Task-based Activities Research Articles

Exploring the Impact of Digital Technologies on Team Collaborative Design

This paper presents the results of a protocol study exploring the impact of various digital technologies on team collaborative design processes. Previous studies have suggested that compared to traditional methods such as sketching, digital technologies can provide further benefits for collaborative processes. However, there persists a lack of understanding about the impacts of digital technologies on such processes, particularly in relation to emerging significant digital technologies such as immersive Virtual Reality (VR). Therefore, this study aims to fill that gap by exploring team collaboration behaviours of two groups of professionals working in two digital design environments—desktop 3D modelling with Revit and immersive VR using Hyve-3D—as well as their behaviours during traditional sketching sessions for benchmarking purposes. Utilising protocol analysis method, the think-aloud data of participants was recorded, transcribed and coded using an adapted collaborative practice model. Team collaboration activities are broadly categorised as ‘Content’ or ‘Process’: content referring to design task-based activities, while process refers to activities related to the organising of group processes. The results suggest that during the design collaboration process, designers allocated the majority of their efforts towards process-oriented design activities. Differences between design environments only had a minor impact on the amount of effort expended on process-oriented activities and content-oriented activities. Moreover, traditional sketching design environments were shown to be potentially beneficial for problem-solution and associated negotiation activities. Additionally, immersive environments were associated with a reduction in the designers’ cognitive effort that was expended on exploring the design environment.

User-Centered Design and Usability of Voxe as a Pediatric Electronic Patient-Reported Outcome Measure Platform: Mixed Methods Evaluation Study.

Electronic patient-reported outcome measures (ePROMs) are standardized digital instruments integrated into clinical care to collect subjective data regarding patients' health-related quality of life, functional status, and symptoms. In documenting patient-reported progress, ePROMs can guide treatment decisions and encourage measurement-based care practices. Voxe is a pediatric and user-centered ePROM platform for patients with chronic health conditions. We aimed to describe the user-centered design approach involving feedback from end users and usability testing of Voxe's platform features to support implementation in a pediatric health care setting. Purposive sampling was used to recruit patients aged 8-17 years from 2 chronic illness populations in 2 pediatric hospitals in Canada. Patients' health care team members were also purposively recruited. One-on-one iterative testing sessions were conducted digitally by research team members with participants to obtain feedback on the appearance and functionalities of the Voxe platform prototype. Patients and health care providers (HCPs) completed Voxe-related task-based activities. International Organization for Standardization key performance indicators were tracked during HCP task-based activities. HCPs also completed the System Usability Scale. To test platform usability, the think-aloud technique was used by participants during the completion of structured tasks. After completing all task-based activities, patient participants selected 5 words from the Microsoft Desirability Toolkit to describe their overall impression and experience with the Voxe platform. Qualitative data about likes, dislikes, and ease of use were collected through semistructured interviews. Feedback testing sessions were conducted with patients and HCPs until Voxe was acceptable to participating end users, with no further refinements identified. Quantitative and qualitative data analysis were completed using descriptive statistics and content analysis. A total of 49 patients and 38 HCPs were recruited. Patients were positive about Voxe's child-centered design characteristics and notification settings. HCPs rated Voxe as user-friendly and efficient, with the time to complete tasks decreasing over time. HCPs were satisfied with the Voxe platform functionalities and identified the value of Voxe's system notifications, summarized display of ePROM results, and its capacity to integrate with electronic medical records. Patients' and HCPs' high satisfaction rates with the Voxe prototype highlight the importance of being responsive to user suggestions from the inception of eHealth platform developments to ensure their efficient and effective design. This paper describes the user-centered creation and usability testing of Voxe as an ePROM platform for implementation into clinical care for pediatric patients with chronic health conditions. As a patient-facing platform that can be integrated into electronic medical records, Voxe aligns with measurement-based care practices to foster quality patient-centered approaches to care. End users' positive feedback and evaluation of the platform's user-friendliness and efficiency suggest that Voxe represents a valuable and promising solution to systematically integrate patient-related outcome (PRO) data into complex and dynamic clinical health care settings. RR2-10.1136/bmjopen-2021-053119.

Students’ Motivation and Engagement with Task-Based Activities Using Google Workspace

The current demand for integrating technology into English language instruction to engage students in meaningful conversations is pressing in the digital era. Despite this, research on employing Google tools for collaborative, task-based activities in English education is scarce, particularly in meeting the needs of today's digital learners and boosting their motivation. This study aims to bridge this research gap by evaluating the impact of using task-based Google's collaborative tools on creating a cooperative learning environment and increasing students’ engagement and motivation in English classes. Over one academic year, data were collected from 65 Saudi university students with varying levels of English proficiency using approximately 45 task-based activities administered using different Google tools. According to questionnaire results, motivation was a significant predictor of students' initiative and enjoyment in using these collaborative tools. The study confirms that students appreciate these Google tools and associates their use with increased motivation to learn English. These findings suggest that educators should align their teaching with the preferences of the digital generation by incorporating tools like Google Forms with preemptive feedback, Google Slides, and Google Docs to foster meaningful English learning. This approach can narrow the divide between traditional teaching methods and the preferred learning styles of digital learners. This study was conducted prior to the surge in Artificial Intelligence (AI) tools; the study also points out that the rise of AI has expedited the creation of task-based activities, warranting further consideration in educational practices.

Integrating Socio Cultural Theory and Bloom’s Taxonomy to Overcome Xenoglossophobia and Anxiety in English Language Speaking in Sri Lankan Undergraduates

The importance of knowing a second or a foreign language today has become a pivotal factor with regard to education, travel, trade, business, information, communication and most importantly to acquire a recognizable occupation. Even so, obtaining a job related to a graduate’s educational background in the Sri Lankan context at present, is a challenging task. Having realized this, the local government of Sri Lanka have been taking measures in teaching English at local government schools from Grade 3 onwards since 1950’s. Nonetheless, even by the time the Sri Lankan local government school children enter university after engaging in English language learning for over a decade and subsequent to Ordinary and Advanced level examinations, their English-speaking skills stand at a marginal level with traits of xenoglossophbia and anxiety. Thus, the aim of the study is to find out the main factors that influence xenoglossophobia and suggest strategies to overcome them. A sample of 32 Engineering undergraduates from the first year of General Sir John Kotelawala Defence University (KDU) was selected based on purposive sampling technique. The selection process was performed based on an Oral Proficiency Interview (OPI). After having exposed the students to a teaching process for 15 academic weeks, they were re-administered through a post-OPI. The lesson plans were set according to Blooms Taxonomy knowledge-based objectives. Socio-Cultural Theory (SCT) was incorporated when designing the lessons. Data was analyzed via a mixed approach. The findings revealed that the students had increased motivation and confidence to speak English as they were exposed to a gradual process of self-autonomy. Paving way for authentic speaking opportunities via Task Based Activities (TBA) and making students aware of the importance of English language communication for employment purposes from school levels is highly important. Further, teacher, learning environment and material play a considerable role in motivating language learners while self-negativity is a main reason for the majority to possess xenoglossophobia which adversely affects their future employability.

ENHANCING STUDENTS’ VOCABULARY SKILLS THROUGH NETFLIX SERIES IN THE TEACHING/LEARNING OF FRENCH

In our rapidly evolving technological landscape, the existence of digital platforms has become an undeniable reality, spanning diverse domains. The educational sector has embraced platforms such as Udemy, Coursera, Duolingo, Tandem, Kahoot, Voki, LearningApps and Padlet. Authentic materials, including articles, videos, and audio recordings, facilitate an interactive learning environment, while also supporting equal emphasis on the four language skills: speaking, listening, reading, and writing. Interactive, task-based activities cultivate effective communication and application of language skills. Among digital platforms, Netflix has gained popularity, particularly among youth, offering an abundance of updated series and movies to enhance foreign language skills, vocabulary, and cultural knowledge. This study employs qualitative research, specifically document analysis, to explore the role and impact of the French Netflix series in teaching/learning French as a foreign language. It seeks to highlight the significance of vocabulary instruction and demonstrate how Netflix series can be used as a tool in foreign language education to teach various topics. In accordance with Creswell's perspective on qualitative research, the study places data collected through document analysis as essential tools. As a result, it is demonstrated that the content available on the Netflix platform can be effectively integrated into classrooms where French is taught as a foreign language, aligning with the action-oriented goals specified in the Common European Framework of Reference for Languages (Council of Europe, 2001), which emphasizes practical daily language use and effective communication.

Assessment of Occupational Exposure to Inhalable Aerosols in an Instant Powdered Food Manufacturing Plant in Norway

BackgroundIn the food manufacturing industry, exposure to inhalable aerosols contributes to respiratory illnesses such as occupational asthma and rhinitis. However, there is a lack of comprehensive exposure assessment studies. This study evaluated occupational exposure to inhalable aerosols in an instant powdered food manufacturing plant during work operations involving dried food and powders. MethodsIn total, 50 workers from an instant powdered food manufacturing plant were recruited. Personal inhalable aerosol exposure measurements were taken for both full-shift and task-based activities. The concentrations of inhalable aerosols were analyzed to identify any variation within and across departments, as well as between seasons, handedness, and sex. ResultsIn total, 134 personal air samples were collected, and the particulate mass was determined gravimetrically. The concentrations of inhalable aerosols ranged from 0.1 to 27 mg/m3 for full-shift exposure measurements and 3.1 to 73 mg/m3 for task-based measurements. Statistically significant differences in mean aerosol concentrations were found across departments (A:B p < 0.001, A:C p < 0.05, B:C p < 0.001) and between seasons (p < 0.001). ConclusionThis study revealed high exposure to inhalable aerosols among workers, particularly those involved in manual weighing, mixing, and adding powders. The significant differences between departments highlight the specific activities contributing to increased inhalable aerosol concentrations. Seasonal variations were also evident, with autumn showing higher concentrations of inhalable aerosols in all departments compared with summer. These findings emphasize the importance of understanding the distribution of aerosol concentrations across different work tasks and departments, particularly during different seasons.

Pragmatic strategies in teaching the Romanian language to international students

The following paper examines effective language-teaching strategies for international students learning Romanian amidst the increasing globalization. Addressing challenges faced by diverse learners, the study employs a methodology encompassing literature review, classroom observations, and interviews with experienced instructors. Emphasizing the importance of pragmatic elements in language instruction, the research explores the integration of technology, cultural immersion, and real-world applications to enhance pragmatic competence. Grounded in sociolinguistic theories, the article underscores the role of pragmatic competence in effective communication. Beyond linguistic structures, language instructors are urged to incorporate nuanced elements reflecting Romanian culture. Pedagogical strategies tailored to international students include task-based activities, role-playing, and language immersion. Assessment involves qualitative analysis of student performance, feedback, and proficiency assessments. The article also delves into the role of technology, discussing the integration of virtual reality, online platforms, and multimedia resources for immersive learning. The study concludes with implications for educators, curriculum developers, and policymakers, advocating for culturally sensitive language curricula. Overall, it contributes to the discourse on language education by emphasizing the interconnectedness of language and culture, promoting pedagogical approaches that foster cross-cultural communication.

The Effect of Task-based Elementary School Students’ Sentence Construction Learning Using Artificial Intelligence and Corpora

This study investigates the efficacy of task-based sentence construction learning utilizing artificial intelligence (AI) and corpora among sixth-grade students in elementary education. The investigation is centered on enhancing students' proficiency in sentence construction ability, employing a structured six-step approach tailored to English language lessons for sixth graders. These steps encompass sentence preparation, practice, discovery, application, consolidation, and expansion. Each stage incorporates specific pedagogical tools: AIPengTalk for practice, corpora for discovery, task-based activities for application, and Dictogloss exercises for expansion. The findings of this study indicate several significant outcomes. Firstly, task-based sentence learning leveraging AI and corpora demonstrates effectiveness in augmenting students' proficiency in English sentence learning. The six-step approach facilitates a comprehensive and thorough exploration of sentence construction, leading to increased fluency and versatility in the utilization of English sentences. Secondly, the impact of task-based sentence learning utilizing AI and corpora extends across students of varying proficiency levels, including upper, middle, and lower achievers. Remarkably, the greatest improvement is observed among lower-level students, followed by middle-level students, while upper-level students exhibit comparatively lesser advancement. This suggests that task-based approaches are particularly advantageous for learners with moderate to lower proficiency levels, aiding in their acquisition of sentence composition skills. Notably, activities focusing on sentence construction contribute significantly to enhancing both fluency and accuracy, particularly among middle- and lower-level learners. Thirdly, the overall student response to task-based sentence learning employing AI and corpora is predominantly positive. Many students express appreciation for the integration of innovative teaching and learning methodologies, such as AI-PengTalk, corpora analysis, task-based activities, and Dictogloss exercises, citing their effectiveness in consolidating their English language skills. This study holds significance in its exploration of integrating sentence structure learning within the elementary school English curriculum, with a distinct emphasis on communicative functions, and its subsequent application within classroom settings.

Task-Based Activities to Improve Oral Communication Skills in Adult Learners

Task-Based Activities to Improve Oral Communication Skills in Adult Learners

ASSESSING EFL SPEAKING BASED ON RECONSTRUCTED CAF MEASURES

In applied linguistics research, complexity, accuracy, and fluency (CAF) were based on the importance of task-based activities, task familiarity, communicative competence, or sociolinguistic factors. However, investigating CAF as an independent variable to assess language performance is controversial in research. Some studies found that language cannot be assessed in these dimensions alone since language is complex, changing, and dependent on many factors. Further research shed light on the importance of reconstructing these variables. The purpose aims to test the validity of a speaking assessment scheme based on previous research suggestions to reconstruct CAF measures by comparing it to the TOEFL speaking rubric. There were no statistical differences in the results of the participants in both assessment schemes. The implications are to further design valid assessment schemes based on reconstructed CAF measures, using an automated application that can transcribe and compute these measures instead of calculating them manually.

Exploring the effect of mobile-assisted task-based learning on vocabulary achievement and student attitude

This study explores the effect of mobile-assisted task-based learning (M-TBL) on vocabulary achievement and student attitude among English as a in content and language integrated learning (CLIL) science lessons, the researcher focused on foreign language (FL) students. To investigate this, a quasi-experimental research design was utilized. In the first semester of the 2022–2023 academic year, 34 fourth-grade students from a private school in Istanbul took part in the study. During the course of 6 weeks, the experimental group engaged in six different M-TBL activities and were assigned a one-page worksheet as homework, while the control group completed only the one-page worksheet. Quantitative data for the study were collected through vocabulary achievement tests and a student attitude questionnaire. The data underwent analysis through paired sample t-tests and descriptive analyses. The results indicated a significant difference in vocabulary achievement between the experimental and control groups, and they also revealed a positive impact on student attitudes, igniting their interest in learning the target language. In light of these findings, it can be concluded that mobile-assisted task-based activities yield positive effects on both vocabulary achievement and student attitude in primary FL learners participating in CLIL science lessons.

The Effects of Using Task-Based Activities to Teach Reading Comprehension via Online Classes

Task-based activities aids the fluency and self-assurance in learning a foreign or second language. This strategy emphasizes giving students practical assignments they must finish in order to learn. In order to increase their overall language ability, students are required to focus on specific language abilities. Researchers and teachers of second and foreign languages have discovered that TBLT can be a helpful teaching and learning method. Investigating how task-based reading instruction affects EFL students' reading proficiency in Kurdistan Region of Iraq schools was the motivation behind carrying out this research. (92) Advanced Kurdish English language learners were the subjects of the study and were randomly allocated to 2 sets: the experimental set and the control set. While the control group engaged in more conventional exercises to hone their reading skills, the experimental group engaged in task-based teaching techniques. In order to gather pre-test and post-test data from students who completed two paper-based IELTS reading test , the researcher created a reading test. Social Research Statistical Package was used to examine the data and determine each student's unique skills and talents. The current study procedure made use of statistic tools, T-test and variation analysis was employed to examine the obtained data. After one month of vocabulary education (February 2023) in which the lessons were delivered for three hours per day, six days per week, the reading test was given. While the experimental group received instruction that relied on pampering the learners with reading comprehension strategies, the control set simply received conventional direction. The analysis of data showed that, at every single level of the Subsequent testing reading skills, there was a considerable variance between the mean scores of the 2 sets, favoring the experimental set. The researcher makes several recommendations in light of those findings that are intended to be useful for ELT, supervisors, and syllabus designers.

Enhancement of Learners’ Receptive Skills through Task-Based Activities to Understand the Eco-Centric Issues Using Wall-E

Animation films inspired by eco-centric ideas, such as green studies, pave the way for learners to explore the problems caused by humans to nature, such as air pollution, deforestation, climate change, and trash pollution. On the other hand, animated movies also help to motivate and develop learners reading and listening skills. This study focuses on developing learners’ receptive skills using the eco-centric theme-based animation movie “Wall-E” through task-based activities (TBA). TBA is a technique that helps students prepare themselves by having participants evaluate their goals for listening, understanding information, and developing their language needs. This study aims to examine the effectiveness of understanding the eco-theme in the animation movie Wall-E and to enhance learners receptive skills using TBA. A pre-experimental study was carried out with a one-group pre-test and post-test. The study samples were selected using purposive sampling. Initially, a pre-questionnaire was circulated to 103 participants with Arts backgrounds to test their language proficiency and understanding of eco-centric ideas. Based on the results obtained from the pre-questionnaire, 36 participants were subjected to a pre-test, after which activities were given using TBA during tasks or task cycles, language focus, and finally a post-test. Each activity focuses on reading and listening tasks to develop the learners’ comprehension, thereby promoting and understanding ecological issues from the movie. The result of the study shows that there is a gradual improvement in the mean score between the paired-t test of pre-test and post-test, which is (t [36] = 6.13889, P&lt; 0.001), the P value being less than 0.005. The present study was suggestive that TBA effectively developed learners’ receptive skills and also motivated learners about environmental issues in the movie Wall-E.

Apprendimento digitale dell’italiano L2. Un approccio ludico

Digital Learning of Italian as a Foreign Language: A Playful Approach. Foreign language teaching has been more challenging than ever since the beginning of the Covid-19 health emergency. The transition from face-to-face to remote teaching has raised a series of problems for all stakeholders involved in foreign language teaching training, with particular reference to motivation and the management of the interaction between teachers and students, especially when it came to the assessment of skills acquired in this particular environment. The present contribution showcases a series of teaching activities and examples taken from a course of Italian as a second language, with a view to highlighting how digital tools and technologies can be leveraged with the aim of increasing interaction, involvement, and participation of learners, through a playful approach to task-based activities. A brief presentation of the methodological approach and the digital learning tools is complemented by authentic examples of activities that were implemented in the academic year 2020/21 at Università Cattolica del Sacro Cuore of Milano.

Student Number Size as Moderator in Affecting the Four Factors of Students’ Perceived Engagement in Task-based Learning under Blended English Learning Environment

&#x0D; This article delves into utilizing blended learning and addresses the tasks given for this approach. During the pandemic, blended learning tasks will be assigned to the learners. However, the effectiveness of using tasks might not serve the purpose. Hence the study in this article has evaluated students’ perceived engagement in the tasks designed for blended learning from the perspective of timeliness of task, richness of task, accuracy of task and adaptability of task. There were also moderating effects on the relationships studied. The research study described in this article employed a survey designed to investigate the impact of student size on students' perceived engagement (SPE) in English as a Foreign Language (EFL) task-based activities in a blended learning environment. The study aims to examine the impact of student number size as a moderator on the four factors of students' engagement in task-based learning within a blended English learning environment. The study aims to determine the impact of student number size on students' engagement in task-based learning in a blended English learning environment. An ANOVA (Analysis of Variance) test was conducted to achieve this. The focus is on how student number size acts as a moderator in affecting the four factors of students' engagement: timeliness of task, richness of task, accuracy of task, and adaptability of task. The study's results contribute to understanding how student number size can impact students’ perceived engagement in blended learning and provide insights for educators to optimize blended learning environments to maximize student engagement.&#x0D;

VOCATIONAL HIGH SCHOOL STUDENTS’ PERCEPTION ON THE USE OF TASK-BASED LEARNING (TBL) IN SPEAKING CLASS

Task-based learning (TBL) has been widely discussed among recent researchers. Its implementation is proven to be beneficial for English as foreign language teaching method. Many previous studies bring in its evident efficacy to increase vocational high school students' basic language abilities. This study used survey research that aimed to explore vocational high school students’ perception on the use of TBL to enhance their speaking skills. Quantitative data were obtained through a questionnaire as the instrument which was distributed to approximately 103 11th grade Office Authorization and Governance students at one of vocational high schools in Kediri. The findings revealed that students had a positive perception on the use of TBL to enhance their speaking skills because they felt relaxed when they are taught English using TBL, they feel motivated to learn English using TBL, and they perceive that TBL should be used more during English class. Furthermore, they also saw improvements in their speaking skills, in terms of fluency, pronunciation, grammar, and vocabulary. This study was to gain perceptions on task-based activities limited to discussions, presentations, and giving and receiving feedback and it was focused on learning descriptive text. A suggestion for the teachers is they may broaden the variation of the task-based activities while teaching the students, thus it could adapt to different genre texts. The researchers also came up with a recommendation for future researchers to explore students’ perceptions of their difficulties when the teachers implement TBL.Keywords: task-based learning, speaking skills, English for Specific Purposes

Impacts of Task-Based Activities on Learners’ Grammatical Acquisition and Motivation at Dong Nai Technology University

The study aims to measure the effect of Task-based language teaching on grammatical achievement and the motivation of EFL learners at Dong Nai Technology University. The research will conduct a quick grammar test to administer 48 students at the school to achieve this goal. After sitting the test, the learners will undergo a 6-week course applying task-based language teaching. Before the treatment, one certified instructor-made grammar test about the learning units will be encompassed as the pre-test. Furthermore, a motivation questionnaire will be carried out in this group at the research's beginning and end. Afterward, the learners will learn through the treatment, which is learning through the implementation of Task-based language teaching. After six weeks of treatment, the group will take the same teacher-made grammar test as the post-test. After that, the writer will analyze the data through paired sample t-test. The results demonstrated a significant difference between the pre-test and post-test in the student’s performance on grammar acquisition and the enhancement in learners’ motivation. Based on the findings of this research, it is believed that task-based language teaching can be used in English classes to enhance learners’ grammar achievements and motivation among Vietnamese university learners.

Exploring the Impact of Task-Based Activities on Vocabulary Acquisition and Student Attitudes Towards Reading Short Stories: A Comparison of Two Approaches

Abstract This study investigates the effectiveness of integrating short stories with task-based learning activities in English as a foreign language (EFL) class to promote vocabulary development and motivation among L2 learners. Six short stories were selected by the participants based on their interests, pre- and post-tests were conducted to evaluate vocabulary acquisition and a questionnaire was used to gather information about the perception of task-based activities after reading short stories among students. The study involved 60 intermediate level English students at the SEEU Language Center, assigned to either the control or experimental group. The experimental group completed post-reading tasks such as keeping vocabulary notebooks, reading circle discussions, sequencing activities, plot structure understanding, and group poster presentations after reading each story. The findings suggest that the incorporating engaging reading activities had a favorable effect on language learning. The experimental group exhibited greater vocabulary acquisition and comprehension than the control group. The follow-up tasks created a sense of achievement, improved communication and interaction among the students. According to the study, including comprehensible input through extensive reading along with constructive output from task-oriented exercises can effectively promote language progress and enhance students’ motivation thus effectively facilitating language development in L2 learners.

Exploring Task-Based Approach in Learning Mandarin as a Foreign Language

Task-based language teaching (TBLT) focuses on performing meaningful tasks in a target language. This quantitative study investigates how the TBLT approach can be applied to teaching of Mandarin to Malay students through real-life interactions with native Mandarin speakers. 31 participants were purposely selected from a public university in Malaysia to perform specific tasks such as shopping, dining and bargaining with native Mandarin speakers. The study used a survey adapted from Ellis (2009). The survey has 6 sections. Section A has items on demographic profile, section B has 7 items on natural language use, section C has 8 items on learner-centeredness, section D has 7 items on focus on form, section E has 7 items on communicative tasks and section F has 7 items on rejection of traditional approaches. The findings show that Malay students responded positively to the 5 features of TBLT suggested by Ellis (2009). They used language naturally, were learner-centered, sometimes form-focused and comfortable with real-life, non-traditional context. TBLT can improve learners' communicative competence and increase their knowledge of the target language. The findings also help teachers to improve teaching strategies and materials. Future research could focus on exploring more task-based activities, target groups and conducting experimental study.

Using Task-based Activities to Improve the Writing skills of Students with Learning Disabilities

Using Task-based Activities to Improve the Writing skills of Students with Learning Disabilities