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Focus-on-form English writing tasks in synchronous online learning

Morgana, V and Thomas, M Focus-on-form English writing tasks in synchronous online learning. In: Sadeghi, K, Thomas, M and Ghaderi, F, (eds.) Technology-Enhanced Language Teaching and Learning: Lessons from the Covid-19 Pandemic. Bloomsbury. (Accepted)

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Abstract

Italy was the first country in the European Union to adopt a nationwide lockdown in response to the COVID-19 pandemic, and students and teachers were significantly affected. This chapter reports on a case study in an Italian secondary school that explores the use of technologymediated language tasks to develop second language (L2) competence using the past simple tense in an English language class which took place online using the Google Meet video conferencing tool. The participants were 24 English as a Foreign Language (EFL) students from a lower secondary school in Milan who completed a module on narrative tenses during six one-hour lessons. The study aimed to measure the impact on student’s learning of an explicit focus on form at the pre-task stage and followed a mixed-methods approach. Both pre- and post-test data were collected alongside students’ perceptions of technology-mediated language writing tasks via an online questionnaire that learners completed at the end of the module. Findings suggest that learners reached the expected linguistic goals in the use of narrative tenses and students also reported a perceived improvement in their language competence, showing positive attitudes towards the task type and modality. This study sheds light on the use of focus on form activities at the pre-task stage and contributes to research on how technology-mediated task-based learning can be undertaken in a challenging online EFL school context.

Item Type: Book Section
Subjects: L Education > L Education (General)
Divisions: Education
Publisher: Bloomsbury
Date Deposited: 02 Feb 2022 11:17
Last Modified: 02 Feb 2022 11:17
Editors: Sadeghi, K, Thomas, M and Ghaderi, F
URI: https://researchonline.ljmu.ac.uk/id/eprint/16212

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