Towards evaluating interactivity in video-based task design: a perspective from computer-based L2 listening

Fahad Ahmed Otaif

doi:10.1108/sjls-03-2021-0008

Abstract

PurposeWith the growing use of technology in second language learning (L2), many techniques of incorporating digital video in L2 learning and platforms of task implementation appear in the field, however, with little, if any, research on how tasks can be designed and developed in these contexts. Based on Chapelle (2001, 2014) task design criteria, the current paper evaluates specifically the “interactivity” of task design interface and how it may contribute towards either dispersing or directing the learners' attention (Robinson, 2011) during the process of task completion in video-based L2 listening.Design/methodology/approachUsing a qualitative approach – mainly focus groups and interviews – the current study evaluated a number of tasks that were used for computer-based L2 listening when digital video is the mode of presentation. The participants, i.e. English as a foreign language (EFL) teachers and learners, were presented with a number of task designs to try and evaluate.FindingsThe findings revealed that some task designs are perceived to be less interactive and can disperse the learner's attentional resources during the process of task completion. They also shed light on the importance of improving EFL teachers' current practices of task design in computer-based L2 listening.Originality/valueThis paper has contributed to our growing understanding of interactivity in relation to video-based learning and its task designs.

Highlights

With the growing use of technology in language learning, many techniques of incorporating digital video in L2 learning and platforms of task implementation appear in the field, with little, if any, research on how tasks are designed and developed in these contexts (Ziegler, 2016)
Despite the fact that the concern of arriving at a valid instructional task design has been central to research in computer-assisted language learning (CALL) (Chapelle, 1998, 2001, 2003) and technology-mediated learning (Gonzalez-Lloret and Ortega, 2014), more research is still required to evaluate the design of tasks and their implementations (Chapelle, 2014; GonzalezLloret, 2017) more in relation to computer-based L2 listening when digital video is the mode of presentation
As far as our concern in the current paper, i.e. to evaluate the task designs adopted and their suitability for providing interactive opportunities for focus on meaning (Chapelle, 2001), the participants pointed to a number of issues regarding the available opportunities for focus on meaning and how they are configured in the task design

Summary

Introduction

With the growing use of technology in language learning, many techniques of incorporating digital video in L2 learning and platforms of task implementation appear in the field, with little, if any, research on how tasks are designed and developed in these contexts (Ziegler, 2016). Despite the fact that the concern of arriving at a valid instructional task design has been central to research in computer-assisted language learning (CALL) (Chapelle, 1998, 2001, 2003) and technology-mediated learning (Gonzalez-Lloret and Ortega, 2014), more research is still required to evaluate the design of tasks and their implementations (Chapelle, 2014; GonzalezLloret, 2017) more in relation to computer-based L2 listening when digital video is the mode of presentation, I ground this research on Interactivity in Chapelle’s (2001) criteria for task design evaluation in CALL (2001) The aim of this preliminary paper – which is a part of an ongoing project The aim of this preliminary paper – which is a part of an ongoing project (c.f. Otaif, 2018; Alghamdi et al, 2018) – is to understand how different task designs may influence task completion and performance in video-based task design computer-based L2 listening when digital video is the mode of presentation

Methods

Results

Conclusion