Task-based Curriculum Research Articles

An authentic task-based curriculum to deliver practically skilled laboratory technicians with critical thinking and problem-solving skills

An authentic task-based curriculum to deliver practically skilled laboratory technicians with critical thinking and problem-solving skills

Teachers' perceptions of using technology to teach mathematics during COVID-19 remote learning

There are concerns that current remote learning efforts in response to COVID-19 may not be measuring up to the quality of classroom-based instruction. This study investigated two high school teachers’ perceptions of the issues surrounding teaching mathematics remotely and factors that contributed to their use of technology while teaching online. The results show that both teachers found teaching mathematics online more difficult compared to classroom-based instruction. The main concerns expressed by these teachers focused on the difficulty to receive feedback from students and limited student interaction. This made it difficult to assess students’ understanding during lessons. They also expressed concerns about the difficulty in implementing aspects of a task-based curriculum that relies heavily on classroom discourse and interaction; and the challenge of finding quality and usable resources for online instruction. This study also identified several factors that influenced teachers’ use of technology during COVID-19 remote learning. Implications for teacher professional development, online instruction, and policy are discussed. Keywords COVID-19 pandemic, remote learning, technology, perception, MVP curriculum, classroom-based instruction.

The Case for a True Task-Based Curriculum for Medical Spanish Courses

Issue For decades, professional healthcare schools have invested considerable time and resources into the development and implementation of medical Spanish courses. However, most (if not all) of these courses and programs were developed without significant input from experts in the fields of applied linguistics and second language acquisition (SLA). This resulted in programs and courses which differ in every conceivable way, most notably in course objectives, course content, and assessment measures. Despite multiple calls by applied linguists over the years, there has never been a systematic evaluation of medical Spanish programs through the lens of applied linguistics. The literature to date also demonstrates a near-complete absence of collaboration between medical school faculty, applied linguists, and language teachers, furthering the divide between what is now well-documented in the applied linguistics and SLA literature and the reported classroom practices in the medical Spanish context. Evidence This article begins by contextualizing the development of medical Spanish courses under a backdrop of a critical need for multilingual medical professionals to better address documented healthcare disparities for Low English Proficiency (LEP) Spanish speakers, a steadily growing population in the United States. Then, the article introduces Task-Based Language Teaching (TBLT) as an opportunity for unprecedented collaboration between healthcare practitioners, medical Spanish course instructors, and applied linguists to improve medical Spanish curricular offerings. It goes on to identify specific opportunities for collaboration between medical Spanish professionals (instructors, course designers, program administrators) and applied linguists by highlighting three major areas for further development in the medical Spanish context. This collaboration would result in a pedagogical framework strongly rooted in applied linguistics research findings with direct, measurable impacts on both L2 Spanish learners in medical Spanish courses and the patients they will serve. Implications Based on identified opportunities for curricular and programmatic improvement in published medical Spanish course reports, this article provides a rationale for TBLT as well as an overview of the process of TBLT course development. This detailed overview of TBLT course development with specific reference to the medical Spanish context presents an argument for the adoption of TBLT as an evidence-based and pedagogically viable alternative to current course offerings in medical Spanish programs. This article aims to identify a clear path forward to enable medical school program administrators and course and curriculum designers to take concrete steps to align courses with current best practices in second language pedagogy in order to optimize Spanish learning outcomes for their programs’ specific students.

Curriculum materials as a barrier to the use of communicative approach to English language teaching in EFL context: examples from Tanzania

This paper examines how curriculum materials act as a barrier to implementation of communicative Language Teaching (CLT) in English as a Foreign Language (EFL) context. It has been noted that several studies report some challenges of CLT in English language teaching. Consequently, some authors conclude that CLT is useless while others observe that the reported challenges are external weaknesses caused by users of the approach. In light of this debate, this study was conducted. Two questions were the focus of the study: how do curriculum materials respond to CLT? How does the actual use of the developed curriculum materials respond to principles of CLT? Drawing on the data obtained, authors of this study argue that curriculum materials are missing essential tasks which would facilitate a smooth implementation of CLT. Consequently, features of the traditional methods are dominating the practices. Authors advocate that it is unfair to argue that CLT is useless in EFL context but we have failed to design for it. Following the noted weaknesses, researchers recommend the adoption of task-based curriculum material design to ensure rich communicative activities in textbooks and classrooms as well.

Understanding the role of the first language (L1) in instructed second language acquisition (ISLA): Effects of using a principled approach to L1 in the beginner foreign language classroom

This study investigated whether second language (L2) classroom instruction that incorporates a principled approach into the use of the first language (L1) by students and instructors has an effect on beginning learners’ development of L2 speaking and writing proficiency, compared to L2-only instruction, over the course of one semester. Participants were 54 students of Spanish enrolled in six sections of a university-level Elementary Spanish course. The six intact classes, exposed to the same task-based curriculum, were randomly assigned to two experimental groups (–L1 and +L1). For the –L1 group, instruction and interaction were conducted exclusively in the L2, whereas instruction and interaction in the +L1 group included specific uses of the L1. A pretest–posttest design was used to measure change in speaking and writing proficiency. Effects were assessed using the STAMP 4 test, a standardized measure of proficiency. Results indicated that courses under both conditions promoted improvements in speaking and writing. However, students in the +L1 condition improved significantly more than those in the control –L1 group, both in speaking and writing. This points to a potentially more important role for the L1 in the development of an L2. Pedagogical implications are discussed, and directions for further research are offered.

10 Years vs. 16 Hours: An Effective Curriculum to Improve Chinese College Students’ English Presentation Quality in Public

Despite the long-term and intensive English learning educations they received, Chinese college students still have to struggle to make an even 2 minutes professional English presentation. Through more than 10 years English study, their vocabulary and language knowledge are enough for delivering an intermediate level English presentation. By observing a mid-sized (38 students) class study in details and one on one interviewing and surveying in Shanghai University of Engineering Science in 2014. The psychological factors are assumed to the top reason to hinder students from being confident and motivated in speaking English in public. A 16 hours task-based curriculum is designed with sufficient practices focusing on solving these psychologically related problems. Upon comparing and analyzing the detailed assessment data starting from the initial evaluation to the final examination, dramatically improved score and highly elevated sense of self achievement and satisfaction of the students were observed. It is evident the curriculum aimed on students’ motivation and interests, as well as the ‘hands-on’ experiences should generate dramatic improvements for most of the Chinese college students.

Perspectives of educational sciences experts and nursing professionals on task-based curriculum components

Background: Task-based curriculum is a new educational approach which is accepted in many medical universities as a suitable teaching and learning method. It is a comprehensive system across various disciplines that emphasizes one set of tasks. The objective of this study was to consider educational and nursing professionals’ perspectives on task-based curriculum components in the nursing field. Methods: This qualitative study follows a phenomenological approach and was conducted in the summer of 2018 with 12 educational experts and nursing professionals through purposeful sampling up to saturation of the data; confidentiality of information was observed; and participants could leave the study at any time. The method used for data collection was conducted through in-depth and semi-structured interviews. Data was analyzed using the seven-levels Colaizzi method. Results: After analyzing and integrating the main components, six main components were identified and 32 subcomponents were extracted. The main components encompass taskbased curriculum features, effective factors of task-based curriculum in designing task-based curriculum, procedures of task-based curriculum, and gaps in procedure of task-based curriculum, required skills in curriculum, and effective forces on designing of curriculum Conclusion: Results showed that the task-based curriculum approach is an active educational method that requires active student participation. It emphasizes the creation of knowledge by the individual. Individuals learn knowledge and gain skills in clinical settings. With this approach, theory and clinical performance are measured together.

La ELAO en el marco del enfoque por tareas

La enseñanza de lenguas a través del ordenador (ELAO) puede tener lugar de dos maneras: (1) ELAO tutorial, donde el estudiante interactúa con los materiales digitales por su propia cuenta y (2) ELAO social, donde el ordenador provee el medio en el cual las personas llevan a cabo la comunicación a distancia. Cada ambiente aporta ventajas para el aprendizaje de una segunda lengua (2/L), especialmente si el marco pedagógico apunta a un enfoque por tareas (González Lloret & Ortega 2014). Los medios sociales y las videoconferencias han ampliado lo que se entiende por comunicación y pueden constituir nuevas estrategias para fomentar la adquisición de una 2/L. A la vez, no se deben minimizar los beneficios que ofrecen los programas/materiales de la ELAO tutorial, especialmente si se contempla lo difícil que es aprender un léxico adecuado y las colocaciones en una 2/L, junto con el desafío de controlar una nueva morfología y sintaxis. Por supuesto, hay que implementar estas nuevas tecnologías digitales de manera que sigan una autenticidad cultural y que se ajusten bien a las necesidades tanto del estudiante como del instructor (Hubbard 2006). En este estudio, se expondrán estos conceptos con ejemplos específicos de la Web 2.0, junto a sugerencias de cómo integrar las TIC dentro de un programa de 2/L con el enfoque por tareas.

Needs analyses for task-based curriculum design: How useful can it be for general purpose L2 courses?

When designing a task-based language curriculum, it is essential to conduct a needs analysis (NA) to gain insight into the needs and goals of the student population (Long SLA and TBLT 6). This article illustrates the steps of the process by which an NA was designed and implemented in two university-level B2 level oral communication French as a Second Language courses to investigate students’ perceptions of the TBLT approach, students’ motivations, needs and desired outcomes in order to develop task-based syllabi. This article also addresses the challenges of responding to the needs of a diverse student population in order to determine thematic content and to design the authentic real-life tasks that would appeal to different individual students while taking into account the sociolinguistic and cultural context of the Francophone province of Quebec.The NA consisted of an analysis of the Common European Framework of Reference for Languages (CEFR), an online questionnaire given to both students (n = 48) and teachers (n = 8), and semi-structured interviews with students (n = 8). Despite the apparent heterogeneity of the participants in the two general purpose oral communication language classes, results suggest common, domain-independent goals and themes that would sufficiently cater to the needs and objectives of each individual in the group while also meeting the academic requirements of a university-level course.

タスクベースのカリキュラムに取り入れた「ポスター発表」の実践報告

タスクベースのカリキュラムに取り入れた「ポスター発表」の実践報告

L’apprentissage du français L2 par l’expérience et par l’intégration du contenu à la langue : en route vers le changement à Glendon

S’inspirant du résultat d’une étude menée en 2010 par un groupe d’étudiantes en linguistique sur les perceptions et attitudes des étudiants de français langue seconde inscrits en premier cycle dans une université bilingue, un nouveau programme d’apprentissage du français langue seconde a été conçu sur une base intégrative de la langue et du contenu disciplinaire ciblé. Ce programme propose des apprentissages diversifiés pertinents à l’usage quasi-immédiat de la langue seconde en milieu universitaire. Ses éléments-clés incluent un module préparatoire à l’apprentissage des langues secondes visant à promouvoir une conscience métalinguistique chez les apprenants, un curriculum basé sur l’accomplissement de tâches pertinentes à leur spécialité, un système évaluatif s’appuyant sur des indicateurs de performance liés à l’accomplissement de telles tâches, ainsi que sur des possibilités d’apprentissage en classe et hors de classe grâce à l’intégration dans le curriculum de l’expérience pratique de l’usage de la langue en milieu naturel.

Professional task-based curriculum development for distance education practitioners at master’s level: A design-based research

<p>Curriculum development for distance education (DE) practitioners is more and more focusing on practical requirements and competence development. Delphi and DACUM methods have been used at some universities. However, in the competency-based development area, these methods have been taken over by professional-task-based development in the last decade, which has not been applied in the open and distance education area so far. Is the professional-task-based curriculum development approach suitable for open and distance education? This study aims to develop a Master Degree curriculum for DE practitioners in China based on professional tasks. Design-based research (DBR) was used and two cycles of DBR were conducted. Interviews and observations were used to collect data. In the first round of DBR, the authors find that professional-task-based development is feasible and could direct more closely to practical requirements of competencies, and that meanwhile, this approach has some disadvantages and limitations. In the second round of DBR, the approach was revised and results showed that the revised approach was much more suitable and reasonable for DE practitioners. Results of this study include: 1) professional-task based curricula for DE practitioners in China; 2) a curriculum development approach for open and distance education revised from professional-task-based development.</p>

Preparing Students for Education, Work, and Community: Activity Theory in Task-Based Curriculum Design

This case study describes how sociocultural and activity theory were applied in the design of a publicly funded, Canadian Language Benchmark (CLB)-based English as a Second Language (ESL) credential program and curriculum for immigrant and international students in postsecondary institutions in British Columbia, Canada. The ESL Pathways Project was conceived to prepare immigrant students to navigate the multiple pathways in the settlement process from postsecondary education to the workplace, community participation, and citizenship. The innovation in curriculum design resulted from the systematic reinterpretation of situated cognition and task-based design using activity theory. Given that both situated and task-based learning share intersecting theoretical lineages with activity theory, this reinterpretation was more a deepening and improvement than a reconceptualization process. The ensuing units were defined by the real-world activities and contexts of target communities of practice, with relevant instructional topics, tasks, genres, skills, and outcomes presented in a systematic manner to support learners to participate, ultimately, in those target communities. This process contrasts with traditional ad hoc forms of task-based curriculum design in ESL and EAP (English for Academic Purposes).Cette étude de cas décrit dans quelle mesure la théorie socioculturelle et la théorie de l’activité ont joué un rôle dans la conception d’un programme d’étude à crédits pour l’anglais langue seconde reposant sur les niveaux de compétence canadiens et visant les immigrants et les étudiants internationaux dans les institutions postsecondaires en Colombie britannique au Canada. Le projet « ESL Pathways » (Parcours en anglais langue seconde) a été conçu pour aider les étudiants immigrants à naviguer les divers parcours que présente le processus d’établissement, depuis les études postsecondaires à la citoyenneté en passant par le milieu du travail et la participation communautaire. Le programme novateur résulte d’une réinterprétation systématique, par le biais de la théorie de l’activité, de la conception située et centrée sur les tâches. Puisque la cognition située et l’apprentissage basé sur les tâches partagent des éléments de la théorie de l’activité, cette réinterprétation représente plutôt un approfondissement et une amélioration qu’une reconceptualisation. Les unités qui en découlent reposent sur des activités réelles et des communautés de pratiques cibles, et elles présentent des thèmes, des tâches, des genres, des habiletés et des résultats de façon systématique de sorte à favoriser la participation des apprenants à ces communautés. Ce processus se distingue des formes traditionnelles et ad hoc de conception des programmes d’étude en anglais langue seconde et en anglais académique.

Problem-Based Learning & Task-Based Learning Curriculum Revision Experience of a Turkish Medical Faculty

The aim of this paper is to introduce the basic principles of Dokuz Eylul University Faculty of Medicine’s educational program and curriculum revision studies carried out within the last three years.

A Study on the Development and Implementation of a Task-based ‘English Village’ Program in Korea

The number of English Villages in Korea has steadily increased since their introduction in 2004. Although many teachers, program developers and educators in the field of English education have acknowledged their growth, little research has been done regarding their curriculum effectiveness or program implementation. Therefore, this study develops a sample English Village program based on task-based syllabus and investigates students` reactions. The research site was B English village in Seoul. For the study, three phases: needs analysis, program development and program implementation are conducted. Seven students participated in the experiment, and data were collected from diverse sources: interviews with students, their learning diaries, documents, and the researcher`s field notes. As a result, the four aspects of task-based learning along with the seven young learners were considered in relation to program implementation: class participation, real world relevance, class modules, and task-performance. This study implies that task-based curriculum development in English Villages can positively influence students` learning.

Exploring Task-Based Curriculum Development in a Blended-Learning Conversational Chinese Program

This paper brings task-based language teaching (TBLT) curriculum development principles into the blended learning context, presenting processes and outcomes from a project to develop a task-based thematic unit — asking and giving directions — in a hybrid web-based university-level class focused on listening and speaking skills in Mandarin Chinese. The authors follow the principled task-based curriculum design phases informed by Long and Crookes (1993) and Long and Norris (2000). Unit-based development made the workload manageable and provided an important experimental space for the instructors to best align task-based principles with online language instruction. First, the context of the project and its theoretical TBLT curriculum development framework are established. The distinct processes of needs analysis, materials development, task sequencing and teaching methods, and assessment methods adopted to meet the special requirements of the class are presented, along with a preliminary formative and summative evaluation of the teaching model. The conclusion discusses the theoretical and practical implications of the project.

Using E-mail Consultations in a Large Class

This study investigated how technology can be used to help teachers manage a large class while at the same time retaining a high quality of instruction. This research looked at giving online consultations to four groups of roughly 30 students, with one teacher responsible for about 60 students. Students were assigned to use e-mail to share and discuss problems in a task-based curriculum. The findings revealed that students posted an average of 1.65 messages which is considered too low to gain benefits in their learning. Two problems encountered were practical problems, such as limited time, unfamiliarity with the use of technology, and technical problems, and activity-specific problems when the subjects did not have a clear idea of what was expected of them.

Development of a skilled midwifery training course for Bangladeshi nurses

The experience of different programmes of the global ‘Safe Motherhood’ initiative since 1987 have identified that the presence of a skilled attendant at the time of delivery is essential in order to detect and manage obstetric emergencies and save lives. Maternal mortality is high in Bangladesh and the coverage of skilled birth attendants is inadequate. The objective was to develop and implement a task-based curriculum on skilled midwifery for nurses. The curriculum, consisting of eleven modules, was developed in the context of adopting standard procedures of curriculum development in Bangladesh and was implemented by conducting one year of training for ten diploma nurses. Evaluation was undertaken through regular assessment of trainees, eliciting the opinion of trainees regarding the readability of curriculum contents, relevance and methods and fulfillment of expectations. The curriculum contents, teaching methods and assessment procedures were found appropriate for the training of skilled nurse midwives in Bangladesh.

Continuing change after the innovation

Abstract Focusing on the implementation of a task-based curriculum at a Thai university, this paper examines the continuation stage of the innovation by looking at how and why the curriculum has changed in its first four years. Based on course documentation and teacher interviews, the major changes to the curriculum were a reduction in the number of tasks, a greater emphasis on the explicit teaching of language, and an increase in the importance of examinations. The teachers were most concerned with methodological issues and the process of curriculum revision, and teachers’ beliefs were very influential in decisions to change the curriculum. The findings highlight the need to consider context-specific issues when judging the effectiveness of immanent innovations and to set up appropriate systems to guide curriculum revisions.

Language learning

Language learning