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

TitleExploring the impact of different task-based language teaching scaffolding approaches in Wikispaces collaborative writing
Authors
Issue Date2012
PublisherThe University of Hong Kong (Pokfulam, Hong Kong)
Citation
Huang, S. [黃淑玲]. (2012). Exploring the impact of different task-based language teaching scaffolding approaches in Wikispaces collaborative writing. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5396367
AbstractTask-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.
DegreeMaster of Education
SubjectLanguage and languages - Computer-assisted instruction
Dept/ProgramEducation
Persistent Identifierhttp://hdl.handle.net/10722/209556

 

DC FieldValueLanguage
dc.contributor.authorHuang, Shu-ling-
dc.contributor.author黃淑玲-
dc.date.accessioned2015-04-24T23:10:22Z-
dc.date.available2015-04-24T23:10:22Z-
dc.date.issued2012-
dc.identifier.citationHuang, S. [黃淑玲]. (2012). Exploring the impact of different task-based language teaching scaffolding approaches in Wikispaces collaborative writing. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5396367-
dc.identifier.urihttp://hdl.handle.net/10722/209556-
dc.description.abstractTask-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.-
dc.languageeng-
dc.publisherThe University of Hong Kong (Pokfulam, Hong Kong)-
dc.relation.ispartofHKU Theses Online (HKUTO)-
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.rightsThe author retains all proprietary rights, (such as patent rights) and the right to use in future works.-
dc.subject.lcshLanguage and languages - Computer-assisted instruction-
dc.titleExploring the impact of different task-based language teaching scaffolding approaches in Wikispaces collaborative writing-
dc.typePG_Thesis-
dc.identifier.hkulb5396367-
dc.description.thesisnameMaster of Education-
dc.description.thesislevelMaster-
dc.description.thesisdisciplineEducation-
dc.description.naturepublished_or_final_version-
dc.identifier.doi10.5353/th_b5396367-
dc.date.hkucongregation2013-

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