Exploring the impact of different task-based language teaching scaffolding approaches in Wikispaces collaborative writing

Abstract

Task-based Language Teaching is the process of experiential learning. Learners’ active involvement is central to this approach, i.e. Learning by Doing (Nunan, 2004).

Technology is able to provide individual remedial/tutorial assistance, allow differentiation, offer enriched content, enhance motivation and encourage involvement (Branden, 2006). With technology, students can enjoy more self-learning chances for improving language skills. The implementation of Task-based Language Teaching and Technology Infusion approaches will more effectively deliver second/foreign language lessons.

Technology brings affordances to TBLT, but also brings over challenges as well. Research studies on wiki-based collaborative writings have reported problems like students lacking relevant skills and failing to focus on form, which suggests the importance of adding scaffolding strategies.

This dissertation will examine and compare the effect of scaffolding approaches for Taskbased Language Teaching procedures in Wikispaces Collaborative Writing. Both treatment and control group students are given pre-task, three wiki-collaborative writing tasks and post task.

The researcher will concentrate on the study of how does Technology enhance the Taskbased Language Teaching (TBLT)? How to best implement both Task-based Language Teaching (TBLT) and Technology Integration/Infusion with different scaffolding approach, in order to motivate students’ learning interest, enhance “Second Language Acquisition” (SLA), and improve collaborative writing strategies/ skills.

Furthermore, whether the scaffolding approaches will contribute to positive difference on learners’ fluency, accuracy and complexity by means of these collaborative writing tasks will be also examined.