Designing and Implementing Designing and Implementing Synchronous Language TasksSynchronous Language Tasks

Ismail Fayedismailfayed@yahoo.com 

www.edunile.net

TESOL Arabia 16th Annual ConferenceMarch 12‐14, 2009

Outline1. Definition of tasks2. Synchronous vs. Asynchronous..3. Synchronous task design

A. BenefitsB. Negotiation of MeaningC. Types of NegotiationD. Triggers for NegotiationE. Types of CommunicationF. Task Design GuidelinesG. Types of TasksH. Issues to Consider

4. Brainstorming and demo activities 

1. Definition of Language Tasks

• meaning‐based activities 

• actual communicative needs

• relationship

• genuine outcome

• effectiveKlapper (2003: 35), cited in Hampel (2006)

• Collaborative..

Hampel (2006)

Types of Language Instruction

• F‐2‐F Activities• Online Activities

– Synchronous

– Asynchronous

•Blended Learning Activities– F2F

– Synchronous

– Asynchronous

Gilly Salmon's 5‐stage model (e‐tivities framework)

http://www2.le.ac.uk/departments/beyond-distance-research-alliance/projects/SMELT

2. Synchronous vs. Asynchronous Tasks

Asynchronous TasksAsynchronous TasksSynchronous TasksSynchronous Tasks

Highly interactive & collaborativeHighly interactive & collaborative

Different timesInstant (quick Turn‐taking)

More formal and less mistakesGenerates lots of incorrect forms

(lexical, structural, and in knowledge)

Narrative/ discussion modeDelivery/ negotiation/ spontaneous

mode

Ongoing, long‐term, with extended forms

Quick with  shortened forms

Individual/ Group basedIndividual/ Group based

Text, audio & video messagingText, audio, video, virtual worlds

Virtual Learning Environments (VLEs/ PLEs) Tools

PShared applications

PInstant feedback

PPMultimedia lecture content2

PPVirtual class environment1

PAudio conferencing

PVideo conferencing

SSSchedulers and calendar systems

SSListservers

P, SSe-mail messaging

PSUser on-line questionnaire

PS, PDiscussion groups/forums

PSChat room

SSFrequently Asked Questions (FAQ) board

SSNews system

AsynchAsynch. . ee--learninglearning

Synch. Synch. ee--learninglearning

Tool

Notes:P – primary toolS – support tool

Gro

upw

are

i.e. (

Bre

eze)

*E-Tutor Project (2006)

(i.e. Lectures,Materials,Discussions)

http://www.if.insa-lyon.fr/projets/etutor/guidelines/content.html

3. Synchronous Task Design

• oriented towards goals..

Goal Goal –– Activity Activity –– FeedbackFeedbackPica et al, (1993) cited in Smith, (2003)

• model of lexical negotiation..Trigger Trigger  Indicator Indicator  Response Response  ReactionReaction

Varonis and Gass (1985)

A. Synchronous Activities Facilitate SLA by..

• Supporting social interaction where students help each other. 

• Learners demonstrate different types of support to each other: social; cognitive; and affective

(Lee, 2002)

• Constructing knowledge collaboratively(e.g. Berge and Collins, 1994; Crook, 1994; Lee 2001; 

Warschauer, 1997)

• Providing more equal opportunities to participate (Lee, 2002; Smith, 2003)

• Providing less stressful environment than F2F interaction (e.g. Chun, 1998; Kern, 1995; Warschauer, 1997)

A. Benefits

B. Negotiation of Meaning

Noticing Becoming aware modify output

"In producing L2, a learner will on occasions become aware (i.e. notice) a linguistic problem (brought to his/her attention either by external feedback like clarification requests, or internal feedback)”.

(Swain & Lapkin, 1995, quoted in Tudini, 2003, p. 144)

B. Negotiation

of

Meaning

Negotiation of Meaning ‐ 2

“... is the process in which, in an effort to communicate, learners and competent speakers provide and interpret signals of their own and their interlocutor's perceived comprehension, thus provoking adjustments to linguistic form, conversational structure, message content, or all three, until an acceptable level of understanding is achieved.”

(Long, 1996, quoted in Tudini, 2003, p. 141)

“... the conversational flow is interrupted by the need to questionparticular utterances and request conversational help... both implicit and explicit feedback... promote the incorporation of target language forms by learners... promote the modification of learner discourse.”

(Varonis & Gass, 1985, cited in Tudini, 2003, p. 149)

B. Negotiation

of

Meaning

C. Types of Negotiation

Learners employ a variety of modification devices, through the negotiation of both meaning and form

(Pelleteri, 2000, cited in Lamy, 2004, p. 522)

• Examples

– seek confirmation 

– check comprehension 

– request clarification 

– reformulate 

– paraphrase

C. Types

of

Negotiation

D. Triggers for Negotiation..

• recognition of new word • misuse of word • pronunciation error • grammatical error • inappropriate segmentation • abbreviated sentence • sudden topic change • slow response • intercultural communication gap

(Toyoda & Harrison, 2002, cited in Tudini, 2003, p. 144)

D. Triggers

for

Negotiation

E. Three Types of Communication

• Express companionship, emotional support, or advice• Use emoticons (such as J, L) • Provide support when problems arise (such as whenhaving technical difficulties) • Talk about things other than class work

Social support

• Plan work, allocate tasks, coordinate joint efforts, or review drafts• Negotiate and resolve conflicts

Planning of tasks

• Ask or answer a content‐related question • Share information • Express an idea or thought

Content‐related

ExamplesType of Exchange

* Adapted from Haythornthwaite

http://connect.educause.edu/Library/EDUCAUSE+Quarterly/AsynchronousandSynchronou/47683

E. Types

of

Communication

F. Task Design Guidelines

• According to Willis (1996) a task is a goal‐oriented activity with a clear purpose. 

• a communication task involves achieving an outcome, creating a final product that can be appreciated by others.

• Tasks should be authentic to the environment that they would be used.

• Tasks should give the learners the opportunity to create contents, which motivates them.

• Synchronous communication tasks give students the opportunity todevelop an audience for authentic communication.

• Tasks should be focused on thinking skills.• It provides collaborative learning experience.• Tasks should give students proof of getting their ideas across• Creates a learning environment that goes beyond the classroom.• Vocabulary improvement

F. Task

Design

Guidelines

Rules Incidents Strategies Roles

The learning task requires learners to

apply standard procedures and

rules in the solution.

Learners meaningfully and reflectively apply procedures and

processes.

The learning activity is

focused around learners’

exposure and participation in authentic and

realistic incidents.

The activities require learners

to reflect and take decisions based on to the

responses to events.

Learning is focused around

strategies employed to

achieve the task goals.

The strategy options are

generated as part of the solution.

The learning is achieved through participation as a

player and participant in a

setting that models a real world issue.

Learners negotiate, apply judgements and

experience.

*Table based on Hedberg’s et al (2002) Learning tasks as the basis for high quality designs.

G. Task

Design

Descriptors

F. Task Design Focus Descriptor

H. Issues to consider!• Lessons follow certain stages:

a) pre‐taskb) Taskc) Pland) Report (post‐task)e) Analysisf) practice

• Students ability to learn something new depends on what they already know. 

• Tasks should be challenging for learners.• Tasks should involve negotiation: Learners can challenge their 

thoughts, beliefs, perceptions and existing knowledge.• Tasks should promote and increase a collaborative community and 

therefore more effective learning would occur.• Students can become frustrated with the sound quality. 

(Broadband vs. Dial‐up connection)• Problem with the settings of their computer.• Consider the equipment that learners may have at hand (mic., 

camera, headset, etc)• In cases, provide training sessions.• Teachers need the ability to manage a large amount of visual and

textual material.• Creativity requires practice and effort.

H. Issues

to

Consider

Wang & Chen (2007)

(Mayes & De Freitas, 2007)

4. Brainstorming Tasks..

Tasks may vary to include..– Peer discussion

– Team work task

– Role play

– Group discussions

– Jigsaw task

– Whiteboard tasks

– Problem based task

– Simulation tasks

Demo Activity 1Pre (Time: 15 min.)

Think about a family vacation you went on when you were a child. Use some of the ideas below and share some ideas about your experience there. When you are ready click on reply to post your answers.

* Where did you go?* Who chose the destination?* Was it the first time you'd been there, or had you been there before?* Was it a good place for a vacation?* How did you spend your time there?

During• Small separate groups. • Produce a quick comic :) bout 

“A holiday with family and friends".‐ Write a dialogue in the text/ audio chat windowPost• Poll: Did you like that activity?• One group: reflection on the discussion

Demo Activity 2Pre: (Time: 15 min.)

Discuss the advantages and disadvantages of healthy food vs. junk food.

During:Together plan for your comic story. Use this comics website to design

your story. http://www.makebeliefscomix.com/comix.phpPost:

Once done, send it to the teacher and share a screenshot with everyone in the discussion forum. You may like to add some ideas in

the forum too.Practice:

when you finish, send it to the next group and decide whose comic is the best.

*An example made by two G11 students

Demo Activity 3Pre: (Time: 15 min.)

Talk about a place where you would like to go on holiday.

During:Together plan a group trip. You are going away for 7 days. You

can consider the following questions to begin with:Where would you like to go?What would you like to do?

Who is going with you?Post:Students will the come up with a decision and go to a web site to

create a movie. See a sample here: http://www.dvolver.com/live/movies-141354

Practice:When you finish go to this web site and create your movie with

your decision. http://www.dvolver.com/live/moviemaker.htmlwhen you finish creating the movie, send it to the next group

and decide whose movie is the best.

Demo Activity 4: Role Play

Pre: (Time: 15 min.)

Talk about marriage and sincere relations. Listen to the first part of this dialogue.

BBC Learning English - The Flat matesSituation

http://www.bbc.co.uk/worldservice/learningenglish/flatmates/episode136/index.shtml

During:Listen to this dialogue & play the role of Helen and Tim. If you are

Tim, think of the best advice to give to Helen.

Post:Students will the come up with a decision and share their

conclusion with everyone.

*Adapted from: Scot, P. and Chapman, C. (2007)

Demo Activity 4

Pre: (Time: 15 min.)

Talk about marriage and sincere relations. Listen to the first part of this dialogue.

http://www.bbc.co.uk/worldservice/learningenglish/flatmates/episode136/index.shtml

Demo Activity 5: Twitter

Twitter.com

Demo Activity 6: Avatar Worlds

Secondlife.com

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Discussion & Questions

Ismail Fayedismailfayed@yahoo.com