Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2022, Cilt: 4 Sayı: 1, 2 - 14, 17.12.2022
https://doi.org/10.55078/lantec.1118527

Öz

Kaynakça

  • Asrobi, M., Seken, K., & Suarnajaya, W. (2013). The effect of information gap technique and achievement motivation toward students’ speaking ability. E-Journal Program Pascasarjana Universitas Pendidikan Ganesha, 1.
  • Balaman, U. (2015). A conversation analytic investigation into the impact of task design on the emergence of information gaps. In J. Colpaert, A. Aerts, M. Oberhofer, & M. G.-C. (Eds.), Proceedings of 17th International CALL Conference: Task Design & CALL (pp. 95–104). Universitat Rovira i Virgili.
  • Breen, M.P. (1987). Learner contributions to task design. In C.N. Candlin, and D. F. Murphy (Eds.), Language Learning Tasks (pp. 23-46). Prentice Hall.
  • Calvert, M. & Sheen, Y. (2014). Task-based language learning and teaching: An action-research study. Language Teaching Research, 19(2), 226-244.
  • Candlin, C. N. (1987). Towards Task-Based Language Learning. In C. Candlin, & D. Murphy (Eds.), Language Learning Tasks (pp. 5-22). Lancaster Practical Papers in English Language Education.
  • Champakaew, W. & Pencingkarn, W. (2014). The Effectiveness of negotiation for meaning strategies on efl learners’ oral proficiency development in two-way communication tasks. MFU Connexion: Journal of Humanities and Social Sciences, 3(1), 87-114.
  • Chen, P. C. (2005). Effectively implementing a collaboration task-based syllabus (CTBA) in EFL large-sized business English classes, English for Specific Purposes World Journal, 1(14).
  • Córdoba Zúñiga, E. (2016). Implementing task-based language teaching to integrate language skills in an EFL Program at a Colombian University. Profile: Issues in Teachers’ Professional Development, 18(2), 13-27.
  • Córdoba Zúñiga, E., & Rangel Gutiérre, E. (2018). Promoting listening fluency in pre-intermediate EFL learners through meaningful oral tasks. Profile Issues in Teachers’ Professional Development, 20(2), 161-177.
  • Dornyei, Z. (2007). Research methods in Applied Linguistics: Quantitative, qualitative and mixed methodologies. Oxford University Press.
  • Dornyei, Z. (2009). The antecedents of task behaviour: a dynamic systems account of task motivation. Proceedings of the Third Biennial International Conference on Task-Based Language Teaching, TBLT. Lancaster University.
  • Doughty, C. & Pica, T. (1986). “Information gap tasks”: Do they facilitate second language acquisition? TESOL Quarterly, 20(2), 305- 325.
  • Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press.
  • Ellis, R. (2009). Task-based language teaching: sorting out the misunderstandings. International Journal of Applied Linguistics, 19(3), 221-246.
  • Ellis, R., Skehan, P., Li, S., Shintani, N., & Lambert, C. (2019). Task-based language teaching: Theory and practice. Cambridge University Press.
  • Fritschner, L. (2000). Inside the undergraduate college classroom: Faculty and students differ on the meaning of student participation. The Journal of Higher Education, 71(3), 342–362.
  • Gardner, R. C. (2010). Motivation and second language acquisition: The socio-educational model. Peter Lang.
  • Ghodrati, M., Ashraf H., & Motallebzadeh, K. (2014). Improvement of Iranian EFL learners’ autonomy through task-based speaking activities. International Journal of Multidisciplinary and Current Research, 2, 1002-1008.
  • González Ardeo, J. M. (2016). Learning motivation and strategies of ESP university students. Revista de Lenguas para Fines Específicos, 22(1), 141-169.
  • Hampel, R. (2010). Task design for a virtual learning environment in a distance language course. In M. Thomas & H. Reinders (Eds.), Task-based language learning and teaching with technology (pp. 131–153). Continuum International Publishing Group.
  • Ismaili, M. & Bajrami, L. (2016). Information gap activities to enhance speaking skills of elementary level students. Procedia- Social and Behavioral Sciences, 232, 612-616.
  • Iwashita, N. & Li, H. (2012). Patterns of corrective feedback in a task based adult EFL classroom setting in China. In A. Shehadeh & C. A. Coombe (Eds.), Task-Based Language Teaching in Foreign Language Contexts: Research and Implementation (pp. 137-161). John Benjamins B. V.
  • Kikuchi, K. (2009). Listening to our learners' voices: what demotivates Japanese high school students? Language Teaching Research, 13, 453-471.
  • Krashen, S. D. & Terrell, T. D. (1998). The Natural Approach: Language acquisition in the classroom. Prentice Hall.
  • Lam Son, T. (2009). Using information gap activities to promote communication in EFL classes. Paper presented at the 5th National VTTN ELT Conference.
  • Lee, L. (2016). Autonomous learning through task-based instruction in fully online language courses. Language Learning and Technology, 20(2), 81-97.
  • Liu, Y., Mishan, F. & Chambers, A. (2021). Investigating EFL teachers’ perceptions of task-based language teaching in higher education in China. The Language Learning Journal, 49(2), 131-146.
  • Marashi, H., & Mehdizadeh, P. (2018). Using information-gap tasks to improve reading: An analysis of cognitive styles. Journal of Language Horizons, 2(1), 87-102.
  • Marashi, H. & Naddim, R. (2019). Using information gap and opinion gap tasks to improve introvert and extrovert learners’ speaking. Applied Research on English Language, 8(2), 187-206.
  • Marzban, A. & Hashemi, M. (2013). The impact of opinion-gap tasks on the speaking of Iranian intermediate EFL learners. Procedia- Social and Behavioral Sciences, 70, 943 – 948.
  • Moore, P. J. (2012). Incidental learner-generated focus on form in a task-based EFL classroom. In A. Shehadeh & C. A. Coombe (Eds.), Task-based language teaching in foreign language contexts: Research and implementation (pp. 163-187). John Benjamins B. V.
  • Namaziandost, E., Hashemifardnia, A. & Shafiee, S. (2019). The impact of opinion-gap, reasoning-gap, and information-gap tasks on EFL learners’ speaking fluency. Cogent Social Sciences, 5(1).
  • Ngoc, N. T., Doo Thi Hong Ha, M. A., & Le Thi Thanh Tam, M. A. (2020). Using two-way information-gap tasks to encourage equal participation from the students in group work activities in an EFL class at the Uneti Ha Noi. International Journal of Innovation Scientific Research and Review, 2(11), 512-519.
  • Nikolov, M. (1999). ‘Why do you learn English?’ ‘Because the teacher is short.’ A study of Hungarian children’s foreign language learning motivation. Language Teaching Research, 3(1), 33-56.
  • Nunan, D. (2004). Task-Based Language Teaching. Cambridge University Press.
  • Ortiz-Neira, R. A. (2019). The impact of information gap activities on young EFL learners’ oral fluency. Profile: Issues in Teachers’ Professional Development, 21(2), 113-125.
  • Pica, T., Kang, H. S., & Sauro, S. (2006). Information gap tasks: Their multiple roles and contributions to interaction research methodology. Studies in Second Language Acquisition, 28(2), 301-338.
  • Prabhu, N. S. (1987). Second language pedagogy. Oxford University Press.
  • Quynh, T. T., Nguyet, H. T. A., & Phuong, V. V. (2021). Encouraging students to improve speaking through using games at Uneti. International Journal of Innovation Scientific Research and Review, 3(2), 820-826.
  • Sarıçoban, A. & Karakurt, L. (2016). The use of task-based activities to improve listening and speaking skills in EFL context. Sino-US English Teaching, 13(6), 445-459.
  • Shehadeh, A., & Coombe, C. (2010). Applications of task-based learning in TESOL. Teachers of English to Speakers of Other Languages, Inc.
  • Stefanova, A., & Zabunov, G. (2020). Enhancing student motivation in ESP by increasing the level of engagement: A proposed model. English Studies at NBU, 6(2), 201-216.
  • Thom, S. T. (2015). Using information gap activities to promote cadets’ motivation and participation in English speaking lessons at Commando College of Training Officers. Journal of Science and Technology, 8(93), 28-32.
  • Tian, L. & Jiang, Y. (2021). L2 proficiency pairing, task type and L1 use: A mixed methods study on optimal pairing in dyadic task-based peer interaction. Frontiers in Psychology, 12, 1-12.
  • Ulla, M. B. (2020). Students ' Speaking motivation and their perspectives on a task-based language classroom: Pedagogical implications. Journal of Asia TEFL, 17(2), 681-688.
  • Vellanki, S. S. & Bandu, S. (2021). Engaging students online with technology-mediated task-based language teaching. Arab World English Journal, Special Issue on Covid 19 Challenges, 1, 107-126.
  • William, M. P. & Leong, E. I. L. (2020). Exploring Language Learning Motivation among Primary EFL Learners. Journal of Language Teaching and Research, 11(2), 221-230.
  • Willis, J. (1996). A flexible framework for task-based learning. In R. J. Willis, J. Willis & D. Willis (Eds.), Challenge and Change in Language Teaching (pp. 52-62). Heinemann.

The Role of Two-way Information-Gap Tasks on Students’ Motivation in Speaking Lessons in an ESP Context

Yıl 2022, Cilt: 4 Sayı: 1, 2 - 14, 17.12.2022
https://doi.org/10.55078/lantec.1118527

Öz

Speaking is one of the most important skills in language education. However, it becomes more challenging when it is taught in second or foreign language classrooms. For that reason, the present study aims to investigate the role of two-way information gap tasks in students’ motivation in a speaking lesson in an ESP context. The participants are students in a two-year civil aviation program. The program aims to educate students to become qualified employees in the aviation sector. Therefore, students are taught how to communicate with foreign passengers in various situations, from providing a comfortable flight to dealing with flight emergencies using English. To that end, an open-ended motivation questionnaire adapted from Wallace and Leong (2020) was given to the students. The questionnaire inquired about the students’ feelings towards English and their perceptions about whether tasks motivated them or prepared them for their professions. Following the initial examination of the answers in the questionnaire, interview questions were formulated to enrich the data, and one-on-one interviews were conducted with the students on a voluntary basis. The data were analyzed, and the emerging themes were discussed in relation to the research questions formulated for the purposes of this study. The results revealed positive feelings and perceptions toward tasks. Most of the students found tasks motivating and fun. The most salient finding was the students’ perception of tasks as preparatory work for the future due to their instrumental motivation.

Kaynakça

  • Asrobi, M., Seken, K., & Suarnajaya, W. (2013). The effect of information gap technique and achievement motivation toward students’ speaking ability. E-Journal Program Pascasarjana Universitas Pendidikan Ganesha, 1.
  • Balaman, U. (2015). A conversation analytic investigation into the impact of task design on the emergence of information gaps. In J. Colpaert, A. Aerts, M. Oberhofer, & M. G.-C. (Eds.), Proceedings of 17th International CALL Conference: Task Design & CALL (pp. 95–104). Universitat Rovira i Virgili.
  • Breen, M.P. (1987). Learner contributions to task design. In C.N. Candlin, and D. F. Murphy (Eds.), Language Learning Tasks (pp. 23-46). Prentice Hall.
  • Calvert, M. & Sheen, Y. (2014). Task-based language learning and teaching: An action-research study. Language Teaching Research, 19(2), 226-244.
  • Candlin, C. N. (1987). Towards Task-Based Language Learning. In C. Candlin, & D. Murphy (Eds.), Language Learning Tasks (pp. 5-22). Lancaster Practical Papers in English Language Education.
  • Champakaew, W. & Pencingkarn, W. (2014). The Effectiveness of negotiation for meaning strategies on efl learners’ oral proficiency development in two-way communication tasks. MFU Connexion: Journal of Humanities and Social Sciences, 3(1), 87-114.
  • Chen, P. C. (2005). Effectively implementing a collaboration task-based syllabus (CTBA) in EFL large-sized business English classes, English for Specific Purposes World Journal, 1(14).
  • Córdoba Zúñiga, E. (2016). Implementing task-based language teaching to integrate language skills in an EFL Program at a Colombian University. Profile: Issues in Teachers’ Professional Development, 18(2), 13-27.
  • Córdoba Zúñiga, E., & Rangel Gutiérre, E. (2018). Promoting listening fluency in pre-intermediate EFL learners through meaningful oral tasks. Profile Issues in Teachers’ Professional Development, 20(2), 161-177.
  • Dornyei, Z. (2007). Research methods in Applied Linguistics: Quantitative, qualitative and mixed methodologies. Oxford University Press.
  • Dornyei, Z. (2009). The antecedents of task behaviour: a dynamic systems account of task motivation. Proceedings of the Third Biennial International Conference on Task-Based Language Teaching, TBLT. Lancaster University.
  • Doughty, C. & Pica, T. (1986). “Information gap tasks”: Do they facilitate second language acquisition? TESOL Quarterly, 20(2), 305- 325.
  • Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press.
  • Ellis, R. (2009). Task-based language teaching: sorting out the misunderstandings. International Journal of Applied Linguistics, 19(3), 221-246.
  • Ellis, R., Skehan, P., Li, S., Shintani, N., & Lambert, C. (2019). Task-based language teaching: Theory and practice. Cambridge University Press.
  • Fritschner, L. (2000). Inside the undergraduate college classroom: Faculty and students differ on the meaning of student participation. The Journal of Higher Education, 71(3), 342–362.
  • Gardner, R. C. (2010). Motivation and second language acquisition: The socio-educational model. Peter Lang.
  • Ghodrati, M., Ashraf H., & Motallebzadeh, K. (2014). Improvement of Iranian EFL learners’ autonomy through task-based speaking activities. International Journal of Multidisciplinary and Current Research, 2, 1002-1008.
  • González Ardeo, J. M. (2016). Learning motivation and strategies of ESP university students. Revista de Lenguas para Fines Específicos, 22(1), 141-169.
  • Hampel, R. (2010). Task design for a virtual learning environment in a distance language course. In M. Thomas & H. Reinders (Eds.), Task-based language learning and teaching with technology (pp. 131–153). Continuum International Publishing Group.
  • Ismaili, M. & Bajrami, L. (2016). Information gap activities to enhance speaking skills of elementary level students. Procedia- Social and Behavioral Sciences, 232, 612-616.
  • Iwashita, N. & Li, H. (2012). Patterns of corrective feedback in a task based adult EFL classroom setting in China. In A. Shehadeh & C. A. Coombe (Eds.), Task-Based Language Teaching in Foreign Language Contexts: Research and Implementation (pp. 137-161). John Benjamins B. V.
  • Kikuchi, K. (2009). Listening to our learners' voices: what demotivates Japanese high school students? Language Teaching Research, 13, 453-471.
  • Krashen, S. D. & Terrell, T. D. (1998). The Natural Approach: Language acquisition in the classroom. Prentice Hall.
  • Lam Son, T. (2009). Using information gap activities to promote communication in EFL classes. Paper presented at the 5th National VTTN ELT Conference.
  • Lee, L. (2016). Autonomous learning through task-based instruction in fully online language courses. Language Learning and Technology, 20(2), 81-97.
  • Liu, Y., Mishan, F. & Chambers, A. (2021). Investigating EFL teachers’ perceptions of task-based language teaching in higher education in China. The Language Learning Journal, 49(2), 131-146.
  • Marashi, H., & Mehdizadeh, P. (2018). Using information-gap tasks to improve reading: An analysis of cognitive styles. Journal of Language Horizons, 2(1), 87-102.
  • Marashi, H. & Naddim, R. (2019). Using information gap and opinion gap tasks to improve introvert and extrovert learners’ speaking. Applied Research on English Language, 8(2), 187-206.
  • Marzban, A. & Hashemi, M. (2013). The impact of opinion-gap tasks on the speaking of Iranian intermediate EFL learners. Procedia- Social and Behavioral Sciences, 70, 943 – 948.
  • Moore, P. J. (2012). Incidental learner-generated focus on form in a task-based EFL classroom. In A. Shehadeh & C. A. Coombe (Eds.), Task-based language teaching in foreign language contexts: Research and implementation (pp. 163-187). John Benjamins B. V.
  • Namaziandost, E., Hashemifardnia, A. & Shafiee, S. (2019). The impact of opinion-gap, reasoning-gap, and information-gap tasks on EFL learners’ speaking fluency. Cogent Social Sciences, 5(1).
  • Ngoc, N. T., Doo Thi Hong Ha, M. A., & Le Thi Thanh Tam, M. A. (2020). Using two-way information-gap tasks to encourage equal participation from the students in group work activities in an EFL class at the Uneti Ha Noi. International Journal of Innovation Scientific Research and Review, 2(11), 512-519.
  • Nikolov, M. (1999). ‘Why do you learn English?’ ‘Because the teacher is short.’ A study of Hungarian children’s foreign language learning motivation. Language Teaching Research, 3(1), 33-56.
  • Nunan, D. (2004). Task-Based Language Teaching. Cambridge University Press.
  • Ortiz-Neira, R. A. (2019). The impact of information gap activities on young EFL learners’ oral fluency. Profile: Issues in Teachers’ Professional Development, 21(2), 113-125.
  • Pica, T., Kang, H. S., & Sauro, S. (2006). Information gap tasks: Their multiple roles and contributions to interaction research methodology. Studies in Second Language Acquisition, 28(2), 301-338.
  • Prabhu, N. S. (1987). Second language pedagogy. Oxford University Press.
  • Quynh, T. T., Nguyet, H. T. A., & Phuong, V. V. (2021). Encouraging students to improve speaking through using games at Uneti. International Journal of Innovation Scientific Research and Review, 3(2), 820-826.
  • Sarıçoban, A. & Karakurt, L. (2016). The use of task-based activities to improve listening and speaking skills in EFL context. Sino-US English Teaching, 13(6), 445-459.
  • Shehadeh, A., & Coombe, C. (2010). Applications of task-based learning in TESOL. Teachers of English to Speakers of Other Languages, Inc.
  • Stefanova, A., & Zabunov, G. (2020). Enhancing student motivation in ESP by increasing the level of engagement: A proposed model. English Studies at NBU, 6(2), 201-216.
  • Thom, S. T. (2015). Using information gap activities to promote cadets’ motivation and participation in English speaking lessons at Commando College of Training Officers. Journal of Science and Technology, 8(93), 28-32.
  • Tian, L. & Jiang, Y. (2021). L2 proficiency pairing, task type and L1 use: A mixed methods study on optimal pairing in dyadic task-based peer interaction. Frontiers in Psychology, 12, 1-12.
  • Ulla, M. B. (2020). Students ' Speaking motivation and their perspectives on a task-based language classroom: Pedagogical implications. Journal of Asia TEFL, 17(2), 681-688.
  • Vellanki, S. S. & Bandu, S. (2021). Engaging students online with technology-mediated task-based language teaching. Arab World English Journal, Special Issue on Covid 19 Challenges, 1, 107-126.
  • William, M. P. & Leong, E. I. L. (2020). Exploring Language Learning Motivation among Primary EFL Learners. Journal of Language Teaching and Research, 11(2), 221-230.
  • Willis, J. (1996). A flexible framework for task-based learning. In R. J. Willis, J. Willis & D. Willis (Eds.), Challenge and Change in Language Teaching (pp. 52-62). Heinemann.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Original Article
Yazarlar

Ece DİLBER 0000-0001-9645-7213

Şevki KÖMÜR 0000-0001-6739-7864

Yayımlanma Tarihi 17 Aralık 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 4 Sayı: 1

Kaynak Göster

APA DİLBER, E., & KÖMÜR, Ş. (2022). The Role of Two-way Information-Gap Tasks on Students’ Motivation in Speaking Lessons in an ESP Context. Language and Technology, 4(1), 2-14. https://doi.org/10.55078/lantec.1118527

Language and Technology