Learner-generated content and engagement in second language task performance
MetadataShow full item record
This study investigates the benefits of designing second language (L2) learning tasks to operate on learner-generated content (related to actual content in their lives and experiences) as opposed to teacher-generated content typical of current approaches to L2 task design (fictitious ideas and events created to provide an opportunity for meaningful language use). Thirty-two Japanese learners completed parallel versions of narrative tasks, which operated on learner-generated content and teacher-generated content respectively. Learner engagement in L2 use was measured in terms of behavioral, cognitive, and social components: behavioral engagement was measured in terms of effort and persistence in task completion; cognitive engagement in terms of attention to elaborating and clarifying content; and social engagement in terms of participants’ affiliation in the discourse. Results indicate that tasks operating on learner-generated as opposed to teacher-generated content had positive effects on all aspects of engagement in L2 use during task performance. Furthermore, participants’ affective responses to the respective conditions as reflected in a post-performance questionnaire corroborated the results for performance. This indicates that learners were also more affectively engaged in the performance of the tasks in the learner-generated content condition than they were in those in the teacher-generated content condition.
Showing items related by title, author, creator and subject.
An investigation of mathematics teachers' beliefs and practices following a professional development intervention based on constructivist principlesStoker, John (2003)The purpose of this study was to investigate the beliefs and related classroom practices of a selected group of in-service teachers within the context of a mathematics professional development intervention for primary ...
An investigation of self-regulated learning of young adults in a business vocational education and training programLiveris, Christine (2012)National reform in vocational education and training (VET) and the raising of the school leaving age legislation in Western Australia have resulted in an increasing proportion of young adults in VET programs. VET teaching ...
Albert, Jeanne (2002)This study set out to determine the relationship between assessment practices and teaching methods. I wanted to investigate whether making mathematical investigation assessment tasks available to elementary-school mathematics ...