structure,had increased from the pre­test to the post­test and to the delayed post­test, but their attempts to use subjunctive forms within thatstructure had also increased. Although there was not a control group of learners to compare to those who completed the task, thecorrelation of the completion of the task and the increase of use and attempts to use subjunctive forms in sentences with the targetstructure suggests that comprehension­based input tasks can create contexts for presentation of new grammar in second languageinstruction. The results will be discussed in light of the Input Hypothesis (Stephen Krashen) and the Interaction Hypothesis (MikeLong).Brief Summary:SummaryGirona in Google Street View. A study about a comprehension­based input task and adult learners of Spanish. The target feature wasthe use of subjunctive forms in conditional sentences to give directions to get somewhere. The analysis from the data obtainedsuggests that comprehesion­based input tasks can create contexts to present new grammar.

SES­37: Workshops 7 and 8Time: Thursday, 20/Apr/2017: 11:00am ­ 1:00pm · Location: 2.1

Session Chair: Joan Castellví Maximum number of presentations for this session: 7

11:00am ­ 12:00pm Laugh and learn: humour in context

Elisabete Mendes SilvaPolytechnic Institute of Bragança ­ School of Education, Portugal; esilva@ipb.ptAbstract:Learning through humour is indeed a challenge as it is not easy to implement in class due to either its supposedly less seriousdimension or because it might be misunderstood or totally misapprehended by students. In addition, the teacher might not feel ahumorous person at all or he might be afraid of being ridiculous according to the pre­established and expected patterns of behaviour ofthe teacher in class. The language of humour is concurrently very complex and difficult to deal with. However, when set in a context,the humorous activities, grounded by a task­based learning method and also the Total Physical Response (TPR) approach, end uphaving effective results not only in the teaching/learning process but also in the emotional and cultural domains.Bearing in mind both the constraints and the benefits of the use of humour in the classroom, in this workshop I intend to demonstratehow carefully selected humorous activities can actually work in class in the different lesson stages, be it as warmer to set the tone andto introduce the theme of the lesson, as practice (controlled or freer practice) or production, or according to Harmer’s latest division oflesson stages, engage, study and activate.*I also intend to prove that the suggested activities can be used as specific meaningful tasks in any level of learning in any foreignlanguage, as long as they are given a context and are well planned and introduced in the lesson.Therefore, it is the workshop’s aim to experiment humorous activities, already tested in a class of Advanced English, and compareresults and reactions in the course of final discussion.The workshop will obey the following layout:Activity 1: Pair us up (proverbs and quotations); tongue twisters (funny starts)Activity 2: Fill in a foot (introducing the topic: people and places)Activity 3: Clerihews (topic: people and places)DiscussionActivity 4: Poems and songs – the pessimist (topic: psychology and employment)Activity 5: Errors and failures: a daft letter (topic: technology and science)DiscussionActivity 6: Irregular plurals in movement (grammar practice)Final discussion*Jeremy Harmer (2007)Brief Summary:Anchored on the motto that laughter improves the quality of life and language learning, the workshop aims at experimenting severalhumorous activities par excellence in language learning such as clerihews and limericks, puns and puzzles, poems and songs, errorsand failures (writing a daft letter, for instance), among others.

12:00pm ­ 1:00pm Authentic and Task­based: Writing and Editing Wikipedia for ELLs

Eric Grunwald1, Amy Carleton1, David Cregar21Massachusetts Institute of Technology, United States of America; 2New York University, United States of America; egrunwal@mit.eduAbstract:Writing for an authentic audience in an environment that is task­based and computer­mediated can improve ELLs’ awareness ofaudience, sense of ownership, and overall writing (Chen & Brown, 2011; Bloch, 2007). Collaborative writing, meanwhile, promoteslanguaging (using language to create meaning and shape experience and knowledge (Swain, 2006)) and has positive effects on ELLs’writing (Storch, 2013; Watanabe & Swain, 2007). A teaching strategy for college­ and graduate­level ELLs that engages theseelements and more is to have students edit and author articles on Wikipedia.This online, user­generated encyclopedia provides a dynamic audience that “is not only real but talks back” (Bilansky, 2016, p. 348),but in a way that allows students to receive and respond to feedback with the space to reflect, think critically, and participate in anongoing conversation about the text. Students gain genre awareness and practice identifying, citing, paraphrasing and summarizingoutside sources, the latter of which have also been found to improve ELLs’ writing and reading (McCarthy, Guess, & McNamara, 2009;Yasuda, 2015). In contributing genuinely needed writing and in receiving dynamic feedback from other Wikipedia users, students’writing is both enriched and enriching. In addition, Wikipedia has developed an impressive online framework for teachers that providesa detailed but manipulable timeline with discrete, concrete tasks and milestones and an interface allowing teachers to track students'work.In this workshop, participants will be acquainted with the practice­oriented research underpinning this strategy; the structure ofWikipedia and best practices for using it; and the instructors’ experiences in the classroom. Participants will engage in hands­onactivities such as identifying the “notability” of potential articles, editing and sourcing existing articles, and entering into conversationsabout contentious entries. Sample class lessons and student work generated from those lessons will be offered, as well as printed andelectronic resources. Finally, questions such as how L2 writers might understand or experience this work and what it means for them tobe working in this more public space on potentially charged issues will be discussed.Brief Summary:“Writing Wikipedia” offers undergraduate and graduate ELLs considerable benefits: discrete, concrete tasks; an authentic audienceproviding dynamic feedback; opportunities to collaborate on meaningful writing; and practice summarizing, paraphrasing, and sourcing.In this hands­on workshop, participants will learn and practice strategies for using Wikipedia—and the power of Web 2.0—in theclassroom.

SES­38: Online tasks 3 / Eye­trackingTime: Thursday, 20/Apr/2017: 11:00am ­ 1:00pm · Location: 2.2

Session Chair: Andrea Revesz Maximum number of presentations for this session: 7

11:00am ­ 11:30am “After teaching online I feel exhausted”: What eye­tracking reveals about teachers’ attentional demands during

task­based language teaching onlineMelissa Baralt1, José Morcillo­Gómez21Florida International University, United States of America; 2Florida International University, United States of America; mbaralt@fiu.eduAbstract:Eye­tracking technology has allowed investigators to explore how language learners process input, allocate attention, and even acquirelinguistic forms (e.g., Godfroid & Winke, 2015; Godfroid & Spino, 2015; Michel & Smith, 2015). The theoretical premise behind thistechnology is that the higher number of fixations as well as fixation length indicates more focused attention.More research is needed on what teachers must cognitively manage while teaching languages online, especially given the push foronline language courses in higher education. The present study aims to contribute to this need by investigating the attentionaldemands of a teacher during online, task­based language teaching for an introductory­level Spanish course with eye­tracking.Stimulated recall methodology was also conducted for triangulation.Participants were one male, native­Spanish teacher and 90 beginning­level Spanish learners. Video­based lessons from one of thetasks they completed were used for the study, for a total of 33 online ‘meetings’. During the lessons, the teacher’s eye­tracking datawas collected with a Tobii Pro X3­120. The teacher implemented the task online using the Willis (1996) task­based methodologyframework (Pre­Task, Task Cycle, and Language Focus). The task was oral and was about students’ leisure activities.Analyses revealed that the teacher was engaging in dual­activity almost 100% of the time during each online lesson. Stimulated recalldata showed why (e.g., reading other students’ faces while their peer was talking; simultaneous private chats with students to fixtechnical issues). For all six of the Adobe Connect© platform components, which include video and a chat box, the teacher averagedalmost 1000 saccadic paths (movements) in between fixations in each component. It was also found that task­evoked pupil dilationwas correlated with cognitive load, with pupil dilation significantly larger when teaching online versus baseline data. We conclude withimportant implications for teachers, teacher trainers, and administrators.Brief Summary:This study reports on eye­tracking as well as stimulated recall data to explain what teachers must cognitively manage when doing task­based language teaching online in a video­based platform.

11:30am ­ 12:00pm What drives alignment in SCMC? Insights from eye­tracking and stimulated recall

Marije Michel1, Breffni O'Rourke21Lancaster University, United Kingdom; 2Trinity College Dublin; m.michel@lancaster.ac.ukAbstract:Alignment in human interaction refers to the largely automatic tendency of interlocutors to re­use linguistic structures and lexical itemsfrom recent discourse (Bock, 1986). Pickering and Garrod (2004, 2006) claim in their interactive alignment model that repetition oflinguistic expressions between interlocutors promotes alignment of their situation models, which in turn is understood to be central tocommunication. Costa, Pickering, and Sorace (2008) consider the implications of the model for L2 dialogue, i.e., dialogue whichinvolves at least one non­native speaker. They raise the possibility that alignment is more likely to be non­automatic than automatic:that is, recycling of the L1 partner’s language is likely to be a conscious, strategic behaviour in L2 speakers.This study attempts to investigate alignment in written synchronous computer­mediated communication (SCMC) using an eye­trackingmethodology. We examine two one hour SCMC sessions between (1) pairs of English learners of German as an L2 and (2) the sameL2 learners of German being paired with an expert speaker of German. All pairs worked on communicative tasks that were designed toelicit the target structure, i.e., word order in German subordinate clauses requiring the finite verb to be in sentence final position.Learners were aware of the NS/NNS status of their interlocutor. Immediately after the final task, participants performed a stimulatedrecall interview prompted by the replay of their chat conversation showing their eye gazes.Learners’ eye gaze behaviour as well as stimulated recall comments were analyzed for signs of alignment. We will discuss the role ofL2 dialogue in learning as well as the interactive alignment model itself; and (2) the methodology of eye­tracking in SCMC, a growingenterprise which seems to promise much to the study of L2 acquisition and pedagogy.Brief Summary:This study investigate alignment in written synchronous computer­mediated communication (SCMC) using an eye­trackingmethodology. We examine two one hour SCMC sessions between (1) pairs of English learners of German as an L2 and (2) the sameL2 learners of German being paired with an expert speaker of German.

12:00pm ­ 12:30pm Comparing Advanced Heritage and L2 learners’ Task Performance across Face­to­Face and Ichat Contexts

Julio Torres, Bianca CungUniversity of California, Irvine, United States of America; torresju@uci.eduAbstract:Given the rise of mixed classes comprised of heritage language (HL) and L2 learners, a strand of task­based interaction research hasemerged to understand the nature of HL­L2 learner interactions, and its effects on language performance (Blake & Zyzik, 2003;Bowles, 2011; Bowles, Adams & Toth, 2014; Henshaw, 2015). Findings reveal that HL learners overall provided more assistance totheir L2 peers. Yet, Bowles (2011) showed that the modality of the task can alter this assistance, as L2 learners provided HL learnerswith more feedback on orthography and accent placement for written tasks. To extend this line of research, this study compared thetask performance of HL and L2 learners, who were enrolled in advanced content courses, in face­to­face (FTF) and Ichatenvironments.We tested 12 dyads of HL­L2 learners who were matched based on their scores on a Spanish proficiency test. Each dyad completedtwo decision­making tasks in FTF and Ichat contexts. Participants were instructed that they were hired as consultants for a clothing andcellphone company in Spain. Task A (clothing) required participants to lay off an individual, whereas they needed to hire an individualfor Task B (cellphone). Participants were randomly assigned to one of four conditions counterbalanced according to order of learningcontext (FTF vs. Ichat) and task version (A or B).As in previous studies, advanced HL learners also provided more assistance and feedback to their L2 peers. Yet, the modality ofenvironment (FTF vs. Ichat) did not alter this dynamic. Differences in the quality of task interaction, however, did emerge between FTF

and Ichat contexts. A greater number of language related episodes (LREs), reformulations and modified output were evidenced in theIchat condition. Participants overwhelmingly solved LREs and provided reformulations without metalinguistic explanations. Theinterplay between learning environment and bilingual experience will be discussed.Brief Summary:This study investigated the task performance of dyads comprised of advanced heritage language (HL) and L2 learners across face­to­face and Ichat environments. Participants completed two different versions of a decision­making task. Results suggest differences inthe quality of task interaction according to learning environment and HL vs. L2 learner status.

12:30pm ­ 1:00pm Analyzing anxiety within a task­based complexity study

Kerry Anne BrennanUniversitat de Barcelona, Spain; kafbrennan@gmail.comAbstract:The task­based frameworks proposed by Robinson (2001, 2010) and Skehan (1996, 2009) have posited essential theoretical andpractical methods for selecting and implementing second and foreign language (L2) pedagogic tasks, in order to promote secondlanguage acquisition (SLA). Moreover, both have stressed the importance of understanding how individual differences, such as ForeignLanguage Anxiety (FLA), may influence L2 performance and SLA. Nevertheless, there have been few studies conducted specificallyaddressing how L2 task design and sequencing, as proposed by these models, may affect the learner’s anxiety during oral taskperformance.Thus, this presentation summarizes an experimental study aimed to contribute to the research in this area. First, the study set out toexplore how the sequencing of L2 tasks, in terms of task­type and complexity, affected the participants’ state anxiety levels. Second,the goal was to ascertain whether state anxiety during L2 task­based oral performance could be predicted, by first establishing baselinemeasurements of FLA. 108 adult advanced level EFL participants took part in this study. Initially, FLA scores were determined througha widely used instrument, the Foreign Language Classroom Anxiety Scale (FLCAS; Horwitz, Horwitz, & Cope, 1986). Then, stateanxiety was self­rated through the use of two Likert scales that were adapted or designed for this study: the Anxometer and the TaskAnxiety Reflection Scale (TARS). The results indicated a strong effect on state anxiety levels during L2 oral task performance, for thosewhich had been manipulated in terms of how the tasks were sequenced and complexity levels. Furthermore, the FLCAS scale onlymildly predicted the state anxiety ratings, and therefore, was not a strong predictor. These results have extended the research into howL2 task features, based on sequencing and complexity, may affect anxiety. Finally, pedagogical and research implications for furtherstudies will be discussed.Brief Summary:This presentation will examine results generated from a task­based experimental study of advanced EFL university students. The studyexplored whether L2 oral task features had any effect on the participants’ anxiety during task performance. Instruments used in thestudy will be discussed and implications for future research will be highlighted.

Investigating the pre­task planning stage in online tasks: effects of synchronous oral versus synchronouswritten modeAleksandra Malicka, Christine AppelOpen University of Catalonia, Spain; aleksandra.malicka@gmail.comAbstract:The issue of pre­task planning stage has been systematically investigated in empirical TBLT investigations in traditional settings.However, much less attention has been given to this construct in online synchronous TBLT tasks. While most studies haveoperationalized planning as the presence or absence of the time available to plan, this study set out to investigate what learners do inthe pre­task planning stage. It examined the effects of different modes of pre­task planning stage: oral versus written. The objective ofthe current study is two­fold: 1) to explore the dynamics of learner­learner interaction in each condition (oral vs. written), and 2) toinvestigate the characteristics of two collaborative written tasks done after engaging in the pre­task planning stage. The participantswere fifty B2 level Spanish and Catalan students of English at a fully online university, and they were divided into two groups: pre­taskplanning in the written mode, and pre­task planning in the oral mode. In each of these groups, the participants were further divided intogroups of 4 participants. The pre­task planning stage consisted in interacting with the other group members via the oral or written modeof Skype, with the objective of taking a series of decisions about a subsequent writing task. The treatment tasks were collaborativewriting assignments: an essay and a political campaign website. Both the pre­task planning stage and the writing tasks were legitimatecomponents of the English language course the participants were enrolled in. Learners’ interaction was analyzed for the number ofturns, length of turns, and idea generation, and different patterns were found for the oral and for the written pre­task planning stage.Concerning the writing assignments, these were analyzed for complexity and accuracy. They were found to be differentially affected bythe oral and the written pre­task stage.Brief Summary:This study investigates the effects of synchronous oral versus written pre­task planning stage on learner­learner interaction. It alsolooks at the quality of writing tasks done as a result of engaging in the pre­task planning stage.

SES­39: Writing / AssessmentTime: Thursday, 20/Apr/2017: 11:00am ­ 1:00pm · Location: 2.3

Session Chair: Lena Vasylets Maximum number of presentations for this session: 7

11:00am ­ 11:30am Revisiting the Role of Peer Feedback in Writing Tasks: A Classroom­based Study of Advanced L2 and Heritage

Language LearnersJanire Zalbidea1, Lucia Badiola­Maguregui21Georgetown University, United States of America; 2University of Illinois at Chicago, United States of America; jz401@georgetown.eduAbstract:Peer feedback (PF) sessions in writing tasks have been claimed to offer several benefits to language learners, both instructional (e.g.,increased opportunities for meaning negotiation, development of revision strategies) as well as socio­cognitive (e.g., fosteringcollaborative learning). Although there is some empirical support for the value of PF in writing development, prior research has largelyfocused on second language (L2) students, leaving other populations underresearched (see Hu & Lam, 2010). Specifically, no studiesto date have explored the role of PF among heritage language (HL) learners, even though this learner group’s literacy and socio­affective needs differ greatly from those of L2 speakers (Hedgecock & Lefkowitz, 2011). Furthermore, while numerous studies haveconsidered learner attitudes towards PF, few have investigated how attitudes impact learners’ actual provision and use of PF (see Hu,2005).This study aims to fill these research gaps by investigating L2 and HL learners’ (a) provision and use of PF in writing tasks, (b)learners’ attitudes towards PF, and (c) relationships among these two dimensions. Participants were 20 L2 and 20 HL students enrolledin separate advanced university­level Spanish classes. Data included first drafts for a writing task, written PF comments, revised drafts,responses to a questionnaire, and focus group interviews.Preliminary analyses reveal a number of similarities in the provision and use of PF between L2 and HL learners, although differencesappear in the rate of target types to which PF is directed. Additionally, both L2 and HL learners viewed PF as pedagogically valuable,particularly for the development of linguistic and writing skills. However, perceived PF usefulness for the improvement of local aspectsof writing as well as students’ self­confidence in the provision of PF varied considerably by group. Based on the findings, we offersuggestions for the optimal implementation of peer­review tasks among these learner populations.Brief Summary:The study investigates second and heritage language learners’ (a) provision and use of peer feedback in writing tasks, (b) learners’attitudes towards and perceived usefulness of peer feedback, and (c) relationships among attitudes and peer feedback practices.

11:30am ­ 12:00pm Learner Characteristics and Interactional Styles during Collaborative Writing Tasks: The case of Korean

Heritage and Foreign Language LearnersHakyoon Lee, YouJin Kim, Minkyung KimGeorgia State University, United States of America; hlee104@gsu.eduAbstract:Although much research has been conducted on learner ­learner interaction during collaborative tasks (e.g., Dobao, 2012; Kim &McDonough, 2008; Storch, 2002;), little has been known about the nature of pair dynamics between heritage language (HL) learnersand foreign language (FL) learners (cf. Bowles et al., 2014). Additionally, little attention has been drawn to the role of collaboration inlearning of Korean in a foreign language classroom. The current study compared interactional patterns during collaborative tasksbetween Korean HL­FL and FL­FL pairs at a university.This study investigated how different types of learners of Korean learn and use Korean honorifics through collaborative writing tasks.We analyzed pair dynamics and examined the relationship between pair dynamics and learning among FL­FL and Hl­FL pairs.Participants were 10 Korean HL learners and 30 FL learners (10 HL­ FL and 10 FL­ FL dyads). They carried out a pretest, twocollaborative writing tasks, two posttests, and a questionnaire during one month in their university Korean class. Collaborative writingtasks which focus on teaching Korean honorifics asked each dyad to create TV drama scripts based on pictures and scenarios thatinvolved honorifics use. Students' interactions during task performance were audio ­recorded and transcribed. Pretest and posttests arewritten Discourse Completion Tasks and acceptability judgment tests. Their task performance data were analyzed for pair dynamicsfollowing Storch (2002), and the tests were scored for accuracy and acceptability judgment levels. The findings showed that pairdynamics were associated with their learning outcomes; however, different patterns were found depending on their pairing (i.e., FL­FLvs. HL­FL). This study also shed light on the effectiveness of practicing targeted L2 pragmatics in authentic and communicative tasks.In addition, the findings will be discussed in light of designing collaborative tasks and group paring in a foreign language classroom.Brief Summary:The purpose of the study is to analyze the pair dynamics among HL ­FL and FL­ FL dyads during tasks and to identify interactionalpatterns. We examined Korean HL­ FL and FL­ FL interactional patterns during collaborative tasks on Korean honorifics. The findingshave an implication on designing collaborative tasks and group paring.

12:00pm ­ 12:30pm Adding context to speaking tasks for large­scale assessment: Does more context mean better inferences?

Larry Davis, Pam Mollaun, Jonathan Schmidgall, Yuan Wang, Ching­Ni HsiehEducational Testing Service, United States of America; ldavis@ets.orgAbstract:A key feature of task­based assessment is that meaning is communicated “within a well­defined communicative context (andaudience), for a clear purpose, towards a valued goal or outcome” (Norris, 2016). However, in large scale speaking assessmentsissues such as practicality and fairness may lead to tasks where little description is provided regarding the context, audience, andreason for speaking. Such decontextualized assessment tasks may in turn limit the evidence that can be collected regarding testtakers’ abilities, particularly how well they can achieve a communicative purpose in a way that is appropriate to the situation.This presentation describes the development and evaluation of computer­delivered academic speaking tasks, similar to those used inlarge scale assessment, where contextual information was provided with the goal of eliciting evidence of the ability to communicateappropriately in the given situation. Contextual features were identified using a framework developed by Xi (2015) and items weredevised in which text and multimedia were used to communicate a situation, audience, and purpose. English language learners(N=915) from a variety of countries and language backgrounds individually responded to the monologic tasks via computer. Responsesto one such task (n=120), which elicited disagreement with an imagined interlocutor, contained features of appropriate communicationsuch as use of modals to soften disagreement. Additionally, such features were more frequent in responses receiving higher holisticscores. Test takers’ reactions to the research tasks were positive as well, with the tasks generally viewed as more engaging and

authentic than academic speaking tasks that did not include such context. The presentation closes with a consideration of thechallenges and opportunities associated with the use of increased context in large scale speaking tests, including challenges in makingtasks fair to test takers from different cultural backgrounds, and opportunities to use technology to establish the task context.Brief Summary:Context plays a key role in task­based assessment, but in large­scale speaking tests the communicative context is oftenunderspecified. Computer­based academic speaking tasks were developed where the situation, audience, and purpose was provided.The tasks elicited evidence of the ability to communicate appropriately in the given situation.

12:30pm ­ 1:00pm Effects of task design on oral fluency at different levels of proficiency in Aptis speaking test

Parvaneh Tavakoli1, Fumiyo Nakatsuhara2, Ann­Marie Hunter31University of Reading, United Kingdom; 2Bedfordshire University; 3St. Mary's University College; p.tavakoli@reading.ac.ukAbstract:Although L2 oral fluency is considered as an important construct in communicative language ability (de Jong et al, 2012; Segalowitz,2010; Skehan, 2009) and a key descriptor of speaking proficiency in many language assessment frameworks (e.g. FSI scales in 1970sand CEFR, 2001), there has been little systematic research investigating assessment of oral fluency at different levels of proficiencyand across different tasks. Research in task design has clearly demonstrated the impact of design on oral fluency in classroom and labsettings (Tavakoli et al., 2016; de Jong & Perfetti, 2011), but little is known about the extent to which task design may impact fluency inassessment contexts, or whether such impact interacts with different levels of proficiency. Researching assessment of oral fluency isparticularly important as previous research has suggested that examiners often find fluency the most difficult to assess and that fluencyis the most susceptible feature to elicitation tasks (Brown, 2006; Nakatsuhara, 2012).The study reported in this presentation draws on data from the British Council’s Aptis speaking test at different levels of proficiencyranging from A2 to C1. The data include 128 task performances from 32 candidates taking the Aptis speaking test in 2015 and 2016.The analysis examines different aspects of the candidates’ utterance fluency including speed, breakdown and repair measures acrossdifferent tasks and levels of proficiency. A repeated measures MANOVA is used to investigate the effects of task design and proficiencylevel as well as the interaction between the two. The work­in­progress analysis suggests some differential effects of task design onaspects of fluency and an interaction between task design and levels of proficiency. The findings have significant implications for testdesigners and language assessment benchmarks.Brief Summary:This paper examines the effects of task design on aspects of fluency across different levels of proficiency from A2 to C1 in the BritishCouncil international test of English, Aptis. The data, 128 task performances from 32 candidates from various L1 backgrounds, areanalysed for speed, breakdown and repair measures.

Peer and self talk during collaborative and independent writing tasksYuko WatanabeUniversity of British Columbia, Canada; yukowb@yahoo.comAbstract:The use of collaborative tasks in a second language (L2) classroom has been supported theoretically and empirically. Theoretically, thebenefits of peer­to­peer tasks are underpinned by Swain’s work on the significance of collaborative dialogue (2000) and languaging(2006) – using language to reflect on their language use – as a source for L2 learning. Several studies have confirmed that language­related episodes (LREs) – an instance of languaging – represent L2 learning in progress (Author, xxxx). Nevertheless, studies oncollaborative versus individual tasks to date have demonstrated mixed results. While some studies reported the benefits ofcollaborative tasks, others found no differences between them.Since previous studies typically compared collaborative and individual tasks in terms of task outcome and/or posttest results, thepresent study focused on the process of task engagement. The research question addressed is how collaborative and individual writingtasks generate L2 learners’ LREs, and how they use dialogue as a scaffolding tool to mediate their compositing processes. Data weregathered from 20 university students in an intact English writing class in Japan. The students performed a composition task twice – inpairs and independently. During independent writing, students were encouraged to speak aloud to themselves while writing, but theywere not required to do so. I analysed their pair dialogue during collaborative writing and speech for self (i.e., encouraged privatespeech) during independent writing in terms of a frequency, type and resolution of LREs and scaffolding episodes.The findings indicated similar trends for both collaborative and independent contexts in that the learners used dialogue (with their peerand themselves) to facilitate their composing processes and correctly resolved most linguistic problems they encountered. A closerexamination, however, rendered support for the use of collaborative tasks, which may offer and stimulate more varied opportunities toprovide and receive scaffolding.Brief Summary:The present study examined how collaborative and individual writing tasks elicit learner­generated language­related episodes (LREs)and verbal scaffolding. Analysis of LREs and scaffolding episodes produced by university English learners during pair and individualtask engagements demonstrated similar trends, yet rendered support for the use of collaborative tasks.

SES­40: Task Complexity 2 / Multimodal Tasks 3Time: Thursday, 20/Apr/2017: 11:00am ­ 1:00pm · Location: 2.4

Session Chair: Mohammad Ahmadian Maximum number of presentations for this session: 7

11:00am ­ 11:30am The role of task sequences and learners’ participatory behaviors in English­medium instruction: A mixed­

methods studyShungo Suzuki1,21Lancaster University, UK; 2Waseda University, Japan; s2.lifework@gmail.comAbstract:English­medium instruction (EMI) has recently become one of the common models to teach academic subjects in English, especially inhigher educational settings. Although EMI is not fundamentally designed as language instruction (Hellekjær, 2010), according to theliterature on task­based language teaching (e.g., Ellis, 2003; Willis & Willis, 2007), EMI can be defined as a series of unfocused tasksin the way that students use English meaningfully for a clear outcome (i.e., understanding the academic content) without any deliberatelanguage teachings. It is, however, still relatively unclear how unfocused tasks can encourage students to focus on form, whichfacilitates successful L2 acquisition (Ellis & Shintani, 2013; Long, 1991). This study is, therefore, conducted in a sequential mixed­methods design to investigate which aspects of speech production learners can develop through a one­year long EMI course in Japan,with their retrospective interviews used to examine their participatory behaviors in EMI. The participants were eight intermediate­levelundergraduate Japanese­speaking learners of English, who took the target EMI over one academic year in Japan (MTOEFL ITP =523.7). Their speech was elicited via an argumentative speech task at the pre­, mid­, and post­tests outside the classroom, andconsequently assessed by 15 linguistic measures. Furthermore, semi­structured retrospective interviews were individually conductedafter the post­tests. Results showed that they produced significantly more extended and more accurate speech after the mid­tests atthe expense of lexical sophistication. Furthermore, the interview data revealed that post­task conditions (e.g., group discussion afterwritten quizzes) reflected in task sequences successfully encouraged learners to focus on form (Skehan, 2011), and also suggestedthat they elaborated and paraphrased their utterances to make the academic content more comprehensible (i.e., comprehensibleoutput; Swain, 2005). These findings demonstrate how task sequences and learners’ participatory behaviors to function themselves inEMI influences their developmental trajectories of L2 speech production.Brief Summary:This mixed­methods study investigated the effects of one­year long English­medium instruction (EMI) on complexity, accuracy, andfluency of L2 oral performance with the retrospective interview data used to complement quantitative findings. Results revealed tasksequences and learners’ participatory behaviors in EMI contributed to the interrelated developments of complexity and accuracy.

11:30am ­ 12:00pm Task Complexity Effects on Learner­Learner Interaction in Beginner Spanish Classrooms

Maite García1, Derek Reagan3, Caroline Payant21Universidad del País Vasco (UPV/EHU), España; 2University of Idaho, United States of America; 3Washington State University, UnitedStates of America; maitegarcia210@gmail.comAbstract:Given the importance of interaction for L2 development, a number of TBLT researchers have focused on task design characteristicsthat will foster interaction thus prompting language development (Mackey, Abbuhl, and Gass, 2012). Informed by Robinson’s (2001)Cognition Hypothesis, the variable task complexity has received significant attention with a majority of researchers manipulating thenumber of elements and the reasoning demands. The benefits for increasing the complexity of tasks on interaction­driven learningopportunities are only partially supported (Kim, 2015) and appear to focus on a subset of task complexity features. Moreover, to thebest of our knowledge, few have manipulated task complexity with incipient language learners. The goal of the present study was toexamine the influence of manipulating the task complexity variable [+/­ perspective taking] on interaction­driven opportunities(operationalized as language­related episodes (LREs)) with incipient learners of Spanish as a foreign language.Two first­semester Spanish classes (N=24) were randomly assigned to one treatment group (i.e., [– perspective taking] or [+perspective taking]) and were required to complete a decision­making task: selecting a destination for a trip. In a first instance, learnersfrom each task complexity grouping exchanged information orally for three destinations. Then, learners from the simple group wereinstructed to select a destination based on their own preferences ([­ perspective]) whereas learners from the complex group made aselection using a fictitious family’s attributes ([+perspective]). To examine the benefits of completing more complex tasks, learner­learner interactions were audio­recorded and transcribed verbatim. Recorded data was analyzed for language­related episodes(LREs), namely instances where the learners questioned their language use. Furthermore, the final written products from eachcomplexity groupings were coded for complexity and accuracy. The findings from this study will expand our understanding of taskcomplexity features and learner variables.Brief Summary:The present study examined the influence of manipulating the task complexity variable [+/­ perspective taking] on interaction­drivenopportunities (operationalized as language­related episodes (LREs)). Incipient learners of Spanish as a foreign language completedtwo­way information gap tasks. Results are framed within Robinson’s (2001) Cognition Hypothesis.

12:00pm ­ 12:30pm Warning: The presentations finish prior to the end of the session! Exposure, language aptitude and proficiency as mediators of vocabulary acquisition through captioned video

viewingMaria del Mar Suárez Vilagran, Ferran Gesa VidalUniversitat de Barcelona, Spain; mmsuarez@ub.eduAbstract:Exposure to targeted vocabulary words will increase the likelihood that students will understand and remember the meanings of newwords. Being exposed to subtitled audiovisual material appears to favour vocabulary acquisition (Montero Perez et al., 2014) too.Furthermore, aptitude has been found to predict FL learning, the aptitude components related to vocabulary learning being memoryand sound­symbol association. However, the role both aptitude and proficiency play in an experimental design to learn vocabularyusing captioned videos has not been researched thoroughly yet.This paper aims at studying the effects of exposure, aptitude and proficiency on vocabulary acquisition through captioned videoviewing. 57 Grade­10 students with low­intermediate EFL proficiency level were divided in two groups (experimental and control). Bothgroups were pre­taught a series of target words and expressions (TWEs) through a series of tasks in 8 sessions and tested on thosewords at the end of each session. The experimental group was exposed to an L2­subtitled TV series containing the TWEs. So as toassess the retention of TWEs, all learners were tested on both aural and written knowledge of TWEs forms and meanings through a

pre­ and post­test. Aptitude was measured using the LLAMA test (Meara, 2005) and proficiency, using the Oxford Placement Test(Allan, 2004) and the X­Lex (Meara & Milton, 2003) and Y­ Lex vocabulary tests (Meara & Miralpeix, 2006). The results show thatstudents with higher levels of proficiency consistently learn significantly more new words and expressions in the L2 and retain theirmeaning in the L1 in the experimental group, while no proficiency effects are found in the control group. Regarding aptitude, it seems tohave an effect on the retention of TWEs in the L1 in students with high aptitude in the experimental group, but such effect is not foundin the control group.Brief Summary:The effects of exposure, aptitude and proficiency on vocabulary acquisition through L2­captioned video viewing are explored in twogroups (experimental and control), who were pre­taught a series of target words and expressions through a series of tasks. Theexperimental group was additionally exposed to a TV show containing the TWEs.

SES­41: Workshops 9 and 10Time: Thursday, 20/Apr/2017: 11:00am ­ 1:00pm · Location: 3.1

Session Chair: Mayya Levkina Session Chair: Sara Feijoo

Maximum number of presentations for this session: 7

11:00am ­ 12:00pm Building Awareness in Intercultural Negotiations

Dominic John WelshFH Joanneum, Austria; dominic.welsh@fh­joanneum.atAbstract:As Inter­ and Cross Cultural Communication classes have become standard EFL Modules in Higher Education, how do we besttransfer knowledge and skills in such a broad context in the detached atmosphere of the university classroom? This workshop willprovide four task­based, learner­centred activities which serve to not only build awareness of cultural diversity, but also giveparticipants tools that will assist them in navigating complex negotiations in international business. The workshop intends to utilise well­established methods that can be benchmarked and tailored towards both general (undergraduate) and specialized (Masters) curricula.The activities comprise a well­known card game called “Barnga”, an academic case study on the Japanese shoe and leather industry(cf. Clausen, 2007), a non­verbal role play entitled “Albatross” (cf. Landis et al., 2004), and a self­authored case which emphasizes arange of cultural dichotomies (cf. Trompenaars & Hampden­Turner, 2000) . As all four tasks require extensive preparation, observationand analysis, the objective of the workshop is to show practitioners how to adapt role play activities to both the academic and practicalneeds of their students. This approach allows students to put theoretical knowledge into practice within the safe confines of theclassroom. Furthermore, the model lends itself to setting written follow­up assignments such as academic term papers or learnerdiaries, allaying concerns about potentially neglecting writing skills in a predominantly oral course.Finally, participants will benchmark the activities in terms of their own personal needs and expectations, and those of their students.ReferencesClausen, L., (2007). Corporate communication challenges: A “negotiated” culture perspective. International Journal of CrossCultural Management v. 7 no. 3.Crystal, D. (2003). English as a Global Language – 2nd ed. Cambridge: CUPEnglish, L.M., Lynn, S. (1995). Business Across Cultures: Effective Communication Strategies. New York: LongmanLandis, D, Bennett, J & M. (2004). Handbook of Intercultural Training. Thousand Oaks: Sage Publishing.Schmidt, P. (2007). In Search of Intercultural Understanding. Vienna: Meridian World Press.Trompenaars, A., Hampden­Turner, C. (2000). Building Cross­Cultural Competence. New Haven & London: Yale UniversityPresshttp://www.lancaster.ac.uk/users/interculture/pcat6.htm [viewed 16.03.2015]

Brief Summary:Role plays and case studies are excellent tools for conveying intercultural communication skills, however, they are not always tailoredto meet students' academic and professional needs. This workshop will demonstrate and benchmark four different types of activitiescombining theoretical knowledge with practical communication and negotiation skills.

12:00pm ­ 1:00pm How and when to teach grammar in task­based language teaching

Melissa BaraltFlorida International University, United States of America; mbaralt@fiu.eduAbstract:Contrary to common belief, there is a place for grammar teaching in task­based language teaching (TBLT; e.g., Ellis 2006; Norris &Ortega 2000; Spada & Tomita, 2010). Stopping to explain grammar is one way that teachers facilitate learners’ attention to form­meaning connections, which is necessary for adult second language acquisition (e.g., Baralt & Morcillo­Gómez, in press; Samuda,2001). In task­based methodology, the critical issue is how and when to do explicit grammar teaching around a task. Regardless ofwhether a teacher implements task­supported teaching (e. g., the use of tasks alongside grammatical exercises), or, task­basedteaching, the timing of grammar teaching around a task is one of the most important methodological decisions a teacher has to make inhis or her role as the facilitator.In this workshop, participants will learn how and when to teach grammar around tasks. To begin, we will briefly review key TBLTfundamentals. These include TBLT, a definition of a task with examples, and task­based methodology. Participants will then learn aboutthe two most­common task­based methodology frameworks, and where grammar teaching fits in each. These are the Ellis (2003)framework (Pre­Task Phase, During­Task Phase, and the Post­Task Phase) and the Willis (1996) framework (Pre­Task Phase, TaskCycle (task, planning time, and report) and the Language Focus (analysis and practice)). While somewhat different in scope, thesemodels are similar in the way they encourage teachers to reflect on different methodological options around and during tasks, in orderto maximize learners’ task performance and learning. Participants will see demonstrations of the two frameworks being used to teachthe same task. We will then do a group brainstorming session on where grammar teaching arose during the demonstrations, and howthey were different. Next, participants will be divided into small groups in which they will be given a task, and have to decide why, how,and when grammar teaching might take place in the most effective way around that task. Each group will report on their methodologicalreflection. To conclude, we will discuss our privileged role as teachers in the language learning process.Brief Summary:Contrary to common belief, there is a place for grammar teaching in TBLT. However, balancing tasks with grammar teaching can beparticularly challenging for novice teachers and teachers new to TBLT. This workshopdemonstrates why, how, and where to do explicitgrammar teaching around a task.

SES­43: Teachers and tasks 2Time: Thursday, 20/Apr/2017: 11:00am ­ 1:00pm · Location: 3.2

Session Chair: Raquel Criado Maximum number of presentations for this session: 7

11:00am ­ 11:30am Implementing Reflective Tasks in Foreign Language Teacher Education

David GerlachUniversity of Marburg, Germany; david.gerlach@uni­marburg.deAbstract:The effective and deep integration of task­based language teaching (TBLT) has been one of the most important methodologicalinnovations in the last decades for the discipline of foreign language teaching. Based on the ideas and goals of TBLT, the author hasintegrated the concept of ‘reflective task’ in teacher education in order to both foster foreign language teaching competencies and self­determination through reflective thinking among student teachers and teacher trainees in the German teacher education system.Through the exemplary development of tasks in the course of several university seminars and teacher education workshops, thereflective task was meant to help with planning and executing teacher development and reflective thinking in both training and practice.The presentation will show both the theoretical assumptions behind the concept (e.g. Schön 1987; Rickards/Lockhart 2012; Akbari2007; Farrell 2015) and a sample structure in order to exemplify the idea of the reflective task. The presentation will be supplementedwith results from a qualitative study conducted in different stages of foreign language teacher education in the context of promotingreflective practice through the corresponding reflective tasks. Results show a promising improvement in teacher development both interms of competence­oriented planning of foreign language lessons and personal/professional development as well as self­determination (Ryan/Deci 2000). The ensuing discussion will shed light on a potential template and structure that might help transferthe concept of reflective task to other teacher training systems, countries, and institutions (Gerlach et al. 2012).(References and bibliography has been attached as a remark below.)Brief Summary:In order to foster reflective practice among student teachers and teacher trainees, the concept of ‘reflective task’ was developed inorder to facilitate both foreign language teacher development and task planning within training, as well as organizing and structuringteacher education.

11:30am ­ 12:00pm Examining How JFL Teachers at an American University Design Communicative Tasks

Tatsushi FUKUNAGAPurdue University, United States of America; tfukunag@purdue.eduAbstract:While many previous studies have investigated teachers’ design of language tasks (e.g., Johnson 2000, 2003), considerably lessresearch has focused on Japanese­language teachers. For example, Sei (2010) examined how teachers of Japanese develop theirteaching plan with a grammar sentence pattern. Therefore, the current research investigated how Japanese­as­a­foreign­language(JFL) university teaching assistants (TAs) designed three communicative tasks. The purpose of this study was threefold. First, it aimedto explore pedagogical principles shared by the TAs. Second, it intended to investigate how each TA applies his or her own criteria tothree tasks. Finally, it examined how the TAs understood the task achievement of their learners.Eleven JFL TAs at an American university were asked to create three tasks: (1) a self­introduction task, (2) a task in which studentsintroduce school facilities, and (3) a task in which students recommend local foods. After 10 minutes’ preparation, they were asked toverbalize their ideas. The coding scheme used to distinguish each devised task was informed by Ellis’s (2003) criteria. An analysis of33 tasks showed several similarities in terms of the TAs’ perception and implementation of the communicative tasks. One commonfeature shared by many TAs was that they put less emphasis on the task criterion of “the primary focus should be on meaning” in whichstudents are expected to engage in the task as language users, not language learners, while weighing the linguistic forms. Anothercriterion of relying on the learner’s own resources was also given less importance. However, the findings revealed that the participantsapplied different criteria to the three tasks. Finally, the study found that TAs’ view of the assessments of the task achievements variedgreatly. In light of these results, why this might be the case and what these results mean for JFL settings will be discussed.Brief Summary:This research investigated how Japanese­as­a­foreign­language (JFL) university teaching assistants (TAs) designed threecommunicative tasks. One common feature shared by many TAs was that they put less emphasis on the task criterion of “the primaryfocus should be on meaning” while weighing the linguistic forms.

12:00pm ­ 12:30pm Supporting language learning for all in compulsory schooling

Christoph SuterPädagogische Hochschule Zürich, Switzerland; christoph.suter@phzh.chAbstract:In a context of English as a foreign language being taught as part of compulsory basic education, school classes consist of learnerswho are characterized by their wide variety in terms of personal backgrounds, cognitive potential, language competence levels, etc..The TBLT classroom needs to consider these individual profiles and enable learners to both participate in task­based activities anddevelop their language skills. The research presented focuses on the aspect of how to support all the different learners in a classlearning English through tasks. Effects on teaching when focusing on support and on learning with support were explored.Basing on the concepts of language support (Willis 1996) and interactional support (Devlieger & Goossens, 2007), and working in acontext of Task­supported language learning according to Müller­Hartmann and Schocker (2011), a support concept was establishedfor enabling all learners to participate and learn, in order to engage in task­based activities, and to enhance learners’ interculturalcommunicative competence and communicative language skills according to their needs and their potential.Different types, origins and adressees of support were identified and integrated in a framework to provide teachers with a tool toconsider support needs and options. Classroom tasks were then planned, taught and recorded. Research questions focus on teacherdevelopment, including teachers’ changing perceptions, as well as learners’ perceptions, behaviour and progress.Literature:

Devlieger, M., & Goossens, G. (2007). An Assessment Tool for the Evaluation of Teacher Practice in Powerful Task­basedLanguage Learning Environments. In K. Van den Branden, M. Verhelst, & K. Gorp (Eds.), Tasks in action: Task­based languageeducation from a classroom­based perspective (pp. 92­130). Newcastle, UK: Cambridge Scholars.

Müller­Hartmann, A., & Schocker­von Ditfurth, M. (2011). Teaching english: Task­Supported language learning. Stuttgart: UTBGmbH.Willis, J. (1996). A framework for task­based learning (p. 183). London: Longman.

Brief Summary:In compulsory schooling contexts , groups of learners feature various personal backgrounds, cognitive potential, language levels etc.The research project presented focuses on supporting individual learners to participate and develop in learning English through tasks.A coherent concept for support was developed and explored, considering both teachers' and learners' perspectives.

12:30pm ­ 1:00pm Successes and challenges implementing TBLT with pre­service and in­service EFL teachers in a public school

in ColombiaAdriana GonzálezUniversidad de Antioquia, Colombia; adrianamariagonzalez@gmail.comAbstract:The development of communicative classes is a major demand to EFL teachers to attain the national English standards proposed forColombia (Cely, 2007). However, issues such as scarce teaching recourses, limited time of instruction, teacher­centered classes andgrammar­oriented curricula have been a constant challenge in the majority of public schools (Cárdenas, 2006; Correa and González,2016; Correa, Usma, and Montoya, 2014; González, 2007; Sánchez & Obando, 2008).TBLT represents an adequate alternative to foster communication in EFL classrooms as it promotes interaction, gets students to focuson the language and the learning process itself, values their personal experience and connects language use inside and outside theclassroom (Nunan, 2004). Additionally, this approach provides students with rich input, increases their motivation and may beimplemented alongside more traditional teaching methodologies (Ellis, 2009).In this paper, the presenter reports the findings of a qualitative case study that shows the implementation of TBLT in two EFLclassrooms in a public school. Two pre­service and two in­service EFL teachers participated in the study. Data collection included thestudent­teachers’ journals, class observations, interviews, writing samples and recordings of students’ interaction in group work.Findings show that TBLT represented at the same time a successful experience and a challenge for both types of teachers. Verypositive changes in the classes’ dynamics took place: teachers used more language skills integration instead of teaching isolatedgrammar; motivation to learn the language was evident for the majority of students; and the attainment of the language objectives forthe class was evident. However, issues such as the lack of sustained professional development and the role of prior teachingexperiences may hinder the use of this kind of teaching approach. The presenter will propose some suggestions for EFL contexts toovercome this limitation.Brief Summary:In this paper, the presenter reports the findings of a case study that implemented TBLT in a public school in Colombia. A major findinghighlights students’ interaction and language learning. However, teachers’ lack of sustainable professional development opportunitiesand prior teaching experience shaped the implementation of this approach in an EFL context.

SES­44: Implicit / Explicit Instruction 2Time: Thursday, 20/Apr/2017: 11:00am ­ 1:00pm · Location: 3.3

Session Chair: Joan C. Mora Maximum number of presentations for this session: 7

11:00am ­ 11:30am Innovating with task­based language teaching: Input­based instruction for near­beginners in a state secondary

school.Rosemary May Erlam1, Rod Ellis21University of Auckland, New Zealand; 2Curtin University, Perth, Australia; r.erlam@auckland.ac.nzAbstract:The study we report had two aims: (1) to investigate the effect of input­based tasks on the acquisition of vocabulary and grammar bynear beginner­level learners of L2 French and (2) to report on the introduction of task­based teaching as an innovation in a statesecondary school. The study was conducted in a school classroom with 34 learners in their first year of secondary school and involvedthe students’ normal teacher. It was designed to investigate whether incidental acquisition takes place when there is a functional needfor learners to pay attention to target structures and vocabulary. Students in the experimental group completed a series of focusedinput­based language tasks, taught by their teacher, over 2 lessons. These were designed to draw their attention to markers of pluralityin French (des, les, sont) but at no stage did students receive any explicit instruction/explanation of these features. Tests (administeredas pre, post and delayed tests) established that these beginner level learners of French did acquire receptive knowledge of the newvocabulary and target structures in comparison with a Control group which completed the tests only. There was also some evidencethat the tasks helped students develop productive knowledge of the target structures. A record was kept of the teacher’simplementation of the materials and a post­study interview was carried out with her. The analyses of these data indicated that theteacher was able to successfully implement the tasks designed by the researchers and that she considered the materials effective infocusing the students’ attention. However, she also suggested a number of ways in which the materials could be improved and felt thatthe lessons would have benefited from opportunities for the students to speak as well as listen.Brief Summary:This presentation reports a study which had two aims: (1) to investigate the effect of input­based tasks on the acquisition of vocabularyand grammar by near beginner­level learners of L2 French and (2) to report on the introduction of task­based teaching as an innovationin a state secondary school.

11:30am ­ 12:00pm Comparing the effectiveness of TBLT and PPP on L2 grammar learning. A pilot study with Chinese students of

Italian as an L2.Ilaria BorroUniversità degli Studi di Pavia, Italy; ilaria.borro@yahoo.comAbstract:The effectiveness of TBLT on L2 grammar learning and acquisition is still a debated issue in SLA literature (e.g., Swan, 2005; Long,2016). I herein report an experimental study which aims to compare the effectiveness of TB and PPP approach on the acquisition of agrammar structure.The participants were 2 groups randomized out of 20 chinese pre­intermediate learners of Italian L2, attending a language course atPavia University (MarcoPolo programme).Three target tasks were identified through a needs analysis, and samples of authentic input were collected (Long, 2015).The target structure then chosen were clitic pronouns, occurring with high frequency in the input.Different pedagogic treatments were designed for the two groups, respectively according to the TBLT and PPP approach. Thetreatment for both groups had a duration of 10 hours, carried out within 2 weeks.Group performance was measured at three different stages, prior to, one day after and two weeks after the treatment. The testsincluded an untimed grammaticality judgment test (explicit knowledge measurement), and a self paced reading test (implicit knowledgeand processing ability measurement); furthermore, the participants carried out the same exit tasks (written and oral).I utilized a repeated measure ANOVA to see the effect of independent variables on continuous, ratio­scaled variables (particpantsresponses). The results can be summarized as follows:

the TBLT group outperformed the PPP group with regards of students’ explicit knowledge;no significant difference was found between the two groups with regards of students’ implicit knowledge and processingability;the TBLT group outperformed the PPP group with regards of the exit tasks.

The results suggest that a focus on form carried out during or after task work as a reaction to students’ requests (TBLT) can be aseffective or more effective than grammar exercises and instruction provided before production (PPP).Brief Summary:The experimental study aims to measure and compare the effectiveness of TBLT and PPP on learning and acquisition of a L2 grammarstructure. The results suggest that TBLT focus on form can be as effective or more effective than PPP use of grammar exercises andinstruction.

12:00pm ­ 12:30pm Effects of Focus on Meaning versus Form in Pre­Task Video Model Observations

Marrit van de Guchte1, Gert Rijlaarsdam2, Martine Braaksma31University of Amsterdam, Netherlands, The; 2University of Amsterdam, Netherlands, The; 3Onderwijsraad; vandeguchte@uva.nlAbstract:Over the last decades researchers have investigated the effects of focusing on form at the pre­task stage. However, the pre­task offersmore possibilities than solely a focus on form. Moreover, the pre­task may also encourage learners to think about the content of thetask and may promote more complex language behavior.The observation of video models is a strategy that can be used effectively in the pre­task to direct learners’ attention to either form orcontent. Based on theories on learning from models (Bandura, 1986) and limited attentional resources (Skehan, 1996) the currentstudy investigates the effects of directing learners’ attention to either form or meaning in the pre­task. Forty­eight ninth­grade studentslearning German as a FL were randomly assigned to two conditions: focus on form (FonF) versus focus on meaning (FonM). Studentsin both conditions watched the same videos of two peer students performing a similar task. Written instructions directed participants’

attention to either form or meaning. The FonF group compared the use of German two­way prepositions. The FonM group comparedon the rhetorical structure and attractiveness and persuasiveness.A communicative oral task measured the effects on task performance in terms of accuracy, complexity and fluency. Results showedthat the FonF condition generated more general and accurate use of the target structure than the FonM condition, whereas the FonMcondition outperformed the FonF condition on three complexity measures. Considering that the study has been carried out under realclassroom conditions, we argue that the findings may have an important implication for TBLT pedagogy. Learning from video modelscan easily be carried out in the classroom, given that electronic devices are often already present. Depending on the purposes of thelesson, instructions may guide learners’ attention to either meaning or form and achieve balanced language development in the TBLTclassroom.Brief Summary:This study explores the effects of focusing on form and meaning in pre­task video model observations on subsequent taskperformance. Results showed that the FonF condition generated more accurate use of the target structure, whereas the FonMmeaning outperformed the FonF condition on three complexity measures.

Meaning­Focused Practice Tasks with Consciousness­Raising: Do They Impact Explicit and Implicit KnowledgeCreation Equally?Philippa BellUniversité du Québec à Montréal, Canada; bell.philippa@uqam.caAbstract:The goal of language instruction is to help learners be capable of using language spontaneously, which is believed to occur largelythrough the creation and use of an implicit linguistic knowledge system (Ellis, 2014). Thus, importance is given to instructionaltechniques that provide learners with the opportunity to interact with target grammar meaningfully. However, it is clear that explicitinformation is frequently included during meaning­focused tasks with grammatical instructional goals (Nassaji & Fotos, 2011). Thesetasks are thus focused on meaning, but include some explicit attention towards language, which theoretically should help create bothexplicit and implicit knowledge. However, to our knowledge, this has not been investigated despite the potential for improving learningoutcomes if task type can be interpreted in terms of the knowledge that will be created.This study thus set out to achieve this objective. Thirty young francophones studying English participated in this quasi­experimentalstudy. Over a 10­week period, they completed nine meaning­focused tasks, which each included a 10­minute consciousness­raisingactivity. The target feature was regular past –ed, genitive ‘s, or comparative adjectives. Pretesting, posttesting (final week of treatment)and delayed posttesting (four weeks later) consisted of timed and untimed grammaticality judgement tests, which are consideredmeasures of implicit and explicit knowledge respectively (Ellis et al., 2009).The results found that both types of knowledge were created and developed over time. An ANOVA with type of knowledge andlinguistic feature as independent variables did not find significant differences. Thus, these tasks effectively developed both types ofknowledge, and this, regardless of target feature. The discussion focuses on the importance of uncovering how tasks which differ interms of their focus on language use and language form affect the creation of explicit and implicit knowledge. This information canpromote understanding of efficient means to instruct L2 learners.Brief Summary:Do meaning­focused practice tasks with consciousness­raising equally affect the creation of implicit and explicit knowledge? Thirtyyoung learners completed nine meaning­focused tasks and were tested three times using timed and untimed grammatical judgementtests. These tasks were equally effective at promoting the acquisition of both types of knowledge.

SES­45: Young learners 1Time: Thursday, 20/Apr/2017: 11:00am ­ 1:00pm · Location: 3.4

Session Chair: Geòrgia Pujadas Jorba Maximum number of presentations for this session: 7

11:00am ­ 11:30am Teaching with tasks in primary school EFL classrooms in Vietnam

Trang Le Diem Bui, Jonathon NewtonVictoria University of Wellington, New Zealand; trang.l.bui@vuw.ac.nzAbstract:This paper reports on research into the introduction of task­based teaching and learning in EFL classes in primary school classroomsin Vietnam, a context hitherto under­researched context from a TBLT perspective. In this sector, a new national curriculum wasintroduced in 2010 to improve communicative skill development in English in young learners. Although the curriculum is guided by a“task principle” (Ministry of Education and Training, 2010) and tasks and task­like activities are embedded in the four skills lessons ofthe textbooks, overall, the textbooks follow a presentation­practice­production (PPP) approach.A first phase of the research (Newton & Bui, forthcoming) found that teachers were generally disatisifed with the mechanical nature ofthe PPP lessons and often subverted the PPP sequence by, for example, fronting lessons with communicative activities.As I will report in this paper, in the second phase, PPP lessons were redesigned according to task­based principles (e.g., Ellis, 2003;Willis & Willis, 2007) and taught by teachers in their normal classes. In discussing the findings I will draw on observations and audio­visual recordings of classrooms in action as well as close analysis of transcripts from interviews with teachers and students.The analysis of lesson transcripts revealed learning processes in the task­based lessons such as collaborative scaffolding andnegotiation of meaning which had not been observed in the PPP lessons. Analysis of the interview data showed that the teachers andlearners held positive views of the task­based lessons. Themes emerging from the inteviews will be discussed. Overall, the findingspoint to the viability of task­based teaching in the context of EFL in Vietnamese primary schools. However, the teachers raised anumber of concerns which require attention if task­based teaching is to be more widely adopted in this context. Brief Summary:This paper reports the implementation of task­based versions of the two presentation­practice­production (PPP) lessons byVietnamese primary EFL teachers. Both teachers and learners held positive views of the task­based lessons. The findings point to theviability of task­based teaching in the context of EFL in Vietnamese primary schools.

11:30am ­ 12:00pm Task Formats for Young EFL Learners in German Primary Schools

Andreas Rohde, Judith HofmannUniversity of Cologne, Germany; judith.hofmann@uni­koeln.deAbstract:In 2003, EFL was introduced on a nationwide level in German primary schools, first at grade 3, in some federal states it was evenmoved to grade 1 in 2008. However, there is still no uniform concept for EFL at primary level and there are still numerous schools inwhich English is taught by teachers who have not been formally trained for EFL. These problems have created a divide between themore haphazard teaching of English at primary level and more developed and comprehensive teaching concepts for secondary levelschools. The latter are characterized by a competence orientation in which problem solving through task­based language learning andteaching plays a predominant role. It is believed that problem solving is one of the key competences required for the young EFLlearners in future real life tasks.This paper suggests that in order to develop a viable teaching concept encompassing both primary and secondary level, it is vitallyimportant to introduce TBLT as early as primary level in order to enable young EFL learners to acquire problem solving abilities in theirsecond language, English, right from the start. Within ZuS (an acronym which translates as “future strategy for teacher education”), wehave developed and tested task formats which are suitable for young EFL learners (aged 6­10) despite the prejudice that theselearners are too young for TBLT. First results suggest that these task formats for young learners can be highly successful and representa helpful introduction to more complex tasks at secondary level so that some of the problems of transition from primary to secondarylevel teaching can be thus compensated.Brief Summary:This paper aims to fill the gap between the more haphazard teaching of English at primary level and more developed andcomprehensive teaching concepts for secondary level schools. We will present task formats that can enable young learners to acquireproblem solving abilities in ESL right from the start.

12:00pm ­ 12:30pm Shaping linguistic assistance in L2 collaborative tasks: In the context of young learners

Juliana ShakUniversiti Brunei Darussalam, Brunei Darussalam; juliana.shak@ubd.edu.bnAbstract:Young learners of a second language (L2) often find writing tasks very challenging and they usually feel ill­equipped to complete them.This is because, in addition to the complex cognitive processes and higher level of productive language control that are involved whenconverting ideas and thoughts into readable text, L2 learners have to contend with their first language influence, L2 developmentalreadiness, L2 linguistic abilities, and cultural and educational experiences. There is thus a need to provide appropriate support for themin L2 writing tasks. However, the issue which remains uncertain is what linguistic support young learners actually find useful andappropriate, in order for them to participate successfully in a task where the language required is beyond their current level ofproficiency. Here, learners’ interpretation of what works for them in L2 narrative writing shapes the linguistic support provided to them,and this, in turn, shapes their written performance.This paper reports on an 8­week classroom­based intervention which examined how two dyads of Year 5 learners (aged 10) of differentL2 proficiency levels (i.e., a high­high proficiency dyad and a low­low proficiency dyad) utilised linguistic assistance when theyperformed narrative tasks. Here, linguistic assistance was presented to them in the form of short paragraphs of text outlining theintroduction and beginning of a plot for a story, and they were asked to select and use words or expressions that they themselves feelwere most helpful and appropriate in helping them find their own voices in their story in the L2. Two research questions wereinvestigated: (i) what words or expressions do these learners select when they engage in collaborative writing?; and (ii) how does theirselection of words or expressions shape their written production? Transcriptions of their audio­recorded conversations and their writtenwork served as the basis for analysis.Brief Summary:

This study examines how young L2 learners selectively utilise linguistic assistance provided to them in narrative tasks. Two dyads ofYear 5 learners of different L2 proficiency levels were chosen for qualitative analysis as they participated in a classroom­basedintervention, where they were required to perform collaborative writing tasks.

12:30pm ­ 1:00pm Implementing an Input­Based Task for Low­Proficiency EFL Learners: How can We Scaffold Their

Performance?Yoshitaka KatoChubu University, Japan; kato44taka@isc.chubu.ac.jpAbstract:The purpose of this study is to provide some hints on how TBLT can be implemented for low­proficiency learners in an EFL classroom.Although some researchers have criticized TBLT in input­deficient EFL environments (e.g., Swan, 2005), tasks can be in fact input­based, which “enable learners to develop not only the ability to comprehend input but also the grammatical resources they will need tospeak and write” (Ellis & Shintani, 2014, pp. 155–156). Even so, TBLT practitioners, especially when teaching low­proficiency learners,still have difficulties scaffolding learners’ performance within their zones of proximal development and motivating learners to engage ina task. Previous studies in ELT, however, have informed us of the effective use of L1 as a tool for mediating thinking (e.g., Antón &DiCamilla, 1998) as well as several useful activities in the language classroom such as jigsaw (Aronson et al., 1978). Drawing on thesefindings and tips for classroom teaching, the present case study was conducted at a university in Japan: low­proficiency EFL learners(N = 66) engaged in an input­based task; the task met Ellis’ (2003) four task­defining criteria, and required leaners to jigsaw read apassage and use the information to calculate their “personality scores” affecting their longevity; the use of L1 was allowed for taskmanagement and higher­order thinking; and the learners worked on the task in a collaborative manner to enhance their mutualresponsibility. All of these decisions were based on the theoretical foundations of previous ELT studies. The results of the triangulateddata analysis (i.e., the post­test for measuring their reading skills, the questionnaire about their attitudes toward the task, and the peertalk recorded during their performance) will be presented, discussing the possibility of successful implementation of TBLT for low­proficiency EFL learners.Brief Summary:The purpose of this study is to provide some hints on how TBLT can be implemented for low­proficiency EFL learners. Focusing onhow to scaffold an input­based task, a case study in Japan will be reported along with the results of a reading test, a questionnaire, andrecorded peer talk.

SES­46: Colloquium 3Time: Thursday, 20/Apr/2017: 2:30pm ­ 4:30pm · Location: 2.1

Session Chair: Natsuko Shintani Maximum number of presentations for this session: 7

Tasks for a new era: TBLT in the 21st centuryKris Van den Branden1, Jürgen Kurtz2, Lourdes Ortega31KU Leuven, Belgium; 2Justus Liebig University of Giessen, Germany; 3Georgetown University, USA;kris.vandenbranden@kuleuven.beAbstract:This colloquium addresses the major challenges the TBLT field fa ces in view of the dramatic changes the world has seen over the past25 years as a result of globalization and the technological revolution. A growing number of publications issued by internationalorganisations (such as EU, UN, OECD) and educational experts emphasize that people need to develop 21st century key competencesto function well in the workplace, in societal life, and in their private lives. Most experts agree that these key competences need to bepromoted throughout the curriculum. At the same time, the technological revolution has given rise to new types of target languagetasks people must be able to perform, has changed the ways in which people use languages and extended the opportunities and toolsthey have at their disposal to learn them.The main aim of this colloquium is to sensitize and inspire participants with regard to the following questions: How do the ongoingchanges in society affect the goals, curriculum and pedagogy of TBLT? To what extent, and in what ways, can the teaching of 21st­century key competences be integrated in task­based language teaching? To what extent can the integration of modern technologyenhance the quality of TBLT in the 21st century? Can TBLT contribute to enhancing equity in education and making sure that alllearners benefit from what the 21st century has to offer in terms of language learning potential? And ultimately, do our 20th centurynotions of TBLT still fit learners’ and teachers’ needs in the current era?Time scheduleBrief introduction: 3 organizers (5 minutes)Paper presentation 1: TBLT in the 21st century: up to date?Paper presentation 2: Fostering creativity and improvisation in task­driven learning environments.Paper presentation 3: TBLT in the digital age: the next 25 years ?Conclusion: 3 organizers (5 minutes)Interaction with audience, based on their reactions and questions (20 minutes)Brief Summary:

Do 20th century notions of ‘task’ and ‘TBLT’ still fit learners’ and teachers’ needs in the 21st century? This colloquium addresses themajor challenges the TBLT field fa ces in view of the dramatic changes the world has seen over the past 25 years as a result ofglobalization and digitzation.

TBLT in the Digital Age: The Next 25 Years?Lourdes OrtegaGeorgetown University, United States of America; lo3@georgetown.eduAbstract:TBLT in the Digital Age: The Next 25 Years?We live in a world of intense multilingual learning (and unlearning and relearning) across material and socioeducational contexts thatare greatly complicated by globalization. Three forms of technology exist that just 25 years ago weren’t here: the hyperlinked Web,interactive and multimodal social media, and app­rich mobile media. In this presentation, I discuss three challenges that arise from theneed for TBLT educators and researchers to address the realities of the digital age.The first challenge has to do with authenticity and needs. We may be hard pressed to know what our language students see as“authentic” and “real­world­like” in virtual worlds. Moreover, technology itself has created a whole new set of authentic, real­world targettasks. What are the implications for TBLT curricula? A second challenge is that many studies have begun to capture much incidentallanguage learning during out­of­school uses of technology for leisure (particularly music, films, and computer gaming). TBLT curriculawould benefit from a close integration of these affordances into institutionalised language learning settings at school. How can taskdesign help integrate these two spheres of technology use, so that the learning flows in both directions and is maximized? The thirdchallenge is not least important: the urgency to address social injustice and inequality in language learning. There are benefits inintegrating language, action, content, and technology in 21st­century. But inequalities in the technical and infrastructural basis forinternet connection and ownership of digital devices are a major roadblock for technology­mediated TBLT in many contexts. On theother hand, computer­mediated TBLT initiatives can often be low­budget (e.g., eTandem intercultural exchanges vs. study abroad). Yet,the politics and economics of technology­mediated TBLT remain almost untouched in the TBLT literature. Will TBLT rise to thechallenge of seeking technology­and­tasks designs that support equitable access and justice in education?The challenges call for a reassessment of what it means to learn language through tasks, and they may even force the field to redefinesome of the TBLT notions of the 20th century. If we engage with them, they hold great potential for exciting TBLT developments in thenext 25 years.Brief Summary:Just 25 years ago we didn’t know of the hyperlinked Web, of multimodal social media, or of app­rich mobile media. Our world is alsocharacterized by intense multilingual learning (and unlearning and relearning) due to globalization. How will technology andglobalization transform what it means to learn language through tasks?

Paper presentation 1 for COLLOQUIUM ID 248: TBLT in the 21st centuryKris Van den BrandenKU Leuven, Belgium; kris.vandenbranden@kuleuven.beAbstract:The basic principles of task­based language teaching were laid out in the 1980s. Since then, drastic changes, driven by digitization andglobalization, have taken place in society on a worldwide scale. In view of the fact that TBLT hinges on the link between languagelearning and the things that people do in real life, the question is raised to what extent the goals, curriculum, pedagogy, evaluation oftask­based language learning are affected by those vast societal changes.I will build my presentation around the discussion of the key 21st century competencies which have been claimed to be crucial forpeople to function well in the workplace, in societal life, and in their private lives. Most experts agree that the teaching of the key 21st

century competences should be integrated with the teaching of core subjects such as science, maths and languages. As a result, thegoals and curriculum of TBLT may be in need of revision, and the very notion of “task” may need to be redefined. Since the two otherpresentations in this colloquium (see below) will focus on creative competencies and the competence to deal with modern technology,the examples I will give will refer to some of the other key competencies (e.g., the competence to deal with social diversity, to criticallydeal with information overload, to contribute to a better world…). I will use these examples not only to discuss the impact of recentsocietal changes on the goals of TBLT but also on its pedagogy. The latter is inspired by the observation that digitization andglobalization have also altered the way in which people learn language outside the classroom and the tools they have available to doso.One of the main conclusions I will draw is that in the 21st century, and perhaps more than ever, the objectives of language teachingshould reach well beyond (the study and learning of) language, and the pedagogy of language teaching should reach well beyond thelanguage classroom. As a result, the task­based language teacher should be more than just a language teacher.Brief Summary:see brief summary of the colloquium abstract already submitted

Fostering Creativity and Improvisation in Task­driven Learning EnvironmentsJuergen KurtzJustus Liebig University Giessen, Germany; juergen.kurtz@anglistik.uni­giessen.deAbstract:Imagination, creativity, and flexibility are of great importance in today’s knowledge age and economy. Thus, it is crucial to develop andstrengthen these capacities in schools. Current education reforms, however, place primary emphasis on the ability to perform to fine­graded standards of competency and skill. Imagination, creativity, and flexibility are chiefly viewed from this perspective. Moreover,creativity is typically conceived of as an individual process or product, not as a collaborative endeavor. Little attention is given toimprovisation (spontaneous creativity in performance) and to the flexible use of competencies and skills in everyday social interaction.Generally speaking, current reform initiatives focus much more on accelerating measurable progress in certain subject areas ofcompetency and skill than on fostering mental agility, communicative flexibility, resourceful spontaneity, social adaptability, and acommitment to lifelong learning.Looking at education reforms in the U.S., David Berliner (2012) cautions against placing too many expectations on standards­basedreforms, on thinning down school curricula, and, ultimately, on conceiving of education in terms of measurable outcome primarily. In hisview, elevating competency­based instruction and testing to an educational imperative may eventually have some undesirableramifications. In sum, he refers to them as ‘creaticide by design’.In order to prevent education in schools from being suffocated and, ultimately, from being pathologized by standards­based, test­oriented instruction, it is necessary to place stronger emphasis on developing a culture of creativity, spontaneity, and originality in theclassroom. Task­driven instruction and participatory learning can play a vital role in this pursuit.Starting with a brief discussion of foreign language education under the current regime of standards­based instruction – including someimportant research findings from Germany – this video­supported talk looks at the potential of task­driven instruction and participatorylearning in promoting creativity and improvisation in the EFL classroom. Special emphasis is placed on enthusing and empoweringlanguage learners to speak English spontaneously and flexibly in authentic, partially unscripted and unpredictable communicativecontexts. The talk culminates in the video presentation of the improvisation ‘Bus Stop’, a prototype classroom activity for intermediateEFL learners designed to enhance oral proficiency in the target language.ReferencesBerliner, David (2012). Narrowing Curriculum, Assessments, and Conceptions of What It Means to Be Smart in the US Schools:Creaticide by Design. In: Don Ambrose & Robert J. Sternberg (Eds). How Dogmatic Beliefs Harm Creativity and Higher­Level Thinking.New York: Routledge, 79­93.Brief Summary:Imagination, creativity, and flexibility are of great importance in today’s knowledge age and economy. Thus, it is crucial to develop andstrengthen these capacities in schools. This video­supported talk looks at the potential of task­driven instruction in promoting creativityand improvisation in the EFL classroom.

SES­47: MotivationTime: Thursday, 20/Apr/2017: 2:30pm ­ 4:30pm · Location: 2.2

Session Chair: Martin Robert East Maximum number of presentations for this session: 7

2:30pm ­ 3:00pm Individual and perceived peer motivation for tasks: Group context and TBLT

Paul LeemingKindai University, Japan; paulleeming@yahoo.comAbstract:Researchers have long been aware of the importance of the group context when considering motivation (Clément, Dörnyei, & Noels,1994), and although group dynamics is often discussed (Dörnyei & Malderez, 1997; Dörnyei & Murphey, 2003), there has beenrelatively little research investigating how the context of small groups influences an individual’s task performance. This presentationdescribes a longitudinal mixed­methods research project where individual motivation and that same individual’s perceived motivation oftheir group were measured, and the influence on task­performance was analyzed. Initial English proficiency was measured and aquestionnaire was used multiple times over one academic year to assess individual motivation to speak English, and perceivedmotivation of peers. Groups were video recorded completing tasks, and classroom observation and post­study interviews used in anattempt to assess the impact of individual and perceived group motivation on task performance.Results showed that students’ own motivation to speak English during tasks differs from their perceived motivation of their groupmembers, and that students’ perception of how much their group want to speak English had a direct impact on their own behaviorduring tasks. Rather than the proficiency or motivation of individuals, it seems that how a student perceives the motivation of groupmembers is key in determining their own level of participation in tasks, and also the amount of L1 used. Interview data supported theclaim that students’ performance in tasks is determined by their perceptions of the motivation and attitudes of their peers.The presenter argues that when considering interactive tasks in the language classroom, research focusing on task motivation mustinclude the group context in order to understand what is influencing student behavior. The results also imply that by influencingstudents’ perceptions of peers’ interest in English, teachers may be able to directly influence student behavior during tasks.Brief Summary:This presentation describes a longitudinal mixed­methods study in a university employing TBLT, focusing on the interaction of individualmotivation and perceived motivation of group members, and how this influences task performance. Results suggest that group contexthas a direct impact on how individuals approach tasks, influencing opportunities for language learning.

3:00pm ­ 3:30pm Designing tasks to develop an Ideal Second Language Self in adult EFL learners in a Catalan context.

Jessica MackayEIM, Universitat de Barcelona, Spain; jmackay@ub.eduAbstract:Dörnyei’s (2005, 2009) proposal of the Second Language (L2) Motivational Self System (L2MSS) reconceptualised L2 motivation fromthe perspective of possible selves (Markus & Nurius, 1986, Markus & Ruvolo, 1989) and self­discrepancy theory (Higgins, 1987).Within this framework, a learner’s level of motivation in the study of the L2 depends on the ability to visualise the L2­speaking facet oftheir Ideal self: the person they want to become by speaking the Target Language (TL).To date, relatively little ‘research has been directed at specifically developing an ideal language self’ (Dôrnyei, 2009: 34) andintervention studies have been carried out in predominantly Asian or ESL contexts (Chan, 2014; Fukada, Fukuda, Falout & Murphey,2011; Magid, 2011; Sampson, 2012). This presentation describes a sample of tasks included in a 12­hour classroom interventiondesigned to enhance the Ideal L2 self of adult learners of English as a Foreign Language (EFL) in a university language school inBarcelona.Data were collected predominantly via semi­structured interviews with participants from four intact groups: two intervention groups(N=47) and two control groups (N=51) taught by the same teachers at the same level (CEFR B2). Five ‘focal’ learners were interviewedpre­ and post­intervention, providing longitudinal data. Furthermore, cross­sectional data were obtained by comparing responses oflearners in the intervention groups (N=10) and control groups (N=10) at T2, post­intervention.The results suggest that specifically­designed tasks can have a positive influence on development of possible L2 selves, andconsequently on motivational factors such as attribution and Willingness to Communicate (WTC), but the relative success of such tasksis mitigated by such factors as previous learning experience and language attitudes. Analysis of participant feedback indicated that thetasks designed were well received and of practical use within this context.Brief Summary:This talk presents a sample of tasks designed as part of a classroom intervention to enhance the Ideal Second Language (L2) selvesof adult learners of English as a Foreign Language in the Catalan context. Participants’ reactions to the tasks and development ofpossible L2 selves will be analysed.

3:30pm ­ 4:00pm The effect of L2 teaching approach on motivation and proficiency

Giulia SulisLancaster University, United Kingdom; giuliasulis@hotmail.itAbstract:A body of research in Second Language Acquisition (SLA) has investigated the relationship between instructional approach andsecond language (L2) proficiency (Ellis, 2005), yet only few studies focused on the role of instructional approach in shaping students’motivational identity. This study fills this gap by comparing two L2 teaching approaches, the Accelerated Integrative Method (AIM) andGrandes Lignes (GL), and how they affect learning motivation. AIM follows a task­based approach to language teaching (TBLT), that is,it elicits students’ implicit L2 knowledge through exposure to rich input and a wide range of tasks engaging L2 users in integratedactivities drawing on all four language skills. GL is a French teaching method developed in the Netherlands based on a form­focusedapproach. The main aim of this study is to examine the relationship between instructional approach, motivation and languageproficiency and to document the dynamic development of this relationship over time within a process­oriented approach on SLA(Dörnyei, 2000).The participants in this study were 107 Dutch students of French at a beginner level from four first­grade classes instructed with eitheran AIM or GL approach. Motivation was measured by a questionnaire dispensed in first and second grade, while L2 proficiency wasdetermined through four written assignments administered during first grade. Results revealed a significant difference in themotivational rate and quality of each class; the classes that scored the highest on the main motivational factors were taught withdifferent instructional approaches by the same teacher, suggesting that the teacher performance had a considerable impact on

students’ attitudes towards language learning. The instructional approach, nonetheless, seems to be correlated with proficiency; AIMclasses scored significantly better than their GL counterparts. As for dynamic changes in motivation and proficiency, motivationemerges as a relatively stable construct, while proficiency appears affected by developmental variability.Brief Summary:The purpose of this study is to examine the relationship between instructional approach, motivation and language proficiency and itsdynamic development over time. Four classes of French beginner learners, instructed with either a TBLT or a form­focused approach,were compared in terms of motivation and proficiency from a diachronic perspective.

The differential impacts of learner­ and task­related factors on EFL production of advicefatma bouhlalUniveristy of Montreal, Canada; fatma.bouhlal@gmail.comAbstract:Empirical examinations of advice production by English learners concur on the lack of pragmatic appropriateness of their advice acts(Hinkel, 1997). However, they yielded contradictory findings about the role of proficiency on learners’ pragmatic competence and on thevariety of the linguistic realization strategies they use to give advice (Flor, 2003; DeCapua & Dunham, 2007). Our research clarifies thispicture by adopting a fine­grained operationalization of proficiency and of socio­pragmatic variables.This study investigated the production of advice acts by 15 Canadian native English­speaking adolescents and 30 Tunisian EFLlearners at two levels of proficiency, as determined by their grammatical and morphological accuracy. Participants responded to sixdifferent tasks that vary in terms of topical context: two emails to their school principal, two Facebook messages to close friends, andtwo distractor messages.The advice giving linguistic realizations were coded according to Flor’s (2003) taxonomy and classified into direct (e.g. imperatives),conventionally indirect (e.g. conditional probability) and indirect advice acts (e.g. hints). Adapting Tagushi’s (2006) appropriatenessrating scale, two raters assessed the overall suitability of the responses by considering their degrees of imposition and theirappropriateness to the given task.Preliminary findings indicate that EFL learners’ performance varies more across task­related variables (i.e. socio­ pragmatic factors)than across learner­related variables (i.e. proficiency). In low social distance contexts (i.e. Facebook messages), EFL learners andnative speakers produced advice acts almost similarly. More variability was observed in higher social distance contexts. Unlikeprevious studies, EFL learners, irrespective of their proficiency level, did not overuse direct advice acts or the form should. Yet, overall,EFL learners used hedges considerably lower than native speakers. Furthermore, less proficient learners used high­imposition formsthat were not identified in the responses by either more advanced learners or native speakers. Implications for task­based pedagogyand future research are discussed.Brief Summary:4 groups of EFL learners and native speakers of English produced advice in response to different pragmatic­eliciting tasks. The dataanalysis revealed that all participants used similar proportions of direct and conventionally indirect advice acts. However, they differedin their use of mitigation devices and high imposition forms.

SES­48: Syllabus designTime: Thursday, 20/Apr/2017: 2:30pm ­ 4:30pm · Location: 2.3

Session Chair: Mayya Levkina Maximum number of presentations for this session: 7

2:30pm ­ 3:00pm New Opportunities and Challenges in Task­Based Language Curriculum Design at a U.S. University

Xue MaGeorgetown University, United States of America; xm56@georgetown.eduAbstract:Task­based Language Teaching (TBLT) has been a major teaching trend for almost three decades, but in many cases, there remainmajor differences between preferred curricula and student needs, often due to institutional inertia or lack of appropriate coursematerials (e.g., Hill and Schudi, 2011). Furthermore, there have been limited examples for many languages, including Chinese (Lai,2011). This paper presents a case study in needs analysis and TBLT curriculum design at a graduate­level advanced ChineseMandarin course in Washington, DC that faced such challenges. In order to identify appropriate target tasks for the program’s learners,a task­based needs analysis was conducted through triangulation of data sources (Long, 2005). The author used mixed methods,including semi­structured interviews, post­graduation reports, and a survey questionnaire. The needs analysis identified a significantgap between responses from the Chinese language program’s administrators and the 24 surveyed students. While the standardmaterials were designed to teach Chinese for study­abroad, daily life, and work in the humanities, the host program’s studentsidentified needs in line with their career goals, primarily related to international affairs and business. The learning context and needsanalysis was applied to determine the target tasks and pedagogical tasks for the new TBLT curriculum (Serafini, 2015; Norris, 2009).Three target tasks were identified: 1) maintaining advanced proficiency level, 2) networking with Chinese native speakers, and 3)working with Chinese news information and formal Chinese documents. The author sequences underlying pedagogical tasks accordingto linguistic complexity, cognitive complexity, and communicative pressure (Robinson, 2001). The curriculum is built around freelyavailable Chinese media and aims to develop learners’ job­related communication skills through task­based instruction. The paperreports preliminary student feedback that suggests initiating tasked­based language teaching in this graduate program resulted in highsatisfaction and engagement.Brief Summary:This paper presents a case study in needs analysis and TBLT curriculum design conducted at a graduate­level Chinese languageprogram in Washington, DC. The author identified a gap between administrators’ preferred materials and student learning needs,necessitating the creation of a custom curriculum centered on authentic media.

3:00pm ­ 3:30pm Designing a task­based syllabus for morphologically complex languages: the case of Russian as a foreign

languageJoan Castellví, Elena MarkinaUniversitat de Barcelona, Spain; joan.castellvi@ub.eduAbstract:This study is a theoretical reflection which examines the role of communicative goals and code complexity in task design, as a result ofresearch on TBLT carried out at the University of Barcelona. This research fills a gap concerning TBLT in the context of morphologicallycomplex languages (MCL) such as Russian. In task design, it is crucial to control both the grammatical and lexical content needed tocomplete the task, since too high a linguistic complexity may lead to the impossibility of achieving an outcome, to the lack of learningand, finally, to learners’ demotivation. Code complexity (Skehan 1998) is not usually taken as central in task design and sequencing. Itcan be explained by the fact that grammar can have a minor role when learners perform tasks in languages with a relatively simplemorphological system such as English.Russian language particularities constraint the pre­task teaching strategies. The variation of forms and non­obvious form­meaningrelations complicate eliciting the relevant information and input must be organized in a different quantity and quality from that usedwhen teaching non­MCL. In the task phase, the complexity of the linguistic resources needed to accomplish the task must be added tothe cognitive complexity of the task (Robinson 2001). Code complexity in a given task can demand so much attention that learners maynot be able to handle other cognitive variables of the task. The post­task becomes an especially important phase in which activities thatentail reflection on the task, noticing (Schmidt 2010), production, practice (DeKeyser 2007) and even focus on forms (Ellis 2009) mightbe included.This paper will suggest specific task design strategies supported by data to deal with the issue of code complexity in MCL.ReferencesDeKeyser, R. (2007): Practice in a second language : perspectives from applied linguistics and cognitive psychology. Robert M.DeKeyser (Ed). N.Y.: Cambridge University Press.Ellis, R. (2009): “The Methodology of Task­Based Teaching”. Asian EFL Journal. Daen dong. Busan, Korea.Robinson, P. (2001). Task complexity, task difficulty, and task production: Exploring interactions in a componential framework. AppliedLinguistics, 22 (1), 27­57.Schmidt, R. (2010). Attention, awareness, and individual differences in language learning. In W. M. Chan, S. Chi, K. N. Cin, J. Istanto,M. Nagami, J. W. Sew, T. Suthiwan, & I. Walker, Proceedings of CLaSIC 2010, Singapore (pp. 721­737). Singapore: National Universityof Singapore, Centre for Language Studies.Skehan, P. (1998). A cognitive approach to language learning. Oxford: Oxford University Press.Brief Summary:In this study the role of communicative goals and code complexity in task design is examined in the context of morphologically complexlanguages (MCL) such as Russian. This paper will suggest specific task design strategies supported by data to deal with the issue ofcode complexity in MCL.

3:30pm ­ 4:00pm Task­Based Planning for Beginner Language Learners: A Collaborative Autoethnographic Study

Greg Ogilvie, Brianna Richards, Melanie HawkinsUniversity of Lethbridge, Canada; gregory.ogilvie@uleth.caAbstract:Implementing task­based language teaching (TBLT) in the second language classroom requires a philosophical shift from the form ofpedagogy most educators were exposed to as learners. Central to this shift is a change in the manner educators must approach theplanning/ curriculum development process (Richards, 2013). Drawing on the teacher cognition literature (Borg, 2006), this study

investigated the unique process undertaken when planning a task­based program for beginner second language learners using acollaborative autoethnographic approach (Chang, Ngunjiri, & Hernandez, 2013). Data for the study was collected in the form ofindividual reflections on experiences developing task­based materials and weekly discussions based on planning experiences andquestions emerging from preliminary data.The preliminary findings demonstrate that task­based planning for beginner learners can be both time­consuming and frustratinginitially, as teachers struggle to break habitual planning habits, build adequate background knowledge to engage in meaningful tasks,and identify appropriate tasks. Nonetheless, once engaged in the planning process, positive pedagogical practices ­ namelyscaffolding, activating and building background knowledge ­ emerge naturally and are necessitated when using the approach. Thefindings also reveal the relative ease of utilizing a task­based approach in the planning process for beginner language learners, asinstruction naturally lends itself to engaging communicative tasks, rather than explicit grammar instruction. Nonetheless, questionswere raised about the viability of long­term task­based planning, while maintaining the student­centered character of the approach. Theresults derived from the study demonstrate the need for revisions in the structure of future iterations of the task­based curriculumdevelopment project undertaken by the authors and highlight a potential reason for the dearth of ready­made task­based materials(Markee, 1997; Zhang, 2007; Ogilvie & Dunn, 2010).Brief Summary:TBLT requires a philosophical shift in the teaching­learning process adopted in a language classroom. In this collaborativeautoethnographic study (Chang, Ngunjiri, & Hernandez, 2013), the authors critically analyzed the planning process when utilizing TBLTwith beginner learners. The findings reveal challenges and inherently positive pedagogical practices associated with task­basedplanning.

4:00pm ­ 4:30pm Towards a Task­Based Curriculum: One Step at a Time

Gabriel Michaud, Natallia LiakinaMcGill University, Canada; gabriel.michaud@mcgill.caAbstract:The French Language Centre (FLC) of McGill University offers some 20 different French as a Second Language (FRSL) coursesranging from introductory/beginner (A1) to advanced (C1) levels. These general­purpose language courses attract hundreds ofCanadian and international students, coming from different academic, professional and cultural backgrounds driven by a variety ofmotivations, whose common goal is to benefit from Montreal’s francophone environment and multicultural context in order to developtheir linguistic and intercultural skills.Following a comprehensive program review conducted in 2014­2015 and involving administration, faculty and students, the FLCresolved to implement Task­Based Language Teaching (TBLT) (Ellis, 2003; Ellis & Shintani, 2013; Long, 2014; Norris, 2009; Samuda &Bygate, 2008; Van der Branden, 2006) as its teaching methodology. More than 800 FRSL students were consulted to assess theirappreciation of teaching approaches used by the FLC’s instructors and were invited to express their needs and expectations. Specificcourse­level needs analyses (NA) were subsequently conducted in two B2 level oral communication courses to find out students’motivations, wants, needs, objectives and desired outcomes in order to develop task­based syllabi (Brown, 2009; González­Lloret,2014; Long, 2005; Van Avermaet and Gysen, 2006).This presentation will illustrate the steps of the process by which task­based syllabi were designed and implemented. The presentationwill address the challenges of assessing the needs of a diverse student population in order to determine the thematic content and todesign the authentic real­life tasks that would appeal to different individual students while taking into account the academicrequirements defined by the institution as well as the sociolinguistic and cultural context of the francophone province of Quebec.Finally, concrete examples of tasks as well as students’ perceptions of the TBLT approach will be shared and discussed.Brief Summary:This presentation offers an overview of the program revision process undertaken by the French Language Centre of McGill Universitythat led to the adoption of Task­Based Language Teaching (TBLT) as the department’s foundational methodology and illustrates thesteps of task­based syllabus development for advanced­level general purpose oral communication courses.

SES­49: Corrective feedback / Blended learningTime: Thursday, 20/Apr/2017: 2:30pm ­ 4:30pm · Location: 2.4

Session Chair: Rick de Graaff Maximum number of presentations for this session: 7

2:30pm ­ 3:00pm Form­focused Practice and Corrective Feedback during Japanese EFL Task­based Interaction: The Moderating

Role of Analytical Ability and Working MemoryTakashi ObaMcGill University, Canada; takashi.oba@mail.mcgill.caAbstract:Second Language Acquisition (SLA) researchers have argued that mere exposure to communicative tasks and incidental secondlanguage (L2) grammar learning is not sufficient to acquire accuracy of certain grammatical structures (e.g., Lyster, 2007). Assuggested in previous studies, implementing systematic form­focused instruction (FFI) within communicative activities may enablelearners to use target structures in communicative tasks and develop their L2 proficiency (e.g., Ortega, 2007). Hence, the aim of thisstudy is to investigate whether proactive FFI techniques ­ form­focused practice (FFP) ­ with and without corrective feedback (CF) areeffective for Japanese EFL learners’ acquisition of English past tense (affirmative statements and question formation), in relation tolearners’ cognitive abilities (i.e., analytical ability and working memory). After completing cognitive tests and pre­tests, 160 Japanesehigh school students were randomly assigned to two experimental groups and two control groups. During six­week treatment session,following Ranta and Lyster’s (2007) three­part instructional sequence, Awareness­Practice­Feedback, experimental groups engaged invarious FFP activities (e.g., Find Someone Who) followed by communicative tasks (e.g., Alibi) with and without CF (i.e., repetition andrecast). Meanwhile, a task control group participated in form­unfocused practice followed by the same communicative tasks. A testcontrol groups participated in its regular L2 lessons (i.e., reading comprehension activities). Immediate post­tests and delayed post­tests four weeks later were administered. Participants’ L2 development was measured by error correction tests and oral and writtenproduction tests. The data was analyzed by conducting mixed design repeated ANOVAs and multiple regression. Language­relatedepisodes (LREs) were examined to identify participants’ use of target forms during interaction. The results of these analyses will bepresented and the specific roles played by FFP and CF in enhancing students’ L2 performance and development relative to individualdifferences in task­based classroom contexts will be discussed.Brief Summary:This study aims to investigate the effects of a six­week instructional treatment integrating proactive form­focused instruction techniques­ form­focused practice ­ with and without corrective feedback, on 160 Japanese high school students’ acquisition of two differentlinguistic targets in relation to their analytical ability and working memory.

3:00pm ­ 3:30pm The impact of task on the noticeability of corrective feedback in a three dimensional virtual environment versus

a traditional classroom setting: The relationship between task and contextEva Kartchava1, Hossein Nassaji21Carleton University, Canada; 2University of Victoria, Canada; eva.kartchava@carleton.caAbstract:In their volume on technology­mediated TBLT, González­Lloret and Ortega (2014) called for research into the relationship betweentasks and technology. Specifically, they urged for investigations into the extent to which each affects the other as well as into howtechnology and task integration may impact the contexts in which they are used. This study is an attempt to address the second call bystudying the impact of task (i.e., a goal­oriented activity in which two or more learners work together to obtain mutually agreed uponoutcomes) on the noticeability of corrective feedback in two different contexts: a three­dimensional computer­mediated environment,where participants engage in real­life communication as avatars (i.e., graphic representations of themselves), and a traditional face­to­face classroom. When used as pedagogical environments, 3D computer­mediated contexts have been theoretically suggested toprovide opportunities for active L2 use, negotiation on meaning (Peterson, 2011, 2012), and consequently for linguistic and correctivefeedback (Zheng, Young, Brewer & Wagner, 2009). However, little is known about whether a task carried out in a 3D virtual contextwould affect language learning differently from a task conducted in face­to­face interactions.Two groups of intermediate university learners of English (n=16) completed a task designed to promote the use of simple past tenseand received feedback on their erroneous production. One group received feedback in a face­to­face context, and the other in a 3Denvironment. Feedback noticeability was measured through learners’ production of modified output, which has been shown to be asignificant predictor of L2 learning (McDonough, 2005). The results showed that while the 3D learners produced a lower amount oflanguage output than their face­to­face counterparts, both groups produced a proportionally similar amount of modified output inresponse to feedback, suggesting a differential effect of task on language production and noticeability of feedback in the two contexts.Brief Summary:This study compared the effect of task on the use and noticeability of corrective feedback in a 3D computerized environment verses thetraditional classroom. The results suggest a differential effect of task in the two contexts, with lower language use in the former andsimilar modified output across the contexts.

3:30pm ­ 4:00pm Corrective feedback and negotiation of meaning during children's task­based peer interaction in an elementary

bilingual Montessori classroomJana WinnefeldUniversity of Hildesheim, Germany; Jana.Winnefeld@googlemail.comAbstract:Studies in the field of oral production and interaction in an L2, including feedback and repair, most frequently focus on interactionsbetween a learner and an expert. The research participants are predominantly adult and adolescent learners (for an overview see e.g.Mackey, 2007). They benefit from interaction and feedback in various ways (e.g. Lyster, Saito, & Sato, 2014). Interactions betweennon­native speakers differ from those of non­native speakers with an expert (ibid.; Philp, Adams, & Iwashita, 2014). However, there hasbeen little research on interaction between young learners (e.g. Oliver, 1998; 2002; 2009; Mackey, Oliver, & Leeman, 2003). Studies,primarily set in the laboratory and ESL context, have shown that children are able to negotiate for meaning and to modify their outputwhen communicating with each other. The patterns of their interaction during task work in real classrooms is of great interest, inparticular in contexts where a foreign language is taught at elementary level and where more time is devoted to dyadic work. Thequestion is whether young learners really negotiate for meaning and provide each other with corrective feedback during classroomtask­based interactions.

The paper presents an empirical study on peer interaction of young learners of EFL in an elementary bilingual Montessori classroom.During their regular lessons, over a period of eight days, three dyads of learners aged six to seven of different L2 oral proficiencyworked on a task daily. The tasks were designed to promote negotiation of meaning through information exchanges necessary tocomplete the task (see e.g. Ellis, 2003). There were four different task types on two different topics. Audio­ and video­recordings of thetask­based interactions were transcribed and coded deductively as well as inductively. Findings on the children's interaction, correctivefeedback, negotiation of meaning, and repair will be contained in the final paper.Brief Summary:The presentation reports on an empirical study on task­based peer interaction of young EFL learners in an elementary bilingualMontessori classroom. Findings on corrective feedback, negotiation of meaning as well as repair in dyadic task­based interaction arepresented.

4:00pm ­ 4:30pm Evaluating the Impact of Blended Learning on Real­World Task Performance of Second Language Learners

Rebecca Jee, Katie Nielson, Mari NazaryVoxy, United States of America; rebecca@voxy.comAbstract:While many researchers and educators agree that personalized instruction using authentic learning materials is highly effective(Nielson & Gonzalez­Lloret, 2010; Long 2015), there is still a dearth of research on how TBLT impacts real­world outcomes (Norris2009; Gonzalez­Lloret & Ortega, 2014). Building on past research on the impact of blended learning on performance and engagement(Jee & O’Connor, 2014; Nielson, 2014), and the impact of technology­mediated instruction on the success of learners preparing for jobinterviews, researchers examined how successful English language learners (ELLs) were in reaching a wider variety of learning goalsafter engaging with a blended English as a Second Language (ESL) course. This course offered adult learners from various firstlanguage backgrounds authentic learning materials with which they engaged autonomously, as well as face­to­face tutoring sessionswith trained ESL instructors. Both the self­study materials and tutoring sessions were focused around the learners’ goals, and alllearners were encouraged to fully engage with the blended course. After six months of engagement, researchers examined three keypieces of data that would help determine the success of the learner in reaching his or her goals: 1) quantitative data on learnerperformance and engagement with the course, 2) qualitative feedback from tutors, and 3) proof of accomplishment, e.g., photo ofTOEFL scores or job offer letter. After a brief description of the research setting, including the learning materials, face­to­face tutoringsessions, and various assessments utilized, the presentation will discuss the impact of both self­study and synchronous instruction onlearners’ abilities to reach their learning goals.Brief Summary:This presentation will review and discuss findings from research conducted on how a blended ESL course contributed to its learners’abilities to accomplish the tasks for which they were preparing.

SES­50: Colloquium 4Time: Thursday, 20/Apr/2017: 2:30pm ­ 4:30pm · Location: 3.1

Session Chair: Alex Housen Maximum number of presentations for this session: 7

Task learning in the context of writing: Revisiting the empirical evidence and expanding research agendasRosa María Manchón2, Lena Vasylets1, Roger Gilabert11University of Barcelona, Spain; 2University of Murcia, Spain; vasylets@ub.eduAbstract:This colloquium builds on the tasks and writing momentum within TBLT and SLA­oriented L2 writing research (see XXXXXX &XXXXXX, 2014; XXXXXX, XXXXXX & XXXXXX, 2016) in an attempt to (i) review critically and expand the available empirical evidenceon the language learning potential (LLP) associated with writing tasks and, on the basis of it, (ii) suggest ways of moving researchagendas forward. The theoretical and empirical contributions will more narrowly focus on task­modality effects and task repetitionlearning outcomes. Connections between oral and written language learning tasks and instructional contexts will be established,highlighting at the same time the idiosyncrasy of the context of a writing task, which imposes specific conditions and constrains on taskperformance and, as a consequence, provides distinct learning opportunities. The colloquium combines theoretical reflections,empirical contributions, as well as ample time for questions and audience participation.INTRODUCTIONIn the Introduction to the colloquium, XXXXXX and XXXXXX will set the scene for the rest of contributions. They will critically assess (i)how writing task­learning has (not) featured in TBLT theory and research, and (ii) the theoretical and practical relevance of expandingTBLT research agendas on task modality and task repetition effects (including learning processes and outcomes). Regarding taskmodality considerations, it will be argued that the idiosyncrasy of language production in the written mode as opposed to the oral mode(i) has a bearing on the L2 acquisition processes evoked during L2 task performance, and (ii) influences quantity/quality of L2 taskoutput. They will also critically evaluate the applicability to writing of the TBLT theoretical tenets originally intended to account for theoral mode, especially the construct of task complexity (Robinson, 2001; Skehan, 2009). The distinctive nature of task repetition (TR) inthe environment of L2 writing and the potential language learning benefits that may derive from implementing various forms of TR willalso be analyzed. The main argument put forward will be that it is theoretically and pedagogically relevant to problematize and expandcurrent understandings of TR in the realm of oral tasks on account of both the defining characteristics of written communication(especiallythe distinct nature of the temporal dimension of written communication) and the idiosyncrasy of “internal” TR and “externaldimensions of writing tasks. External TR in writing is crucially linked to the characteristic features of the provision and processing offeedback, two processes that are likely to result in unique qualities of TR in writing worth exploring in future theoretically­ andpedagogically­oriented research agendas.Structure:

Introduction: XXXXXX & XXXXXX . Task learning in the domain of writing: Focus on task modality effects and task repetition(15m)

­ 3 empirical studies (75m­ 25 minutes each)­ Discussion: XXXXXX (10m)­ Questions and audience participation: 20m.Contributions:

Empirical papers:· XXXXXX & XXXXXX : The effects of mode on propositional complexity in L2 task­based performance· XXXXXX , XXXXXX & XXXXXX : The effects of task repetition on L2 writing fluency, pausing and revision behaviours: Alongitudinal study· XXXXXX & XXXXXX : Task repetition across modalities: The effect of direct and indirect written corrective feedback

Brief Summary:This colloquium intends to (i) review critically and expand the available empirical evidence on the language learning potential (LLP)associated with writing tasks and (ii) suggest ways of moving research agendas forward. The theoretical and empirical contributionswill more narrowly focus on task­modality effects and task repetition learning outcomes.

The effects of task repetition on L2 writing fluency, pausing and revision behaviours: A longitudinal studyAndrea Revesz1, John Rogers2, Aaron Monroe21University College London, United Kingdom; 2University of Qatar; reveszandrea@gmail.comAbstract:With the growing popularity of task­based and task­supported approaches to language teaching, the field of instructed secondlanguage (L2) acquisition has seen a growing interest in task repetition as a means to facilitate L2 performance and development.However, the vast majority of task repetition studies have focused on the oral modality, and research into the effects of task repetitionon L2 writing is limited. In addition, previous studies have primarily examined the product of writing (e.g., linguistic complexity andaccuracy), yet little attention has been paid to writing behaviors (e.g., fluency, pausing, and revision). As in the larger field of SLA,longitudinal studies are also rare on task repetition. This study aims to help address these gaps.Participants (N = 62, intermediate, Arabic L1) were assigned to either a task repetition, task­type repetition, or control group. Eachparticipant completed nine writing tasks over nine weeks, with the first and last two tasks serving as pretest and posttests respectively.In Weeks 2­7, the task­repetition group wrote three different emails (each twice); the task­type repetition group composed six differente­mails; the control group carried out six non­email writing tasks (e.g., describe your home). In each e­mail, participants had todescribe a past event (e.g., a traffic accident) then make a related request (e.g., make up the exam they missed because of theaccident). When writing, participants’ fluency, pausing and revision behaviors were recorded using the keystroke­logging softwareInputLog 6.0.The results from a series of mixed effects analyses will be discussed in light of models of L2 writing and task­based performance anddevelopment. We will also highlight the relationships between various types of writing behaviours (fluency, pausing, and revision)throughout the period of the study. Finally, the pedagogical implications of the research will be considered.Brief Summary:This study investigated the longitudinal impact of task­type and task repetition on the fluency, pausing and revision behaviours ofsecond language writers. Key­stroke logging software was used to capture participants' writing behaviours while they worked on e­mailwriting tasks over a nine­week period.

The effects of mode on propositional complexity in L2 task­based performance

Lena Vasylets, Roger GilabertUniversity of Barcelona, Spain; vasylets@ub.eduAbstract:The importance of the moderating role of mode (oral versus written) on the complexity of L2 task performance has already beenacknowledged (Housen, Kuiken & Vedder, 2012; Ortega 2015), but it is still insufficiently researched. Also, as Bulté and Housen (2012)indicated, the notion of propositional complexity (operationalized as idea units) has received little attention in research. In this paper,we present our definition and coding system of propositional complexity, which we argue can complement traditional CAF measures inTBLT research. We also present the results of two empirical studies. In Study 1, we explore the way mode by itself and also ininterrelation with task complexity influences L2 monologic task performance, which we assess using traditional CAF measurescomplemented with the measures of propositional complexity. In this study, N=78 L1 Spanish/Catalan learners of English perform orallyin writing a simple and a complex versions of an argumentative task. We found that speakers produced more idea units, while the ratioof extended (i.e., more informationally dense) idea units was higher in writing, suggesting that mode may moderate the way learnersconvey the propositional content of the task. We also found that increases in the complexity of the task affected propositionalcomplexity somewhat differently in speech and writing. Our results showed that enhanced task demands affected the quantity of ideasin both modes, as both speakers and writers produced more idea units in the complex task. At the same time, we found that the qualityof ideas was affected solely in the written mode, with writers augmenting the ratio of extended ideas in the complex condition. In Study2, we zoom in even closer on the notion of propositional complexity. In this large­scale study, N = 300 subjects perform orally and inwriting an L2 English narrative task. In the analysis, we use a wide range of measures to assess linguistic (syntactic and lexical) andpropositional complexity. The primary aim of this study is to explore if linguistic and propositional complexity constitute independent oroverlapping constructs and if mode (oral versus written) may moderate the interrelationship of these two constructs.Brief Summary:In this presentation we focus on the notion of propositional complexity (idea units) in L2 task­based performance. We present twoempirical studies in which we investigate if mode (oral versus written) moderates the manifestation of propositional complexity, and ifpropositional and linguistic complexity constitute independent or overlapping constructs.

External task repetition (TR) in writing: The role of direct & indirect written corrective feedback (WCF).Alberto José Sánchez, Rosa M. ManchónUniversidad de Murcia, Spain; albertojose.sanchez@um.esAbstract:Task repetition(TR) has become one of the paradigms within Task­Based Language Teaching (TBLT) that has attracted most ofscholarly attention in SLA­oriented research recently. It is generally agreed that TR in the oral modality may be conducive to L2development (Bygate, 1996; Kim&Tracy­Ventura, 2013). However, little consideration has been given to TR in the written modality onlyrepresented, to the best of our knowledge, by the work of Nita & Babba (2014). Notwithstanding, new avenues of research are growingrapidly regarding L2 writing and tasks (see Byrnes & Manchón, 2014). The aim of our study is twofold. First, we intend to contribute tothe materialization of L2 writing studies within a TBLT framework and, secondly, to analyse the effect of TR as mediated by differenttypes of written corrective feedback (WCF), a crucial element in TR implementation in writing (Manchón, 2014b) and an inherent part ofwriting and the writing cycle. Our first research question looked at whether TR in writing results in any quantitative differences in learner´s performance as measured by CAF measures. Our second research question asked whether TR in writing as mediated by differenttypes of WCF results in any quantitative differences in learner´s performance as measured by CAF measures. Participants wereallocated as follows: TR in writing (n=8), TR with direct WCF (n=7), TR with indirect WCF (n=7) and TR with self­correction (n=5). Thefirst group performed the task twice within a seven­day lapse. The other groups, performed the task, received and processedfeedback/self­corrected their errors in a latter session and were asked to repeat the task within the same seven­day­lapse as the firstgroup. Preliminary analyses confirm previous findings about the beneficial effects of TR (Bygate, 1996; Nitta & Babba, 2014) and WCF(Bitchener, 2012; Sachs & Polio, 2007). Implications will be drawn and discussed.Brief Summary:Task repetition has attracted most of the scholarly attention in SLA­oriented research recently where it is generally agreed that taskrepetition may be conducive to L2 development. Our study pioneeringly intends to analyse the beneficial effects (if any) of taskrepetition as mediated by written corrective feedback in L2 writing.

SES­51: Assessment 3Time: Thursday, 20/Apr/2017: 2:30pm ­ 4:30pm · Location: 3.2

Session Chair: YouJin Kim Maximum number of presentations for this session: 7

2:30pm ­ 3:00pm Development of a Task­Based Oral Assessment for an Intensive English Program

Kristin Naomi RockUniversity of Hawaii at Manoa, United States of America; rockk@hawaii.eduAbstract:Tasks that require learners to accomplish communicative goals in the target language have increasingly factored into languageproficiency tests at the university­level to ascertain learners’ readiness to engage in academic discourse (Norris, 2016). However,despite growing interest, more research is needed on the “development, use, and validation of task­based tests” (Norris, Brown,Hudson & Bonk, 2002, p.414). Factors that ought to be considered include the complexity of simulations of target L2 communicativetasks, the quality of the rating scale used to evaluate the samples, and the consistency of the rater(s), seeing as these factors influencethe outcome and reliability of oral placement tests. Investigations of rater reliability have been well documented in previous literature(Kondo­Brown, 2002; Weigle, 1998), though practical applications of reliability calculations to task­based language assessments aredifficult to find.Using FACETS analysis (Linacre, 1996) to examine rater judgments of oral performance, the current research reports on thedevelopment and incorporation of a task­based oral assessment into the placement procedures for a university­based IntensiveEnglish Program (IEP). Based on the scores assigned by three teacher raters to the performance of 60 university students from Japanand Korea on a series of communicative tasks, the relationships among the performance of examinees, raters, and tasks were firstexamined using FACETS analysis. Then, by calculating the G­coefficients for various raters and tasks, the number of raters and tasksthat would produce the most reliable scores for this university’s IEP were identified. This information then allowed stakeholders to makean informed decision about the most efficient way to implement task­based language assessment at this IEP. Participants will beintroduced to a real­world application of task­based language assessment, and results will be discussed in terms of the positive impactof this task­based language assessment on the teachers and learners at the IEP.Brief Summary:Tasks have increasingly factored into language assessment at the university­level, and the present study applies a FACETS analysis tothe development of a task­based oral assessment for a university­based IEP. Results of this real­world application of TBLA andsuggestions for analyzing the reliability of similar oral placement tasks are discussed.

3:00pm ­ 3:30pm Tests and tasks assessing academic language proficiency in higher education

Folkert Kuiken, Ineke VedderUniversity of Amsterdam, Netherlands, The; f.kuiken@uva.nlAbstract:Over a number of years a lively debate has been taken place on the issue of language proficiency amongst university undergraduatesand the tasks submitted to them in order to achieve academic success. As has been shown by a number of studies, languageproficiency – particularly academic writing – appears to be significantly related to academic achievement (Bachman, 1991; Criper &Davies, 1988; Graham, 1987; Ferguson & White, 1994). Although other factors than language proficiency (e.g. learning style,motivation, aptitude) may contribute as well to (lack of) academic success, students with inadequate language skills have found to beseriously disadvantaged and hindered.The present paper focuses on the results of a Diagnostic Writing Test (DWT) for first year university students in humanities, in order toassess their academic writing ability in L1. Before the students (n = + 1000) were submitted to the test they were asked to read twodiscipline related texts with a total of about 3500 words. During the test they were administered to eight writing assignments (with atotal of about 750 words), in which they had to paraphrase extracts of the texts in their own words or had to formulate a substantiatedstandpoint with regard to specific viewpoints expressed in the texts. Students who failed the test (about 20%) were referred to acompulsory remediation program during which they were trained in tasks that were considered to improve their academic writing ability.Results indicated that performance on the DWT was predictive for the marks students obtained in their first year of study.During the presentation the implications of the study with respect to both task based language testing and teaching will be discussed inrelation to the academic writing assignments students receive during their course programme.Brief Summary:The present paper focuses on the results of a diagnostic writing test for first year university students in humanities. Implications of thestudy with respect to both task based language testing and teaching will be discussed in relation to the academic writing assignmentsstudents receive during their course programme.

3:30pm ­ 4:00pm Tasks in the city: assessing tasks in real life situations

Evgenia Vassilaki, Eleni Gana, Maria Papadopoulou, Roula Kitsiou, George AndroulakisUniversity of Thessaly, Greece; evasilaki@uth.grAbstract:Classroom interaction, even when a TBLT syllabus is followed, is often reported to miss important elements of real world interaction,including pragmatic, sociocultural and sociolectal language features. Activities and projects which involve learners in authenticinteractions outside classroom could be designed in order to complement courses (Springer & Collins, 2008), especially in secondlanguage settings, where adult learners often invest in language classes as a means of integration (social, linguistic, professional) withthe host community.The study reports on such a form of complementary activities, i.e. educational “tours” in the cities where learners live. It is based on alarge scale research project of teaching Greek as L2 to vulnerable social groups of immigrants which took place in 2015 in seven urbancenters in Greece. Learners followed a task based syllabus ­which was designed according to their language proficiency level and thepreceding needs analysis­ and participated in a number of organized “tours” to places of interest, shops, restaurants, even homes inthe cities where they lived. Based on teachers’ reports and learners’ interviews, the paper presents the outcomes of these educationalopportunities outside the classroom environment in terms of language learning, teaching and assessment. Learners were encouragedto act as language users and enhanced their linguistic and social confidence/autonomy. Moreover, audiovisual material collectedthrough these tours was subsequently integrated in classroom material, providing opportunities for learner­generated content tasks.Besides, these tours operated as a means of formative assessment (Norris, 2002, 2009) for both learners and teachers, through whichlanguage, competences, and practices were assessed in real life situations. Challenges and promises of the integration of such

alternative forms of assessment in TBLT are further discussed in the context of adult Second Language Teaching to vulnerable socialgroups.Brief Summary:The study discusses the learning outcomes of organized educational tours which took place along with task­based language courses ofGreek to immigrants. Qualitative analysis of teachers’ reports and learners’ interviews suggests how these opportunities outsideclassroom operated in the assessment of language competences and practices in real life situations

4:00pm ­ 4:30pm A many­facet Rasch analysis of the functioning of established rating scales for lower proficiency L2 speakers

Kurtis McDonaldKobe College, Japan; kurtis@mail.kobe­c.ac.jpAbstract:This study utilized many­facet Rasch analysis to evaluate established and revised rating scales for complexity, accuracy, and fluency(CAF) when assessing the interactive L2 speaking development of low­intermediate Japanese EFL students after one term of study atthe post­secondary level. The video­recorded performances of a total of 64 participants who completed 10­minute group discussiontasks at the beginning and end of their first semester of study were independently rated by four experienced EFL instructors using anadapted version of the CAF rating scales first developed by Iwashita, Elder, and McNamara (2001) and more recently modified by Nittaand Nakatsuhara (2014). Through the process of pilot rating and training, two additional rating scales, one for interactional competencefollowing Ockey, Koyama, Setoguchi, and Sun (2015) and one for overall communicative effectiveness, were added to the rubric toaddress critical aspects of the group discussion performances determined to fall outside of the CAF rating scales.The rating scores for all 64 participants along the five established 9­point scales were analyzed using many­facet Rasch analysis withLinacre’s (2011) FACETS computer software (version 3.68.1) in order to a) evaluate model fit and functionality and b) identify areas forpotential improvement in the scales. The results suggested that the lower categories of the established rating scales were underuseddue to lack of specificity at the lower ends of the scales and that more focused 6­point scales might be more appropriate for bothmeeting statistical requirements and improving rating consistency. Subsequent analyses of re­ratings of the participants’ performancesusing the proposed 6­point scale lend further support for use of the revised scales in the context in which this study was conductedand, more generally, for the value of many­facet Rasch analysis when evaluating rating scale scores.Brief Summary:This study utilized many­facet Rasch analysis to evaluate established rating scales for complexity, accuracy, and fluency (CAF) whenattempting to assess the L2 speaking development of lower­proficiency Japanese EFL university students. Findings suggest that thescales were not sensitive enough to the learners’ limited speaking abilities and warranted several revisions.

SES­52: Teachers and tasks 3Time: Thursday, 20/Apr/2017: 2:30pm ­ 4:30pm · Location: 3.3

Session Chair: Xavier Gutierrez Maximum number of presentations for this session: 7

2:30pm ­ 3:00pm Comparing teacher and researcher conceptions of task difficulty

Laura Gurzynski­Weiss1, Andrea Révész21Indiana University, United States of America; 2University College London, United Kingdom; lgurzyns@indiana.eduAbstract:While the majority of research on task difficulty and sequencing has been grounded in empirical hypothesis testing focusing on secondand foreign language learners, several recent studies have sought teacher perspectives to inform task grading and sequencing. Someresearchers have examined the extent to which teachers can make use of theoretical frameworks for creating task sequences (e.g.,Baralt, Harmath­de­Lemos, & Werfelli, 2014; Gurzynski­Weiss, in press), whereas others have explored what factors experiencedteachers adjust to make tasks more or less difficult (Révész & Gurzynski­Weiss, 2016).In this talk we synthesize results from this line of research on teacher perspectives on task difficulty. Then, we compare the insightsemerging against commonly investigated task frameworks, such as Robinson’s Cognition Hypothesis (2001, 2011), Skehan’s LimitedCapacity Model (1998), and Ellis's task framework (2003, 2009). Among other things, we reflect on why language teachers tend tobelieve that linguistic factors are important determinants of task difficulty, while some researchers prefer to conceptualise taskcomplexity without reference to linguistic complexity.Based on our review, we make suggestions for moving forward with empirical and theoretical research on task difficulty. Specifically,our suggestions center on research that would most benefit teachers looking to incorporate task­supported and task­based sequencesin second and foreign language classrooms.Brief Summary:In this talk we synthesize results from research investigating teacher perspectives on task difficulty. Then, we compare the insightsemerging against commonly investigated task frameworks. We end with some suggestions for moving forward with empirical andtheoretical research, with a view to benefiting teacher interested in TBLT.

3:00pm ­ 3:30pm Stakeholders’ (L2 learners, teachers and researchers) perceptions of task cognitive complexity: Towards

developing a task difficulty indexAnas AwwadUniversity of Reading, United Kingdom; a.a.m.awwad@pgr.reading.ac.ukAbstract:Since the growing interest within TBLT in investigating effects of performing tasks with increased task complexity (TC) on L2performance, less attention has been devoted to examining how TC contribute to stakeholders’ perceptions of task difficulty (TD).Research on TD (e.g., Robinson, 2007; Skehan & Foster, 1997; Tavakoli 2009a, 2009b) has explored the impact of different taskcharacteristics and conditions on learners’ perceptions of TD. Following the findings that suggest that perception of TD is evidentlyassociated with increased TC; this study is conducted to allow an in­depth investigation of the extent to which TC can influence TDperceptions. This paper is a TD validation attempt by comparing these perceptions with what research on TC suggests.The study employed a mixed­method design in which 68 students (questionnaires) and 26 researchers and teachers (task evaluation)evaluated TD of two oral narratives. All students were L2 learners of English at a Jordanian secondary school. They performed twovideo­based oral narrative tasks with increased TC manipulated by intentional reasoning (IR). Data on learners’ perception of TD wascollected qualitatively and quantitatively using a retrospective questionnaire. Students rated how difficult they found each task throughfour­point scale and open­ended questions to justify their judgement. The researchers and teachers watched the two videos anddecided which task would be considered more difficult and why.Results showed that most participants perceived the more complex task (+IR) as more difficult. Participants attributed their perceptionof TD to the higher cognitive demands imposed by IR required. They considered that reading and explaining others’ intentions andthoughts while narrating a story as more difficult than just telling and describing. The findings have significant implications for thedevelopment of an index of TD which has been considered a priority for language teaching, testing and syllabus design.Brief Summary:Investigating how Task Complexity (TC) contribute to perceptions of task difficulty (TD) helps to develop an index of TD which caninform language teaching, testing and syllabus design. This mixed­method design study employed 68 students and 26 researchers andteachers to evaluate TD of two oral narratives with increased complexity.

3:30pm ­ 4:00pm Investigating form­related teacher­led discourse in activities of different taskness: A case study on two primary

school teachers’ beliefs and practicesYan Zhu1, Dingfang Shu21Fudan University, China, People's Republic of; 2Shanghai International Studies University, China, People's Republic of;yan_zhu@fudan.edu.cnAbstract:This study is based on an on­going university­school collaborative project aiming at implementing TBLT in a Chinese primary school.One native­speaker teacher (Max) and one non­native­speaker teacher (Tracy) were selected for the present study. For each teacher,we video­recorded all the regular lessons in a whole teaching unit, and used narrative frame to tap into the teacher’s beliefs aboutTBLT. According to the four criteria defining a task (Ellis, 2003), the two teachers’ classroom activities were categorized as non­tasks,quasi­tasks, or tasks. A total of 651 and 519 form­focused TLD episodes were identified in Max’ and Tracy’s lessons respectively, andinductive coding resulted in five targeted forms, ten discourse strategies and two participatory organization patterns. We investigatedhow Max and Tracy used these discourse patterns in non­tasks, quasi­tasks, and tasks, finding Max, the native speaker, focused moreon grammatical forms while Tracy, the non­native speaker, emphasized phonological forms. Form­focused episodes were more evenlydistributed in activities of different taskness in Max’ lessons, whereas in Tracy’s lessons, they were mostly found in non­task activities.With the increase of taskness, Max tended to have more interaction with individual students while Tracy interacted more with the wholeclass. Moreover, Max was more adept in using strategies that require more spontaneous decision making, while Tracy used strategiesthat draw more on prepared lesson planning. Teacher beliefs data show that TBLT were narrowly interpreted by both teachers, withMax understanding tasks as pair or group oral activities, and Tracy emphasizing the construction of communicative contexts. What’smore, Max believed that a task was effective in teaching target forms, while Tracy was more inclined to use a task when learners were

supposed to demonstrate what they had learned. These findings indicate the necessity of an individually tailored in­service teachereducation program in Chinese primary schools.Brief Summary:This study investigates teachers’ beliefs and practices regarding TBLT in a Chinese primary school. Form­related teacher­led discourseepisodes in classroom activities of different taskness were examined, and narrative frame was used to tap into teachers’ beliefs. Thefindings indicate the necessity of an individually tailored in­service teacher education program.

4:00pm ­ 4:30pm An Ethnographic Approach to Task Design and Implementation with Pre­service Teachers: Building a

Repertoire of Context Sensitive TasksDevrim GunayIstanbul University, Turkey; devgunay@istanbul.edu.trAbstract:Current methodology of ELT is primarily concerned with the multi­modal practices of adapting and integrating authentic languagelearning tasks to a variety of learning contexts and their impact on the actual performance of the language learners across a variety ofcommunicative skills. Various studies so far, have focused on the inadequacy of the grammar oriented, exercise based materials incomplying with the genuinely communicative needs of the language learners, justifying the introduction of TBLT to various EFLteaching contexts and bringing about major changes to the design of curricula as well as the teaching materials themselves. However,the implementation of tasks in the coursebooks in Turkey has revealed the misconception of these teaching tools as ordinary languageactivities seeking the mere use of predictable display language. Developed as a response to this taken for granted view of tasks, thisstudy features the results of an action research ­named EnT@SK Project­ collaboratively conducted with the 4th grade pre­serviceteachers at Istanbul University during a 2 year period (between 2015­16). The project took an ethnographic and bottom­up perspectiveon creative task design by forming circles of task design and circles of expertise and by organizing both the pre­service teachers andthe ELT professionals around a common goal on a volunteer basis. The semester­long workshops (12 workshops/year) highlighted thebasic tenets of utilizing tasks in the class such as adjusting task difficulty, integrating literature, using web tools, storifying, gamification,young learners, etc. and the participants were successively asked to contribute their own task ideas on a topic they chose among thelist. The results and outcomes of the study show that; through the series of workshops addressing the use of tasks the misconceptionsabout tasks among the pre­service teachers have been clarified to a satisfactory extent.Brief Summary:This study outlines a 2 year long action research conducted with the pre­service English teachers in an EFL teaching setting in order totransform the one­size­fits­all teaching tools imposed by the coursebooks on the teacher candidates and to collaboratively create analternative resource of self­ tailored authentic language learning tasks.

SES­53: Young learners 2Time: Thursday, 20/Apr/2017: 2:30pm ­ 4:30pm · Location: 3.4

Session Chair: Carmen Muñoz Maximum number of presentations for this session: 7

2:30pm ­ 3:00pm The power of productive interactions: Towards an empowering learning context for all learners­at­risk

Carolien Frijns, Koen JaspaertKU Leuven, Centre for Language and Education, Belgium; carolien.frijns@kuleuven.beAbstract:In Flemish schools, a high proportion of children with an ethnic minority background underachieves (OECD, 2010). Since the 1980s ithas been widely recognized that limited proficiency in Dutch is one of the most serious educational challenges minority children arefacing. To help them overcome this challenge, the government has introduced extensive support programs. Although these programsseem to have had a significant effect, they have not succeeded in helping minority children close the language gap with themainstream school population.The limited success of educational attempts to bridge the language gap has been related to the question of the nature of the languagelearning process (Jaspaert, 2010). Especially with regard to younger children it is argued that their success in learning a secondlanguage depends on implicit rather than explicit learning processes (Paradis, 2004; 2009). As implicit learning is an unconsciousprocess (Hulstijn, 2002) that varies according to a number of contextual characteristics, detailed insight in how to manipulate thecontext in order to raise the effectiveness of early second language acquisition (SLA) is needed.Within the framework of a larger research project, the language learning situation of 109 Turkish preschoolers in Flanders has beenmonitored. Daily classroom practices were recorded and teacher­child interaction was analyzed in terms of productive and non­productive interactions (Black, 2004). To measure participants’ SLA, a set of standardized and innovative language tasks was used. Inthis presentation, we will focus on the impact of daily teacher­child interaction, ranging from very task­based to not task­based at all, onSLA. On the basis of the research findings, we will present an updated version of a practice­oriented model of a task­based learningcontext (Van den Branden, 2010), addressing the question which learning context we need in order to boost implicit SLA of all learners­at­risk.Brief Summary:Which learning context do we need in order to facilitate second language acquisition of young learners­at­risk such as Turkishpreschoolers acquiring Dutch as a second language in Flanders? In this presentation, the potential power of productive interactionsand an updated model of a task­based learning classroom context will be discussed.

3:00pm ­ 3:30pm Task­based peer interaction in a low proficiency EFL primary­school context: does L1 use scaffold or stifle it?

Alexandra Vraciu, Elisabet Pladevall BallesterUniversitat Autònoma de Barcelona, Spain; alexvraciu@hotmail.comAbstract:EFL contexts of limited exposure to the target language, particularly those involving children with extremely low proficiency levels, havenot been extensively studied (García Mayo & Lázaro Ibarrola, 2015) and yet provide a very suitable environment to explore thecoexistence of L1­L2 speech during conversational task­based interaction in order to successfully complete the task. Previous researchhas shown that L1 use in communicative L2 tasks is not abundant and facilitates task achievement among low proficiency learners(Antón & DiCamilla 1998; Swain & Lapkin 2000; Storch & Wigglesworth 2003; Alegria de la Colina & García Mayo 2009; Pladevall &Vraciu in press). However, L1 use can also inhibit L2 learning as it may prompt the learners to avoid attempting to produce the targetlanguage (Philp, Adams & Iwashita 2014).Within an EFL context of limited exposure (i.e. 2 EFL hours and 1 CLIL hour per week ), this paper explores children’s L1 use duringpeer interaction in covered and uncovered spot­the­differences tasks and with learner proficiency and task type as mediating factors.More specifically, 40 8­9 year­old children were paired into mixed and matched proficiency dyads and their oral production wasanalysed in terms of the frequency of use and the communicative function of L1 instances. L1 use was found to be much higher than inprevious research and mainly provided lexical scaffolding to complete L2 utterances, irrespective of dyad and task type. A stronger taskeffect than proficiency effect was found, with more L1 instances and lexical scaffolding when pictures were uncovered and morecommunicative scaffolding in the covered task. Our findings indicate that L2­task based interaction is too challenging for very lowproficiency EFL learners and despite their beneficial contribution towards task completion, high rates of L1 use may be a stumblingblock for L2 learning among these learners.Brief Summary:Within an EFL context of limited exposure (i.e. 2 EFL hours and 1 CLIL hour per week ), this paper explores children’s L1 use duringpeer interaction in covered and uncovered spot­the­differences tasks and with learner proficiency and task type as mediating factors.

3:30pm ­ 4:00pm Warning: The presentations finish prior to the end of the session! Exploring the effect of time and task types in writing: A study of Indian ESL learners

ADITI DAS, REVATHI SRINIVASThe English and Foreign Languages University, India; aditidas.add@gmail.comAbstract:The field of Task­Based Language Teaching today appears to be strongly influenced by research on tasks and the effects of itsvariables within the framework of the Limited Attentional Capacity Model proposed by Peter Skehan (1998). Most of such researchconducted to determine the influence of task implementation conditions and task variables in the task­based language teachingliterature has largely focused on spoken performance; as a result, the effect of these constructs on written performance has remainedunder­researched. This study attempts to explore the theoretical underpinnings of the Limited Attentional Capacity model and extendthe existing body of literature to the field of writing. The study investigates the effect of task­processing conditions in terms of theconventional construct of planning (Ellis, 2009) along with the influence of task­types on the written performance of Indian bilinguallearners. The study was carried out on 30 ESL learners from an English medium school in Gujarat, India. Three types of tasks(personal­information exchange, narrative, and decision­making) with each task­type comprising three tasks were administered on thelearners under different time processing conditions. The performance with regard to complexity, accuracy, and fluency was statisticallyanalyzed using ANOVA. The study reports an overall significant impact of task types on the performance especially with regard toaccuracy. The findings provide evidence of trade­off effects in writing in case of learners at the school level. The study contributes todevelopment of cognitive models of second language performance. Language teaching practice would benefit from this study asteachers would be equipped with the knowledge to channel attention to achieve specific results in the domain of writing.Brief Summary:

Based on the Limited Attentional Capacity Model proposed by Peter Skehan (1998), this study investigates the effect of task­processing conditions in terms of the conventional construct of planning along with the influence of task­types on accuracy, fluency, andcomplexity in written performance of Indian bilingual learners.

Plenary 3: Marta González­LloretTime: Thursday, 20/Apr/2017: 5:00pm ­ 6:00pm · Location: Paranimf

Session Chair: Júlia Barón

TBLT in technology­mediated contextsMarta Gonzalez­LloretUniversity of Hawaii, Manoa, United States of America; marta@hawaii.eduAbstract:Fifteen years ago, the inclusion of technologies in the language classroom was considered an innovation in teaching. Today, thetechnologization of our classrooms and the ubiquitous use of technology push us to investigate how to best integrate languageteaching technologies that have become integral part of our lives and the way we interact with others. This presentation first defineswhat technology­mediated tasks are and how they fit within principles of TBLT/L. It then explores challenges of developing andintegrating technology­mediated tasks in a curriculum and what research is being done to bridge those challenges. A few existingexamples of technology­mediated TBLT curriculums will be presented before focusing on current research on technologies and tasks.Since the inclusion of technology in an environment is never neutral, it is important to explore how technology affects the task and whatit means for principles of TBLT/L. To address this, suggestions will be offered on how research can be expanded to inform theories andpractices of TBLT/L. Finally, a few questions and challenges for technology­mediated TBLT will be offered to help move the fieldforward.Brief Summary:This presentation defines what technology­mediated tasks are and how they fit within principles of TBLT/L. It explores challenges ofdeveloping and integrating technology­mediated tasks in a curriculum and research to bridge those challenges. Suggestions will beoffered on how research can be expanded to inform theories and practices of TBLT/L.

Plenary 4: Marita Schocker and Andreas Müller­HartmannTime: Friday, 21/Apr/2017: 9:00am ­ 10:00am · Location: Paranimf

Session Chair: Martin Bygate Maximum number of presentations for this session: 1

Are we really serious about context?Andreas Müller­Hartmann1, Marita Shocker21PH Heidelberg, Germany; 2Pädagogische Hochschule Freiburg; andreas.mueller­hartmann@ph­heidelberg.deAbstract:Tasks seem to be ubiquitous in both education and research world­wide. As a result understanding and communicating task contexts isof paramount importance if we wish to implement and research tasks appropriately. In our talk we will first provide a survey on thedifferent contexts that are addressed in task research. We will then outline our context which comprises primary and secondary EFLclassrooms, teacher education and research.Based on this context we have developed a task model that is both learner­ and learning oriented and supports teachers in the processof developing, facilitating and evaluating tasks in close collaboration with their learners. We will illustrate our task model using anexample from a secondary classroom. We will then outline how we integrate teacher development and classroom research from pre­service to in­service education (principle of continuity) through approaches of exploratory practice and action research.Based on what we have learned from experiences in our context we will then reflect developments in international task research. Wewill argue that contexts need to be taken more seriously by research.We will conclude by briefly outlining our ideas for a more appropriate task focus that results from recent socio­cultural­politicaldevelopments in our European context.Brief Summary:We have developed a task model that is both learner­ and learning oriented and supports teachers in the process of developing,facilitating and evaluating tasks in close collaboration with their learners. We illustrate our task model with a secondary classroom. Weoutline how we integrate teacher development and classroom research.

SES­55: Workshop 11Time: Friday, 21/Apr/2017: 10:00am ­ 11:00am · Location: 2.1

Session Chair: Mariet Schiepers Maximum number of presentations for this session: 3

10:00am ­ 11:00am How to Create Tasks for Online Contexts

Jill Suzanne HadfieldUnitec, New Zealand, New Zealand; jhadfield@unitec.ac.nzAbstract:In this practical workshop I will give participants a toolkit for designing tasks in online environments. We will discuss principles of taskdesign and explore how the nature of task design for online contexts differs from that of classroom contexts. We will look at fivecategories of online tasks Critical, involving an exchange of opinions, Personal, involving an exchange of personal information, Factual,involving sharing information, Fanciful, involving entering into an imaginary scenario and Creative, involving the creation of a ‘product’and seven types of online interaction: Confetti, Pass the Parcel, Poker, Breakout, Postal Ballot, Writers’ Group and Creative Commons.We will also look at how noticing, feedback and focus on form differs in online contexts because of two factors: the fact that the teacherand students can see all student contributions to the task as opposed to selective listening to student contributions in the classroomcontext, and the fact that as most online interaction is asynchronous, the teacher has time to prepare a rich variety of feedback andlanguage focus tasks. Participants will then have an opportunity to design and share their own online tasks, and also to look atexamples of student contributions in online tasks and to discuss and design feedback and language focus activities based on thesecontributions.ReferencesClandfield,L. and Hadfield, J. ( 2017) Interaction Online: creative activities for blended learning. Cambridge University Press.Brief Summary:In this practical workshop I will offer a toolkit for designing tasks in online environments. We will look at seven online interactionpatterns: Confetti, Pass the Parcel, Poker, Breakout, Postal Ballot, Writers’ Group and Creative Commons. Participants will then designand share online tasks, feedback and language focus activities.

SES­56: Gamification / Mobiles and tasksTime: Friday, 21/Apr/2017: 10:00am ­ 11:00am · Location: 2.2

Session Chair: Julio Torres Maximum number of presentations for this session: 3

10:00am ­ 10:30am Gamification and TBLT: Combining two traditions in search of a refinement of pedagogy

Teresa Hernandez GonzalezConcordia University, Canada; teresa@education.concordia.caAbstract:Task­Based Language Teaching and Gamification have both gained considerable momentum in the last fifteen years. Both respond totoday’s learner’s cognitive needs. Tasks, defined as activities in which a person uses language to attain an objective (Van den Braden,2006), share similarities with game playing. Gamification, defined as the use of game design elements in non­game contexts(Deterding, 2012), is the “result of over fifty years of refinement of pedagogic technique in video­game design, and an even longerhistory in traditional play” (Tulloch, 2014, p. 326). Game contexts and game framing, based on teaching players to perform tasks inspecific ways, allowing a certain degree of agency within boundaries (Tulloch, 2014), blurs the distinction between what is being taughtand how to teach it, which is one of the attractions of TBLT (Ellis, 2003). Blending Gamification and TBLT might help to effectivelyaddress dichotomies TBLT has been examining in search of a sophistication of teaching methods: e.g. fluency vs. accuracy, learningas product vs. learning as process, open vs. closed tasks, form vs. meaning, authentic vs. controlled output, and focused vs.unfocused tasks. Furthermore, the objectives of Gamification, such as motivating students to move through a curriculum and returnand engage with it in a regular basis, influencing the behaviour of the student towards effective use of resources, and encouragingstudents to independently build skills and acquire knowledge (Kapp, Blair, & Mesch, 2014), are shared by TBLT researches andpractitioners. This paper will present a general overview of the benefits of combining TBLT and Gamification. In particular, meaningfulrepetition of tasks, focused practice, noticing form, and types and use of feedback will be discussed. Examples are drawn from a pilotproject with ESL primary students in Montreal, Canada.Brief Summary:Gamification, as the result of over fifty years of refinement of pedagogic technique might help address TBLT dichotomies (fluency vs.accuracy; form vs. meaning; authentic vs. controlled).

Examples from ESL primary students illustrate particular aspects, such as meaningful repetition of tasks, focused practice, noticingforms, and types of feedback.

10:30am ­ 11:00am Tasks in Context: The case of mobile­assisted language learning

Shawn LowenMichigan State University, United States of America; loewens@msu.eduAbstract:Mobile­assisted language learning (MALL) involves the use of technology such as tablet computers and smart phones that have ever­increasing storage capacity and anytime­anywhere accessibility (Duman, Orhon & Gedik, 2015). Even though MALL technology hasbeen around for more than twenty years, little research has investigated its effectiveness as a context for L2 acquisition (Burston,2015), let alone its potential to incorporate tasks into its pedagogical designs. Nevertheless, such research is important, especially inlight of promotional claims made by MALL technology (Lord, 2015). The current study examines one currently popular MALL platform,Duolingo, to (a) explore the role that tasks do or do not play in its pedagogical content, and (b) investigate the effectiveness of Duolingoin developing L2 learners’ reading, writing, speaking and listening abilities. Duolingo, which was declared Apple’s 2013 iPhone app ofthe year, claims over 100 million users. In the current study, 9 participants, who had no prior target language exposure, engaged inbetween 22 and 34 hours of Turkish study as part of a US graduate­level instructed SLA seminar project. Data consist of Duolingoinstructional materials and posttest scores from a university­based Turkish final exam. Instructional materials were evaluated based onEllis’ (2003) task criteria, while posttest accuracy scores were calculated. Results indicate that Duolingo’s Turkish curriculum containsno task­like activities. In terms of posttest accuracy, participants averaged 47% (SD=18.5) overall accuracy, with sentence writing, 67%(SD=27), and reading, 59% (SD= 40), having the highest sub­scores, while speaking, operationalized as responding to oral questions,was the lowest sub­score, 25% (SD= 18). Results suggest that Duolingo may be good for developing explicit L2 knowledge thatcontributes to writing and reading, but not good for engaging learners in tasks or developing their ability to interact in the targetlanguage.Brief Summary:The current study examines one currently popular mobile­assisted language learning platform, Duolingo, to (a) explore the role thattasks do or do not play in its pedagogical content, and (b) investigate the effectiveness of Duolingo in developing L2 learners’ reading,writing, speaking and listening abilities.

SES­57: Individual differencesTime: Friday, 21/Apr/2017: 10:00am ­ 11:00am · Location: 2.3

Session Chair: Kerry Anne Brennan Maximum number of presentations for this session: 3

10:00am ­ 10:30am Language aptitude, personality characteristics, and task interactional behaviour

Nadia Mifka­ProfozicThe University of York, United Kingdom; nadia.mifka­profozic@york.ac.ukAbstract:Language learners’ performance on tasks has been investigated from a variety of perspectives, taking into consideration the type andthe task complexity, the role of planning and task sequencing (e.g. Baralt, Gilabert, & Robinson, 2014; Ellis, 2005; Robinson, 2011), theinput learners receive, and learner individual differences, namely working memory, language aptitude, motivation and anxiety (e. g.Mackey, 2012; Révész, 2012). The role of individual variables in language development is usually examined in relation to variousoutcome measures, while such variables have been less frequently explored as a possible factor influencing learner interactionalbehaviour. The current study takes a slightly different perspective: its focus is on the process itself and the role of individual differencesin learner interactional behaviour during the task.Twenty relatively advanced students of English (CEFR level B2­C1), native speakers of Croatian, completed the LLAMA aptitude tests(Meara, 2005) and the NEO Five­Factor Personality Inventory (Costa & McCrae, 1992), and then participated in the performance oftwo types of tasks (a problem­solving and a dictogloss), each performed in a group of four and in pairs. Each individual performancewas closely examined in terms of the number of turns taken, the number of negotiation moves, semantic expansions, the quantity andthe quality of recall items (in dictogloss) and the contribution of new ideas (in problem solving). The correlation between these variablesand the students’ individual characteristics in aptitude and personality points to some interesting associations between the aspects ofaptitude, extraversion, and conscientiousness on the one hand, and the interactional behaviour in two different types of task with adifferent group dynamics on the other hand.Brief Summary:The study investigates a possible influence of personality characteristics and the aspects of language aptitude on interactionalbehaviour during the task performance. Participants are 20 Croatian students of English at a relatively advanced level, who took part infour tasks: a dictogloss, and a problem­solving, each in pairs and in groups of four.

10:30am ­ 11:00am Contextualising oral task performance: The role of anxiety

Agnes Albert, Lorand Papp, Katalin PinielEotvos Lorand University Budapest, Hungary; albert.agnes74@gmail.comAbstract:This paper presents the results of a mixed method study investigating possible interplays between the construct of foreign languageanxiety perceived by advanced­level English majors and monologic oral task performance. While considerable amount of empiricalresearch has been carried out on the negative correlation between language anxiety and foreign language achievement bothconcerning language learning success (MacIntyre & Gregersen, 2012) and also with regard to specific tasks (Kim & Tracy­Ventura,2011; Baralt & Gurzynski­Weiss, 2011), little effort was devoted to examining the micro­level changes in anxiety experienced bystudents during task completion. The aim of this paper is to examine the sources and dynamic changes of foreign language anxiety inthe case of upper­level language majors attending a Hungarian university. In order to achieve this aim, diverse research instrumentswere used including trait­ and foreign language anxiety questionnaires, three examination practice tasks, and structured interviews.Interviews were directed from an idiodynamic perspective (MacIntyre & Legatto, 2011), a new approach to studying affective variables,capable of providing a high­resolution picture of the temporal changes of participants’ perceived anxiety during task completion.Participants having low trait anxiety and high speaking anxiety scores were chosen for the study, and they were asked to perform tasksselected from practice tests designed for different level language proficiency (intermediate, upper­intermediate, and advanced)examinations. The findings from the interview data suggest a wide range of anxiety­provoking factors which are relevant at higherlevels of language proficiency and provide a rich context for the interpretation of students’ performance on the various tasks. Possiblelinks between changes in perceived foreign language anxiety and different task performance measures such as accuracy, fluency, andcomplexity (both syntactic and lexical) are also explored although the exploratory nature of the study warrants caution in theinterpretation of the results.Brief Summary:This paper investigates possible interplays between the construct of foreign language anxiety and oral task performance. It aims toexamine the sources and dynamic changes of foreign language anxiety with the help of an idiodynamic approach, which provides arich context of the participants’ affective state during task completion.

SES­58: CLILTime: Friday, 21/Apr/2017: 10:00am ­ 11:00am · Location: 2.4

Session Chair: Cristina Aliaga­Garcia Maximum number of presentations for this session: 3

10:00am ­ 10:30am Tasks in context of subject learning: content and language integrated learning

Rick de GraaffUtrecht University, the Netherlands; r.degraaff@uu.nlAbstract:Content and Language Integrated Learning (CLIL) is an increasingly popular and increasingly studied approach to language andsubject education. By integrating language teaching and learning in the subject curriculum, authentic, meaningful and functionalopportunities are created for input and interaction. At the same time, content learning is facilitated by focusing on subject­specific andacademic language use.In this paper, CLIL will be addressed as a natural environment for task­based language teaching and learning. Ten history teachers inyear 1 and 3 of bilingual secondary education in the Netherlands were observed while teaching their subject in English as a secondlanguage. Content­based tasks in their lessons are currently being analysed on explicit and implicit TBLT characteristics. These includespecific and integrated subject and language learning goals, focus on language through focus on subject content, authentic subject­oriented interaction, form and meaning focused feedback. As the teachers were also observed in parallel history classes taught inDutch, comparisons can be made between the L1 and L2 subject context regarding the use of explicit and implicit TBLT pedagogy.The discussion will focus on the interface between task­based subject and language pedagogies for subject teachers as well as forlanguage teachers. What can subject and language teachers learn from each other’s’ contexts for pedagogical tasks? Is TBLT theplace to meet for CLIL and CBLT?Brief Summary:Content and Language Integrated Learning aims at creating authentic, meaningful and functional opportunities for input and interactionin L2 subject lessons. In this study, ten history teachers were observed while teaching in English L2. Content­based tasks wereanalysed on TBLT characteristics. Is TBLT the place to meet for CLIL and CBLT?

10:30am ­ 11:00am Teachers’ feedback, one way tasks, and learners’ noticing of language and content: An exploratory study in

CLIL settingsEva AlcónUniversity Jaume I, Spain; alcon@uji.esAbstract:The emergence of content and language integrated learning (CLIL) approach in Europe has motivated research on how CLILpedagogy is applied in a wide range of educational settings (Dalton­Puffer, 2007; Ruiz de Zarobe and Jiménez Catalán, 2009; Cenoz,Genesse and Görter, 2013; García Mayo, 2015). Considering Schmidt’s (1990, 2001) noticing hypothesis, the present study exploresthe nature of corrective feedback during one way task performance in a CLIL setting in Spain. Two research questions are addressed:(a) to what extent teachers’ corrective feedback occurs during one way task performance; and (b) whether teachers’ correctivefeedback triggers learners’ noticing of language and content. A total of twenty five 5­minute oral presentations were video recordedwhere 16 year­old teenagers reported conducted research on artists’ characteristics and major works and to the rest of the class. First,a data driven approach was followed to identify sequences of teachers’ corrective feedback. Secondly, learners’ uptake in relation todegree of explicitness of feedback was coded (Lyster, 2001, 2004). Finally, learners’ noticing of language and content was analyzed bymeans of student stimulated verbal reports.Findings from the study show that: (a) corrective feedback is more oriented to meaning than to form, with recasts being the mostfrequent type; (b) type of feedback has an impact on learners’ noticing; (c) the orientation of corrective feedback episode(meaning/language/language and content) rather than type of feedback triggers learners’ noticing of language and content. Taking intoaccount the findings of the present study, we suggest the need of training CLIL teachers on the use of strategies that draw learners’attention to language and content during task performance.Brief Summary:Twenty five oral presentations were video recorded. Feedback episodes were identified and coded for type of feedback and uptake,and student stimulated verbal reports were used for measuring noticing. Results show that the orientation of corrective feedbackepisode rather than type of feedback triggers learners’ noticing of language and content

SES­59: Workshop 12Time: Friday, 21/Apr/2017: 10:00am ­ 11:00am · Location: 3.1

Session Chair: Lourdes Ortega Maximum number of presentations for this session: 3

10:00am ­ 11:00am Using Instructional Supports to Assist Students in Carrying Out Tasks

William DunnUniversity of Alberta, Canada; wdunn@ualberta.caAbstract:This workshop addresses the topic of how teachers can support students in carrying out tasks. It builds upon previous work related toteachers’ roles in TBLT pedagogy (e.g., Van den Branden, 2009), while also addressing doubts that some teachers may haveregarding students’ ability to complete tasks (e.g., Willis, 1996). One reason for scepticism among teachers toward TBLT is the ideathat students will not be able to carry out tasks because they are not yet fully equipped with the necessary linguistic resources. Thisview can lead to the building block approach of a structural syllabus. In other educational contexts, however, (e.g., immigrant languagelearners in regular school­subject classrooms) teachers provide a range of support tools that assist students in carrying out tasks andmeeting the same instructional objectives that are expected of students with native or near­native proficiency (Gibbons, 2009). Well­designed instructional supports can help bridge the gap between students’ current language proficiency and the language demands oftasks. Such supports might also have a place within a framework of types of focus on form, such as the one proposed by Ellis (2016).The following plan describes the session’s content and sequence:1. Brief overview of key concepts. (10 minutes)2. Workshop participants interactively analyze a sample task and accompanying instructional tools that could be used by students asaids while carrying out the task. If time allows, workshop participants will co­construct an additional instructional support tool. (25minutes)3. Consideration of providing supports while adhering to general principles of TBLT. (5 minutes)4. Summary of key points. (5 minutes)5. Interactive discussion and question period. (15 minutes)Since it focuses on teachers’ roles in aiding and supporting learners as they carry out tasks, the workshop is primarily geared towardlanguage teachers and teacher educators. Researchers may be interested in aspects of the workshop dealing with types of focus onform and suggestions for research on supporting students during task completion. The workshop addresses the conference theme“Tasks in Context” by focusing on the application of instructional supports when using tasks in classroom contexts.Brief Summary:This workshop will build upon previous work related to teachers’ roles in TBLT pedagogy. The focus will extend beyond interactiveforms of assistance that teachers provide to include an emphasis on how teachers can design and implement specific instructionaltools that students can use to support their ability to carry out tasks.

SES­60: LanguagingTime: Friday, 21/Apr/2017: 10:00am ­ 11:00am · Location: 3.2

Session Chair: M. Luz Celaya Maximum number of presentations for this session: 3

10:00am ­ 10:30am Talking it through: Effects of languaging on L2 learning

Ahlem Ammar, Hanène Melki, Farzin GazeraniUniversity of Montreal, Canada; ahlem.ammar@umontreal.caAbstract:Attention to the formal properties of language that arise while learners engage in second language (L2) tasks is believed to promotelearning (Long, 2014). Languaging, a learner­initiated attention to form, refers to talk about language use that ensues while learnersengage in L2 tasks. Descriptive research about oral languaging indicates that low proficiency learners engage in languaging less thanhigh proficiency learners (Williams, 2001; Qi & Lapkin, 2005). The very few studies that investigated the effects of oral languaging(Brooks et al., 2010; Swain et al., 2009) showed its facilitating role in L2 learning. However, the brevity of interventions and the smallsample sizes reduced the validity of the reported results. This study explores the learning potential of oral languaging and themediating effect of learner proficiency level. Four primary school teachers of French as an L2 and their respective 79 studentsparticipated in this quasi­experimental study. Two classes served as the experimental group and participated in writing whereparticipants were allowed to ask questions about their linguistic uncertainties (i.e., languaging). The other two classes served as acontrol group and engaged in the same writing task (without languaging) for a comparable time period. The experimental interventionlasted 250 minutes and was spread over a five­week period. It targeted four grammatical morphology forms (adjective­noun, pre­determiner, verb and past participle agreement) that are reported to be problematic for French L2 learners (Ammar et al. 2016). Tomeasure the participants’ knowledge of the target features, a regular dictation was administered one week before the interventionstarted (pre­test) and one week after it ended (post­test). Proficiency level (high vs. low) was determined based on pre­test scores.Multivariate analyses of variance indicated that the experimental group significantly outperformed the control group and that high andlow proficiency learners benefited comparably from the experimental intervention.Brief Summary:Seventy nine elementary school learners of French as an L2 and their respective teachers participated in this experimental study aboutthe language learning potential of oral languaging. Results indicate that the experimental group significantly outperformed the controlgroup and that the learning effects were impervious to learner proficiency level.

10:30am ­ 11:00am Translanguaging in task­based learning

Newton Jonathan1, Corinne Seals2, Madeline Ash31Victoria University of Wellington; 2Victoria University of Wellington; 3Victoria University of Wellington; jonathan.newton@vuw.ac.nzAbstract:The issue of L1 use in the language classroom is far from new in the TBLT literature. Indeed, in Asian EFL contexts such as thatdiscussed in this paper, concern by teachers that a task­based approach will open the floodgates of L1 use in the classroom is one ofthe prominent reasons they give for being reluctant to engage with this approach. However, the concept of translanguaging offers analtogether more positive view of the issue. Translanguaging has been defined as “the ability of multilingual speakers to shuttle betweenlanguages, treating the diverse languages that form their repertoire as an integrated system” (Canagarajah 2011:401). In this paper weaddress the question of what practical applications and theoretical insights can be gained from viewing task­based learning and theuse of multiple languages in task performance through a translanguaging lens. There is, to date, little research exploring the points ofintersection between TBLT and translanguaging perspectives on languages education.To shed light on this issue, we investigated translanguaging affordances in a large data set of transcripts of Vietnamese learners ofEnglish in both primary school and high school classes participating in various interactive tasks and on interviews with their teachers.This material reveals learners drawing extensively on both English and Vietnamese to transact tasks, as well as teachers makingconsidered decisions about the way they implement tasks in order to manage the different languages in the classroom. In discussingthis data, we explore the challenges of adopting a translanguaging perspective in EFL classrooms in this setting. We conclude byconsidering what is required of task design and implementation in order to foster a learning environment in which fluid production inmultiple languages (i.e. translanguaging) is fostered (including in contexts in which the teacher does not know all or any of thestudents’ languages).Brief Summary:In this paper we discuss practical applications and theoretical insights from viewing task­based learning through a translanguaginglens. We illustrate our discussion with data taken from transcripts of Vietnamese primary and high school learners of Englishparticipating in various interactive tasks and on interviews with their teachers.

SES­61: Mobiles and tasksTime: Friday, 21/Apr/2017: 10:00am ­ 11:00am · Location: 3.3

Session Chair: Marta Gonzalez­Lloret Maximum number of presentations for this session: 3

10:00am ­ 10:30am Contextualizing language learning through the mobile game­contents

Sangmin­Michelle LeeKyung Hee University, Korea, Republic of (South Korea); sangminlee@khu.ac.krAbstract:While the development of digital technologies has radically changed students’ literacy practices in their daily lives, school literacy is toooften restricted to traditional paper­based practices. For EFL students, this situation is exacerbated by the fact that they frequentlylearn the language in a decontextualized manner. In order to connect their outside­school literacy experiences with learning, this studyincorporated mobile game contents into the classroom. The game was comprised of approximately 200 short video clips of interviewswith a woman who was presumed to be involved with a murder case. The students accessed the clips using keywords in a randomorder. The students then reconstructed the story based on the clips that they watched. As the game contents were written based on theiceberg theory, which focused on surface elements without explicitly explaining all the details, and viewed only in a random order, thestudents needed to fill in the details to reconstruct the entire story. The students wrote the stories in various genres, such as policereport, heroine’s diary, and novel, employing various points of view. The study analyzed the students’ writing and their reflection papersusing a qualitative coding scheme. The study found that utilizing the game contents benefited student language learning in severalmuliple ways. First, it provided a meaningful and interesting context for writing. Next, it provided authentic language input. The studentslearned English vocabulary and expressions from the contents and reused or rephrased them in their writing. Lastly, it connectedliteracy practice to students’ lives and made language learning more meaningful. The students reported in their reflection papers thatthe task was an enjoyable, meaningful, creative, and motivating learning experience.Brief Summary:The presentation will include the description of the task and the procedure of the course design. As the game contents were central tothe task design, the game will be introduced as well. The presentation will discuss the analysis method and the learning outcome of thestudents.

10:30am ­ 11:00am Investigating the effects on form learning of comprehension­based tasks versus comprehension­ and

production­based tasks: A descriptive studyIrene Alonso­Aparicio1, Raquel Criado21Columbia University in the City of New York, United States of America; 2University of Murcia, Spain; rcriado@um.esAbstract:This paper investigates the effects of comprehension­based tasks versus a mixed group of comprehension­ and production­basedtasks on the acquisition of Spanish noun­adjective agreement. 48 elementary students of Spanish as a Foreign Language wererandomly split into three groups: (a) an uninstructed (control) group; (b) a comprehension­based instruction (CBI) group whosetreatment consisted of input­flood and input­enhancement tasks; and (c) a mixed­based instruction group who were taught via theprevious tasks plus a dictogloss task (CBI + PBI). The experimental treatments had been preceded by one session of deductivepresentation of the targeted forms. All participants were pretested and posttested –after a one­week 90­minute session­ by means of aproduction task and a combination of an interpretation and a production task.Overall results show that both experimental groups statistically outperformed the control one. However, no statistically significantdifferences were found between the CBI group and the control group in either of the two tests. These results partially confirm thefindings of Shintani, Li & Ellis' (2013) meta­analysis regarding the absence of skill specificity (contrary to the predictions of SkillAcquisition Theory) and thus differ from DeKeyser & Sokalski’s (1996) and DeKeyser’s (1997) findings. Statistically significantdifferences were revealed in favour of the mixed group (CBI + PBI), who outperformed the CBI group in the two tests. This resultseems to confirm Tanaka’s (2001) finding that the comprehension and production practice of the mixed group (CBI + PBI)complemented each other to promote meaningful learning of the targeted form.Derived pedagogical implications suggest that a) CBI should be complemented with PBI; b) dictogloss seems to be an optimal type ofproduction­based task given its combined form focus and the meaningful communicative interaction triggered at the reconstruction of atext previously comprehended –rather than mere accurate manipulation and reproduction of disconnected sentences.Brief Summary:The effects on L2 form learning of comprehension­based instruction versus comprehension­ and production­based instruction areassessed on a production­based task and a combined option (interpretation and production tasks). The mixed group statisticallyoutperformed the comprehension group in the two tests, suggesting that mixed­based practice promoted meaningful learning of thetargeted form.

SES­62: Action researchTime: Friday, 21/Apr/2017: 10:00am ­ 11:00am · Location: 3.4

Session Chair: Jessica Mackay Maximum number of presentations for this session: 3

(10:30am­11:00am) Fostering plurilingualism and plurilingual awareness through tasks: an action researchprojectLesya Alexandra GrangerConseil des écoles catholiques du Centre­est, Canada; grangle@ecolecatholique.caAbstract:This presentation looks at a participatory action research project that applies a task­based pedagogy in the context of internationallanguage courses for high school students at a large Canadian school board. International language classes in this context arecomprised of both heritage language learners and foreign language learners. The pedagogic needs of both types of second languagelearners were considered in the task design and implementation, as were socio­cultural factors, such as student motivation related tothe optional nature of the courses and student perceptions of identity and belonging to a minority language community. Three sets oftasks were designed and piloted in four international language classes in the form of a single lesson plan implemented in theclassroom by a specially­trained supply teacher who substituted on an as­needed basis the regular teacher teaching one of elevenlanguages offered in the program.Research shows that fostering plurilingualism and plurilingual awareness is necessary in many second language teaching contexts,and the Ontario Ministry of Education encourages pedagogic practices related to this approach in international language classes.However, relatively little work has been done on developing and implementing tasks and tools for this pedagogy in classrooms, letalone within the broader context of school systems. One reason for this gap is a lack of teacher education in applying the principles ofplurilingualism in either pedagogic tasks (Bygate, 2015) or real world tasks (Ellis, 2009), and a lack of administrator understanding ofconcepts related to plurilingualism and to task­based learning. This project is comprised of a 3­hour lesson plan that aims to developlearners’ language learning strategies while educating teachers and administrators at the same time. It has an additional benefit ofproviding school administrators with a pan­linguistic tool that helps manage large international language programs offering courses indiverse languages.Brief Summary:This presentation explores a task­based pedagogy for international language classes in Ontario, Canada. The 3­hour lesson plandeveloped learners’ strategies while educating teachers and administrators about plurilingual approaches to task­based learning, andprovided school administrators with a pan­linguistic tool to manage large international language programs offering courses in diverselanguages.

Caught in the act: challenges in classroom­based action research (CBAR)Charlotte JonesOkanagan College, Canada; cgjones@okanagan.bc.caAbstract:This action research explores the use of metacognitive strategies by beginner learners of Spanish as a foreign language working inmultimodal language learning environments at the first year college level. Participants were given explicit instruction in­class onstrategic learning, as well as on the use of the technological tools employed in the study. Following this, their interactions in speakingand listening tasks performed in multimodal contexts were analyzed to discover the effects of that instruction and to gain a deeperunderstanding of them as learners. Understanding the learners’ perceptions and experience is central to the study as the knowledgegained is used to enhance the language learner experience and inform teaching practice. Numerous data collection instruments wereemployed in order to accomplish this over four cycles of action research: pre­ and post­treatment questionnaires, audio transcripts ofparticipant task interactions, participant post­task self­reflections, practitioner­researcher observations and reflections, and selectedinterviews. Each of the four action research cycles enacted over a four month period presented unanticipated challenges to theresearch both in terms of technology­mediated learning contexts and in participant reactions.Brief Summary:The presenter will share insights she gained from a classroom­based action research (CBAR) project and the challenges she faced inconducting this research both in terms of technology­mediated task­based learning contexts and in participant reactions. Participantswere beginner learners of Spanish in a first year college language course in Canada.

SES­63: Workshop 13Time: Friday, 21/Apr/2017: 10:00am ­ 11:00am · Location: 4.3

Session Chair: Parvaneh Tavakoli Maximum number of presentations for this session: 3

10:00am ­ 11:00am The Most Efficacious Way to Teach L2 Writing: Is TBLT Really More Effective than PPP?

Renata PavanelliFlorida International University, United States of America; repavanelli@gmail.comAbstract:This study explored the advantages of Willis and Willis’ framework for Task­Based Language Teaching (TBLT) and examined theeffectiveness of student writing performance in English for Academic Purposes (EAP) writing classes. For these aims, one­hundred­and­five students in six intermediate­level EAP writing courses participated in this study. The classes were randomly selected eitherinto the control group, which was taught using the PPP approach, or into the experimental group, which was instructed using the TBLTframework. During a course of four weeks, students were asked to complete a student background questionnaire as well as threeversions of the same test (pretest, immediate posttest, and delayed posttest). In order to evaluate student writing performance in EAPwriting classes, students were pre­tested, required to carry out the chosen task, tested immediately and two weeks after the treatment.Results from ANCOVA indicated that students performed better in the TBLT group compared to students in the PPP group. Repeatedmeasures ANOVA also showed a significant difference in student writing performance between the two groups across three timeperiods. Therefore, the data suggested that students instructed by the TBLT framework improved their writing performance immediatelyafter the treatment and two weeks later.Brief Summary:Traditionally, the role of learners in L2 writing classes is to be passive and come up with correct target language forms rather than uselanguage to communicate. This session demonstrates the engaging curriculum of task­based instruction and how this methodenhances student writing performance in EAP writing classes.

Plenary 2: María del Pilar García­MayoTime: Friday, 21/Apr/2017: 11:30am ­ 12:30pm · Location: Paranimf

Session Chair: Roger Gilabert Guerrero Maximum number of presentations for this session: 1

Child­supported interaction in an EFL setting: Research and challengesMaria del Pilar Garcia MayoUniversidad del País Vasco (UPV/EHU), Spain; mariapilar.garciamayo@ehu.eusAbstract:In the last decade, task­based language teaching (TBLT) research has expanded substantially in foreign language (FL) contexts butmost research studies have been carried out with young adults in university settings. This is despite the fact that the number of FLprograms for children (mainly with English as the target language) is on the increase globally and with most introducing the programearly, typically during primary or even preschool years. However, there is a clear lack of research­based evidence of what childrenactually do while performing tasks in this setting and about their language learning process. This evidence is crucial in order to makedecisions about the appropriate educational provisionduring the primary school years, to inform policy makers and to maximizechildren’s opportunities for learning.In this presentation I will focus on our current research with English as a Foreign Language (EFL) children (age range 8­12) while theyperform several tasks in both mainstream and Content and Language Integrated Learning (CLIL) contexts. Our task­supported studies,carried out within interactionist and socio­cultural frameworks, are first steps in charting the territory and will hopefully lead to improvedtask­based language programs. The findings show how children successfully negotiate to make language meaningful, how theyengage with the tasks and how they collaborate in different ways during these tasks. I will conclude by highlighting the challenges andfuture research directions in this area.Brief Summary:In this presentation I will focus on our current research with EFL children (age range 8­12) while they perform several tasks in bothmainstream and Content and Language Integrated Learning (CLIL) contexts. Our task­supported studies, carried out withininteractionist and socio­cultural frameworks, are first steps in charting the territory.

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