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Task engagement: a potential criterion for quality assessment of language learning tasks

机译：任务投入：语言学习任务质量评估的潜在标准

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Abstract Maximizing learning opportunities has long been the focus of research in teaching English as a foreign language. Besides the degree to which learners are engaged with the linguistic aspects, investigating other potential of the tasks is of prime importance for maximizing learning opportunities. The present research investigates the potential of four different task types (translation, dictogloss, text reconstruction and jigsaw) performed by 80 Iranian English as foreign language (EFL) intermediate students in promoting learner engagement. Learner's movement from limited to elaborate behavioral, affective and cognitive engagement at verbal, paralinguistic and functional levels while performing the tasks was studied using conversation analysis techniques. The conversation and episodes were coded using a predetermined template of coding. The conversation and ANOVA (analysis of variance) results show that as mind goes through transformation, it is indicated in the transformation in dialogic discourse (speech). The results also indicated that although task engagement patterns were the same across all tasks, the tasks have different potential in promoting task engagement. The results imply that besides other task characteristics including task utility, naturalness and essentiality which focus on linguistic aspects, task engagement is an equally important criterion for the quality assessment of the tasks and should be taken into account since it not only creates sustained attention on linguistic aspects but also mediates learning as it engages learners behaviorally, affectively and cognitively. The results also shed lights on the concept of interactional authenticity and how it can be operationalized in practice.
机译：摘要长期以来，最大限度地提高学习机会一直是英语作为外语教学研究的重点。除了学习者在语言方面的参与程度外，调查任务的其他潜力对于最大程度地提高学习机会至关重要。本研究调查了由80名伊朗英语作为外语（EFL）中级学生执行的四种不同任务类型（翻译，字典，文本重建和竖锯）在促进学习者参与方面的潜力。使用对话分析技术研究了学习者在执行任务时在言语，副语言和功能层面上从有限到详尽的行为，情感和认知参与的运动。使用预定的编码模板对对话和情节进行编码。对话和方差分析（方差分析）的结果表明，随着思维的转变，对话性话语（语音）的转变表明了这一点。结果还表明，尽管所有任务的任务参与模式都相同，但是任务在促进任务参与方面具有不同的潜力。结果表明，除了专注于语言方面的其他任务特征（包括任务效用，自然性和必要性）外，任务参与是任务质量评估的同等重要标准，应予以考虑，因为它不仅引起了对语言学的持续关注方面，也可以调解学习，因为它在行为，情感和认知上吸引了学习者。结果还阐明了交互真实性的概念以及在实践中如何进行操作。

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