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Technology-Mediated Tasks in English for Specific Purposes (ESP): Design, Implementation and Learner Perception

Technology-Mediated Tasks in English for Specific Purposes (ESP): Design, Implementation and Learner Perception

Cédric Sarré
Copyright: © 2013 |Volume: 3 |Issue: 2 |Pages: 16
ISSN: 2155-7098|EISSN: 2155-7101|EISBN13: 9781466632561|DOI: 10.4018/ijcallt.2013040101
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MLA

Sarré, Cédric. "Technology-Mediated Tasks in English for Specific Purposes (ESP): Design, Implementation and Learner Perception." IJCALLT vol.3, no.2 2013: pp.1-16. http://doi.org/10.4018/ijcallt.2013040101

APA

Sarré, C. (2013). Technology-Mediated Tasks in English for Specific Purposes (ESP): Design, Implementation and Learner Perception. International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 3(2), 1-16. http://doi.org/10.4018/ijcallt.2013040101

Chicago

Sarré, Cédric. "Technology-Mediated Tasks in English for Specific Purposes (ESP): Design, Implementation and Learner Perception," International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT) 3, no.2: 1-16. http://doi.org/10.4018/ijcallt.2013040101

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Abstract

Although many researchers have focused their attention on task-based language teaching (TBLT) in recent years, there is little published research on TBLT in technology-mediated contexts, and on how to design and implement tasks in online settings. In addition, very little can be found in the literature about learner perception of technology-mediated tasks in these new virtual learning environments. The objective of this paper is to bridge these gaps by reporting on the design, implementation and learner perception of English For Biologists (EFB), an online module based on tasks and aimed at French biology students enrolled on a first year Master’s degree programme. The principles underlying the design of EFB (a combination of three action-based approaches) as well as its implementation (tutor mediation in particular) are presented in this paper. This article also offers insight in the learners’ perception of task-based language learning through the analysis of the answers they gave to a post-course online questionnaire. Overall, technology-mediated task reception was positive but learner feedback enabled to uncover specific problems, notably regarding the type of support provided.

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