Learners’ perceptions of a Wiki-enhanced TBLT approach designed and implemented at the syllabus level

dc.contributor.author Zhang, Shenglan
dc.contributor.department World Languages and Cultures
dc.contributor.other world
dc.date.accessioned 2022-03-07T17:52:55Z
dc.date.available 2022-03-07T17:52:55Z
dc.date.issued 2020-8-28
dc.description.abstract This study examines learners’ perceptions of an approach for improving Chinese-as-a-Foreign-Language learners’ language proficiency, especially their speaking ability. Built upon the Distributed Design Model, a wiki-enhanced, Task-Based Language Teaching (TBLT) approach was designed at the syllabus level, taking into consideration various learning contexts. The approach was implemented and evaluated. Findings show that the overall design of this approach and most of the different components of the pre-task, core-task (interviews with native speakers, wiki-writing, and in-class presentations), and post-task activities were very positively perceived by the students. All students liked this design and enjoyed the class. The main reasons include (1) Students valued the opportunity to interact with native speakers outside the classroom; (2) The in-class presentations gave them an opportunity to express their personalities; (3) They liked the fact that the wiki-essay writing was connected to the in-class presentation because this helped them prepare the content of their presentation, also enabled them to develop writing and speaking on a single topic so they could become more advanced in that topic; (4) They also liked the consistency in organization and the eight units being procedurally similar. The learners held varying views on a few components of the pre-task and post-task activities.
dc.description.comments This accepte article is published as Zhang, S., Learners’ perceptions of a Wiki-enhanced TBLT approach designed and implemented at the syllabus level. Chinese as a Second Language. Dec 2019, 54(3);221-256. doi: 10.1075/csl.17030.zha. Posted with permission.
dc.identifier.issn 2451-8298
dc.identifier.uri https://dr.lib.iastate.edu/handle/20.500.12876/jw2769ev
dc.language.iso en
dc.publisher John Benjamins Publishing Company
dc.source.uri https://doi.org/10.1075/csl.17030.zha *
dc.title Learners’ perceptions of a Wiki-enhanced TBLT approach designed and implemented at the syllabus level
dc.type Article
dspace.entity.type Publication
relation.isAuthorOfPublication cafb39a1-6ff2-4202-ae4e-73bbc7015e86
relation.isOrgUnitOfPublication 4e087c74-bc10-4dbe-8ba0-d49bd574c6cc
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