Examining the impact of technology-mediated oral communicative tasks on students’ willingness to communicate and communicative performance

dc.contributor.advisor Larysa Nadolny
dc.contributor.author Jaramillo Cherrez, Nadia
dc.contributor.department Education
dc.date 2019-09-22T22:45:32.000
dc.date.accessioned 2020-06-30T03:16:48Z
dc.date.available 2020-06-30T03:16:48Z
dc.date.copyright Wed May 01 00:00:00 UTC 2019
dc.date.embargo 2019-09-30
dc.date.issued 2019-01-01
dc.description.abstract <p>This study examines the impact of technology-mediated pedagogical tasks on students’ willingness to communicate and communicative performance in the intermediate level of Spanish at Iowa State University. Drawing from the framework on technology-mediated tasks by Gonzalez-Lloret & Ortega, 2014, and the World-Readiness Standards for communicative performance of the American Council on the Teaching for Foreign Languages, the technology-mediated pedagogical tasks were designed and implemented over the course a semester on the video platform Flipgrid. A quasi-experimental mixed-methods research with two groups of participants: (1) technology-mediated tasks (FG), and comparison group (CG) was conducted. Quantitative data sources included a pre-post survey on learners’ willingness to communicate, scores on speaking quizzes, scores on final oral presentation, scores and analytic data from the Flipgrid tasks. The qualitative data included learners’ reflections on their participation in the technology-mediated oral (FG group only), learners’ midterm and final survey, focus-group interviews with students, and semi-structured interviews with instructors. Results of this study indicated that the implementation of the technology-mediated pedagogical tasks facilitated students’ increase in their willingness to communicate and communicative performance, as well as in the use of Spanish in spontaneous ways. In addition, the findings suggest that students in the FG group perceived increased confidence in their speaking skills while participating in the tasks within a safe and free-from judgment learning environment. The findings also showed the instructor’s mixed perceptions while facilitating the technology-mediated tasks. The course instructor believed that students’ apparent growth in their communicative performance responded more from students’ interest and motivation than from extended practice. Contrastively, students in the CG had statistically significantly higher scores in the post-survey than students in the FG, specifically for the variable international posture. In addition, the CG group’s instructor perceived that students’ speaking skills related mostly to the learning environment and the support provided.</p> <p>This dissertation shows that the design of the pedagogical tasks is closely connected to the affordances of the technology applications, therefore, placing greater emphasis on evaluating how the technology can leverage language learning. This study has pedagogical as well as theoretical implications regarding the design of technology-mediated pedagogical tasks and the conditions of the learning environment that can foster or hinder students’ willingness to participate and communicative performance.</p>
dc.format.mimetype application/pdf
dc.identifier archive/lib.dr.iastate.edu/etd/17221/
dc.identifier.articleid 8228
dc.identifier.contextkey 15016206
dc.identifier.s3bucket isulib-bepress-aws-west
dc.identifier.submissionpath etd/17221
dc.identifier.uri https://dr.lib.iastate.edu/handle/20.500.12876/31404
dc.language.iso en
dc.source.bitstream archive/lib.dr.iastate.edu/etd/17221/JaramilloCherrez_iastate_0097E_17888.pdf|||Fri Jan 14 21:18:52 UTC 2022
dc.subject.disciplines Curriculum and Instruction
dc.subject.disciplines Educational Methods
dc.subject.disciplines Instructional Media Design
dc.subject.disciplines Other Languages, Societies, and Cultures
dc.subject.keywords communicative performance
dc.subject.keywords computer-assisted language learning
dc.subject.keywords language confidence
dc.subject.keywords motivation
dc.subject.keywords task-based language teaching
dc.subject.keywords willingness to communicate
dc.title Examining the impact of technology-mediated oral communicative tasks on students’ willingness to communicate and communicative performance
dc.type article
dc.type.genre dissertation
dspace.entity.type Publication
thesis.degree.discipline Education; Human Computer Interaction
thesis.degree.level dissertation
thesis.degree.name Doctor of Philosophy
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