Verfügbarkeit: EFL learners’ task perceptions and agency in blended learning

EFL learners’ task perceptions and agency in blended learning: an exploratory mixed-methods study on the ‘U.S. Embassy School Election Project’

"How does foreign language learners' agency emerge at the micro-level of classroom activity during the enactment of digitally-enhanced tasks, and how do these learners exercise their agency digitally within and beyond the classroom? Drawing on research in task-based and computer-assisted l...

Ausführliche Beschreibung

Gespeichert in:

Bibliographische Detailangaben
1. Verfasser:	Kaliampos, Joannis 1987- (VerfasserIn)
Format:	Abschlussarbeit Buch
Sprache:	English
Veröffentlicht:	Tübingen Narr Francke Attempto [2022]
Schriftenreihe:	Giessener Beiträge zur Fremdsprachendidaktik
Schlagworte:	Computerunterstützter Unterricht Englischunterricht Computer-assisted language learning Task-based language teaching Learning management systems Learner agency Web 2. Hochschulschrift
Online-Zugang:	Inhaltsverzeichnis
Zusammenfassung:	"How does foreign language learners' agency emerge at the micro-level of classroom activity during the enactment of digitally-enhanced tasks, and how do these learners exercise their agency digitally within and beyond the classroom? Drawing on research in task-based and computer-assisted language learning, this mixed-methods study uncovers key dimensions of "learner agency" - a newcomer to the field of language teaching methodology and applied linguistics. The analysis centers on three case studies of teenage students' perceptions and handling of digitally-enhanced language learning tasks. These are complemented with a Germany-wide questionnaire survey among participants in the U.S. Embassy School Election Project - an intercultural, blended language learning project that has drawn over 15,000 participants since 2012." Klappentext
Beschreibung:	488 Seiten Illustrationen, Diagramme 22 cm x 15 cm
ISBN:	9783823385677

Internformat

MARC


LEADER	00000nam a22000008c 4500
001	BV048460735
003	DE-604
005	20230419
007	t
008	220908s2022 gw a\|\|\| m\|\|\| 00\|\|\| eng d
015			\|a 22,N17 \|2 dnb
016	7		\|a 1256005290 \|2 DE-101
020			\|a 9783823385677 \|c : circa EUR 84.00 (DE) \|9 978-3-8233-8567-7
024	3		\|a 9783823385677
028	5	2	\|a Bestellnummer: 18567
035			\|a (OCoLC)1349549892
035			\|a (DE-599)DNB1256005290
040			\|a DE-604 \|b ger \|e rda
041	0		\|a eng
044			\|a gw \|c XA-DE-BW
049			\|a DE-824 \|a DE-355 \|a DE-739 \|a DE-20
084			\|a HD 183 \|0 (DE-625)48423: \|2 rvk
084			\|a ES 750 \|0 (DE-625)27886: \|2 rvk
084			\|a ES 861 \|0 (DE-625)27915: \|2 rvk
084			\|a DP 4200 \|0 (DE-625)19843:12010 \|2 rvk
084			\|8 1\p \|a 400 \|2 23sdnb
100	1		\|a Kaliampos, Joannis \|d 1987- \|e Verfasser \|0 (DE-588)1269533541 \|4 aut
245	1	0	\|a EFL learners’ task perceptions and agency in blended learning \|b an exploratory mixed-methods study on the ‘U.S. Embassy School Election Project’ \|c Joannis Kaliampos
264		1	\|a Tübingen \|b Narr Francke Attempto \|c [2022]
300			\|a 488 Seiten \|b Illustrationen, Diagramme \|c 22 cm x 15 cm
336			\|b txt \|2 rdacontent
337			\|b n \|2 rdamedia
338			\|b nc \|2 rdacarrier
490	0		\|a Giessener Beiträge zur Fremdsprachendidaktik
502			\|b Dissertation \|c Universität Lüneburg \|d 2021
520	3		\|a "How does foreign language learners' agency emerge at the micro-level of classroom activity during the enactment of digitally-enhanced tasks, and how do these learners exercise their agency digitally within and beyond the classroom? Drawing on research in task-based and computer-assisted language learning, this mixed-methods study uncovers key dimensions of "learner agency" - a newcomer to the field of language teaching methodology and applied linguistics. The analysis centers on three case studies of teenage students' perceptions and handling of digitally-enhanced language learning tasks. These are complemented with a Germany-wide questionnaire survey among participants in the U.S. Embassy School Election Project - an intercultural, blended language learning project that has drawn over 15,000 participants since 2012." Klappentext
650	0	7	\|a Computerunterstützter Unterricht \|0 (DE-588)4070087-2 \|2 gnd \|9 rswk-swf
650	0	7	\|a Englischunterricht \|0 (DE-588)4014801-4 \|2 gnd \|9 rswk-swf
653			\|a Computer-assisted language learning
653			\|a Task-based language teaching
653			\|a Learning management systems
653			\|a Learner agency
653			\|a Web 2.
655		7	\|0 (DE-588)4113937-9 \|a Hochschulschrift \|2 gnd-content
689	0	0	\|a Englischunterricht \|0 (DE-588)4014801-4 \|D s
689	0	1	\|a Computerunterstützter Unterricht \|0 (DE-588)4070087-2 \|D s
689	0		\|5 DE-604
710	2		\|a Narr Francke Attempto Verlag \|0 (DE-588)1065142838 \|4 pbl
776	0	8	\|i Erscheint auch als \|n Online-Ausgabe, ePub \|z 978-3-8233-0384-8
776	0	8	\|i Erscheint auch als \|n Online-Ausgabe, ePDF \|z 978-3-8233-9567-6
856	4	2	\|m DNB Datenaustausch \|q application/pdf \|u http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=033838749&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA \|3 Inhaltsverzeichnis
999			\|a oai:aleph.bib-bvb.de:BVB01-033838749
883	1		\|8 1\p \|a vlb \|d 20220424 \|q DE-101 \|u https://d-nb.info/provenance/plan#vlb

Datensatz im Suchindex

_version_	1804184402182275072
adam_text	CONTENTS ACKNOWLEDGMENTS ..................................................................................................... 13 1 INTRODUCTION .................................................................................................. 15 2 TASK-BASED LANGUAGE LEARNING AND TEACHING ........................................... 21 2.1 PEDAGOGICAL AND EMPIRICAL ORIGINS OF TBLT .................... 22 2.1.1 PEDAGOGICAL ANTECEDENTS OF TBLT ...................... 22 2.1.2 THEORETICAL AND EMPIRICAL UNDERPINNINGS: THE ROLE OF INTERACTION .............................................. 27 2.1.2.1 INTERACTION IN COGNITIVIST SLA RESEARCH ............. 28 2.1.2.2 INTERACTION IN SOCIOCULTURAL THEORY-INFORMED SLA 31 2.2 LANGUAGE LEARNING TASKS IN RESEARCH AND PEDAGOGY ....... 36 2.2.1 TASK AS A RESEARCH CONSTRUCT AND PEDAGOGICAL TOOL ..................................................................... 37 2.2.2 TASK-BASED LANGUAGE PEDAGOGY ......................... 46 2.2.2.1 TASK FEATURES ....................................................... 47 2.2.2.2 TASK SEQUENCING AND SYLLABUS DESIGN .................. 49 2.2.2.3 TASK STRUCTURE: WITHIN-TASK SEQUENCING ............ 52 2.2.3 TASK TYPES AND EXERCISES .................................... 55 2.3 FROM WORKPLAN TO PROCESS: LEARNER REINTERPRETATIONS OF TASKS .................................................................................. 58 2.3.1 CONCEPTUAL FOUNDATION ...................................... 58 2.3.2 RESEARCH REVIEW ................................................. 61 2.3.3 IMPLICATIONS FOR TASK-BASED RESEARCH .................. 67 2.4 A WIDER UNDERSTANDING OF LEARNER PERCEPTIONS OF TASKS .. 69 2.4.1 ACTIVITY .............................................................. 71 2.4.2 ACTIONS ................................................................ 73 2.4.3 OPERATIONS ........................................................... 74 2.4.4 AGENCY ................................................................ 75 2.5 SUMMARY .......................................................................... 78 6 CONTENTS 3 TASKS AND TASK PERCEPTION IN CALL ........................................................... 79 3.1 COMPUTER-ASSISTED LANGUAGE LEARNING ............................... 79 3.1.1 DEFINITION AND CONCEPTUAL OVERVIEW ................. 79 3.1.2 TECHNOLOGY, TEACHERS, AND LEARNERS IN CALL .... 81 3.2 BLENDED LANGUAGE LEARNING ............................................... 85 3.2.1 DEFINITION AND CONCEPTUAL OVERVIEW ................. 85 3.2.2 RESEARCH ON BLENDED (LANGUAGE) LEARNING .......... 88 3.2.3 LEARNING MANAGEMENT SYSTEMS ......................... 92 3.3 WEB 2.0 TECHNOLOGIES AND FOREIGN LANGUAGE LEARNING .... 95 3.3.1 DEFINITION AND CONCEPTUAL OVERVIEW ................. 96 3.3.2 RESEARCH ON WEB 2.0 IN LANGUAGE LEARNING ........ 101 3.3.2.1 BLOGS ...................................................................... 102 3.3.2.2 WIKIS .................................................................. 104 3.3.2.3 SOCIAL NETWORKING SITES ...................................... 105 3.3.3 FORMAL AND INFORMAL LANGUAGE LEARNING WITH WEB 2.0 ....................................................................... 107 3.4 SYNERGIES: TECHNOLOGY-MEDIATED TBLT ........................... 109 3.4.1 TECHNOLOGY-MEDIATED TBLT: RESEARCH REVIEW .. 110 3.4.2 CONCEPTUALIZING TECHNOLOGY-ENHANCED TASKS ... 114 3.4.2.1 CHAPELLE S (2001) SLA-INFORMED CALL TASK FRAMEWORK ............................................................ 116 3.4.2.2 PEDAGOGICALLY-ORIENTED CALL TASK MODELS ........ 117 3.4.2.3 KUREK AND MIILLER-HARTMANN (2017) ..................... 119 3.5 AFFORDANCES AND LEARNER PERCEPTIONS OF TECHNOLOGY-ENHANCED TASKS ............................................. 122 3.5.1 AFFORDANCE THEORY ............................................. 122 3.5.2 AFFORDANCES IN TMTBLT................................... 125 3.6 TASK-AS-WORKPLAN AND TASK-IN-PROCESS IN TMTBLT....... 128 3.7 SUMMARY ............................................................................. 136 4 RESEARCH METHODOLOGICAL FRAMEWORK ......................................................... 139 4.1 RESEARCH INTEREST AND QUESTIONS ...................................... 140 4.2 TOWARDS MIXED-METHODS CLASSROOM RESEARCH ................... 143 4.2.1 A PRAGMATIST RATIONALE OF MIXED-METHODS RESEARCH ............................................................. 143 4.2.2 INQUIRY LOGIC: DEFINING MIXED-METHODS RESEARCH 144 4.2.3 PURPOSES OF MIXING DIFFERENT PARADIGMS ........... 145 CONTENTS 7 4.3 RESEARCH DESIGN: OVERVIEW .............................................. 147 4.4 ONLINE QUESTIONNAIRE SURVEYS .......................................... 150 4.5 CLASSROOM-BASED DATA COLLECTION ...................................... 155 4.5.1 THE EFL CLASSROOM AS RESEARCH SITE AND CONTEXT 155 4.5.2 SAMPLE SELECTION AND ACCESS ............................... 158 4.5.3 CLASSROOM OBSERVATION, FIELD NOTES, AND VIDEOGRAPHY ......................................................... 159 4.5.4 TRACKING DATA: VIDEO SCREEN CAPTURE AND LMS META-DATA ............................................................. 161 4.5.5 INTERVIEWS AND VERBAL SELF-REPORTS ...................... 164 4.5.6 LEARNING JOURNALS ................................................ 166 4.5.7 CLASSROOM ARTIFACTS: LEARNER TEXTS AND TEACHING MATERIALS ........................................................... 167 4.6 DATA PREPARATION, ANALYSIS, AND INTERPRETATION ................. 169 4.6.1 QUANTITATIVE PROCEDURES ..................................... 169 4.6.2 QUALITATIVE PROCEDURES .......................................... 171 4.6.2.1 QUALITATIVE DATA ANALYSIS ..................................... 171 4.6.2.2 DATA PREPARATION AND TRANSCRIPTION .................... 173 4.6.2.3 CODING PROCEDURES AND CODES ................................ 176 4.6.2.4 FOCUS ON CASES ....................................................... 181 4.7 REFLECTING ON THE ROLE OF THE RESEARCHER ........................... 183 4.8 RESEARCH QUALITY AND ETHICAL SAFEGUARDS ............................. 187 4.9 SUMMARY ............................................................................. 189 5 RESEARCH CONTEXT: THE U.S. EMBASSY SCHOOL ELECTION PROJECT ............... 191 5.1 PROJECT IDEA AND STRUCTURE ................................................... 191 5.2 GOALS AND OBJECTIVES ......................................................... 193 5.2.1 TASK-BASED LANGUAGE LEARNING ............................... 193 5.2.2 PROJECT-BASED LEARNING ........................................ 194 5.2.3 INTER AND TRANSCULTURAL LEARNING ....................... 197 5.2.4 DIGITAL LITERACIES AND DIGITAL MEDIA COMPETENCE . 199 5.2.5 CURRICULAR IMPLEMENTATION ................................. 201 5.3 PARTICIPATION STATISTICS ......................................................... 205 5.4 PROJECT MOODIE PLATFORM: FUNCTIONS AND FEATURES ............ 207 5.4.1 THE LMS MOODIE: STRUCTURE, USER INTERFACE, NAVIGATION ......................................................... 208 8 CONTENTS 5.4.2 LMS COURSE CONTENT: PROJECT CURRICULUM ............ 212 5.4.3 TASKS AND ACTIVITY FORMATS .................................... 218 5.5 UNDERLYING BLENDED LEARNING APPROACH .......................... 221 5.5.1 MODE ...................................................................... 222 5.5.2 MODEL OF INTEGRATION ............................................. 224 5.5.3 DISTRIBUTION OF LEARNING CONTENT ........................... 225 5.5.4 LANGUAGE TEACHING METHODS ............................... 226 5.5.5 INVOLVEMENT OF LEARNING SUBJECTS ....................... 226 5.5.6 LOCATION ................................................................. 228 5.6 SUMMARY ............................................................................. 229 6 MACRO-PERSPECTIVE: QUANTITATIVE PARTICIPANT SURVEYS ............................ 231 6.1 STUDENTS PRE-SURVEY QS,-L ................................................ 231 6.1.1 LEARNER EXPECTATIONS AND INTEREST ..................... 232 6.1.2 ICT: ATTITUDES, EXPERIENCES, SELF-CONFIDENCE .... 236 6.2 TEACHERS PRE-SURVEY QS1-T .................................................. 244 6.2.1 TEACHER EXPECTATIONS AND INTEREST ...................... 244 6.2.2 ICT: ATTITUDES AND EXPERIENCES ............................. 245 6.3 POST-PROJECT SURVEYS QS2-L AND QS2-T .................................. 249 6.3.1 LEARNER EXPERIENCES AND PERCEIVED LEARNING OUTCOMES ............................................................ 249 6.3.2 LMS USE AND CHANGES TO CLASSROOM PROCEDURES . 253 6.3.3 PERCEPTION OF LMS CURRICULUM AND LEARNER CONTRIBUTIONS TO TASKS ........................................... 254 6.4 SUMMARY ............................................................................. 260 7 MICRO-PERSPECTIVE: CRITICAL CASE ANALYSIS .................................................... 263 8 CASE 1: FIND TITLES FOR THE CARTOONS ........................................................ 267 8.1 INTRODUCTION ...................................................................... 267 8.2 CARTOON ANALYSIS AND DISCUSSION ....................................... 268 8.2.1 FORMAL TASK ANALYSIS ............................................. 268 8.2.2 MS. KONIG S TASK PERCEPTION .............................. 271 8.2.3 TASK IMPLEMENTATION ......................................... 273 8.2.4 LEARNER PERCEPTIONS ........................................... 275 8.3 FIND TITLES FOR THE CARTOONS ................................................ 280 8.3.1 FORMAL TASK ANALYSIS ............................................. 280 CONTENTS 9 8.3.2 MS. KONIG S TASK PERCEPTION .......................... 283 8.3.3 TASK IMPLEMENTATION: INITIATION PHASE .......... 286 8.3.4 TASK IMPLEMENTATION: TASK PHASE ................. 289 8.3.5 FOCAL STUDENT: ALEXANDER ..................................... 291 8.3.6 FOCAL STUDENTS: MELANIE AND LEONIE ................ 294 8.3.7 TASK IMPLEMENTATION: REPORT PHASE .................... 299 8.4 DISCUSSION AND SUMMARY ................................................. 301 9 CASE 2: THE CANDIDATES AND THEIR SPOUSES ........................................... 309 9.1 INTRODUCTION ..................................................................... 309 9.2 ROLE-PLAY: THE CANDIDATES AND THEIR SPOUSES ................... 310 9.2.1 FORMAL TASK ANALYSIS ........................................ 310 9.2.2 TASK IMPLEMENTATION: TEACHER S PERSPECTIVE ... 314 9.2.3 FOCAL STUDENT: JAN ........................................... 315 9.2.4 FOCAL STUDENT: FRANCESCA ................................ 320 9.2.5 FOCAL STUDENT: NIKLAS ...................................... 327 9.2.6 TASK PERFORMANCE: ROLE-PLAY ......................... 332 9.3 DISCUSSION AND SUMMARY ................................................. 336 10 CASE 3: THE ELECTORAL SYSTEM .................................................................... 343 10.1 INTRODUCTION ..................................................................... 343 10.2 FOCUS ON THE TEACHER ........................................................ 344 10.3 ANALYZE THE WORD CLOUD ................................................. 346 10.3.1 FORMAL TASK ANALYSIS ............................................ 347 10.3.2 TASK IMPLEMENTATION: TEACHER S PERSPECTIVE ... 351 10.3.3 FOCAL STUDENT: EMMA ......................................... 355 10.3.4 TASK OUTCOMES: GLOSSARY ENTRIES ................... 359 10.4 THE ELECTORAL SYSTEM - INDIVIDUAL STEPS ............................ 363 10.4.1 FORMAL TASK ANALYSIS ........................................ 364 10.4.2 TASK IMPLEMENTATION: TEACHER S PERSPECTIVE ... 367 10.4.3 FOCAL STUDENT: JUSTUS ....................................... 370 10.4.4 TASK REPORT PHASE ............................................ 375 10.5 DISCUSSION AND SUMMARY ................................................. 377 10 CONTENTS 11 SYNTHESIS AND IMPLICATIONS .......................................................................... 383 11.1 SYNTHESIS OF EMERGING THEMES ........................................... 383 11.1.1 TECHNOLOGY-INDUCED CHALLENGES ........................ 384 11.1.1.1 HARDWARE PROBLEMS AND INTERNET CONNECTIVITY .. 385 11.1.1.2 SOFTWARE PROBLEMS ............................................. 387 11.1.1.3 USABILITY: NAVIGATIONAL AND DIDACTIC INTERACTION . 388 11.1.2 INTEGRATION OF ONLINE AND FACE-TO-FACE MODES ... 390 11.1.3 TEACHER ROLE .......................................................... 393 11.1.4 LEARNER AGENCY IN TECHNOLOGY-ENHANCED TASKS .. 398 11.1.4.1 LEARNER AGENCY IS TECHNOLOGICALLY MEDIATED .... 399 11.1.4.2 LEARNER AGENCY IS SOCIALLY MEDIATED ................. 402 11.1.4.3 LEARNER AGENCY IS PSYCHOLOGICALLY MEDIATED .... 406 11.2 IMPLICATIONS, RELEVANCE, AND LIMITATIONS OF THE STUDY .... 408 11.2.1 RESEARCH IMPLICATIONS FOR TECHNOLOGY-MEDIATED TBLT .................................................................... 409 11.2.2 RESEARCH METHODOLOGICAL IMPLICATIONS .............. 412 11.2.3 PEDAGOGICAL IMPLICATIONS ....................................... 416 11.3 CONCLUSION ....................................................................... 422 12 REFERENCES ................................................................................................. 429 ABBREVIATIONS ................................................................................................................ 475 APPENDICES .................................................................................................................... 477 LIST OF DATA EXCERPTS ................................................................................................. 481 LIST OF FIGURES ................................................................................................................ 485 LIST OF TABLES .................................................................................................................. 487
adam_txt	CONTENTS ACKNOWLEDGMENTS . 13 1 INTRODUCTION . 15 2 TASK-BASED LANGUAGE LEARNING AND TEACHING . 21 2.1 PEDAGOGICAL AND EMPIRICAL ORIGINS OF TBLT . 22 2.1.1 PEDAGOGICAL ANTECEDENTS OF TBLT . 22 2.1.2 THEORETICAL AND EMPIRICAL UNDERPINNINGS: THE ROLE OF INTERACTION . 27 2.1.2.1 INTERACTION IN COGNITIVIST SLA RESEARCH . 28 2.1.2.2 INTERACTION IN SOCIOCULTURAL THEORY-INFORMED SLA 31 2.2 LANGUAGE LEARNING TASKS IN RESEARCH AND PEDAGOGY . 36 2.2.1 ' TASK ' AS A RESEARCH CONSTRUCT AND PEDAGOGICAL TOOL . 37 2.2.2 TASK-BASED LANGUAGE PEDAGOGY . 46 2.2.2.1 TASK FEATURES . 47 2.2.2.2 TASK SEQUENCING AND SYLLABUS DESIGN . 49 2.2.2.3 TASK STRUCTURE: WITHIN-TASK SEQUENCING . 52 2.2.3 TASK TYPES AND EXERCISES . 55 2.3 FROM WORKPLAN TO PROCESS: LEARNER REINTERPRETATIONS OF TASKS . 58 2.3.1 CONCEPTUAL FOUNDATION . 58 2.3.2 RESEARCH REVIEW . 61 2.3.3 IMPLICATIONS FOR TASK-BASED RESEARCH . 67 2.4 A WIDER UNDERSTANDING OF LEARNER PERCEPTIONS OF TASKS . 69 2.4.1 ACTIVITY . 71 2.4.2 ACTIONS . 73 2.4.3 OPERATIONS . 74 2.4.4 AGENCY . 75 2.5 SUMMARY . 78 6 CONTENTS 3 TASKS AND TASK PERCEPTION IN CALL . 79 3.1 COMPUTER-ASSISTED LANGUAGE LEARNING . 79 3.1.1 DEFINITION AND CONCEPTUAL OVERVIEW . 79 3.1.2 TECHNOLOGY, TEACHERS, AND LEARNERS IN CALL . 81 3.2 BLENDED LANGUAGE LEARNING . 85 3.2.1 DEFINITION AND CONCEPTUAL OVERVIEW . 85 3.2.2 RESEARCH ON BLENDED (LANGUAGE) LEARNING . 88 3.2.3 LEARNING MANAGEMENT SYSTEMS . 92 3.3 WEB 2.0 TECHNOLOGIES AND FOREIGN LANGUAGE LEARNING . 95 3.3.1 DEFINITION AND CONCEPTUAL OVERVIEW . 96 3.3.2 RESEARCH ON WEB 2.0 IN LANGUAGE LEARNING . 101 3.3.2.1 BLOGS . 102 3.3.2.2 WIKIS . 104 3.3.2.3 SOCIAL NETWORKING SITES . 105 3.3.3 FORMAL AND INFORMAL LANGUAGE LEARNING WITH WEB 2.0 . 107 3.4 SYNERGIES: TECHNOLOGY-MEDIATED TBLT . 109 3.4.1 TECHNOLOGY-MEDIATED TBLT: RESEARCH REVIEW . 110 3.4.2 CONCEPTUALIZING TECHNOLOGY-ENHANCED TASKS . 114 3.4.2.1 CHAPELLE ' S (2001) SLA-INFORMED CALL TASK FRAMEWORK . 116 3.4.2.2 PEDAGOGICALLY-ORIENTED CALL TASK MODELS . 117 3.4.2.3 KUREK AND MIILLER-HARTMANN (2017) . 119 3.5 AFFORDANCES AND LEARNER PERCEPTIONS OF TECHNOLOGY-ENHANCED TASKS . 122 3.5.1 AFFORDANCE THEORY . 122 3.5.2 AFFORDANCES IN TMTBLT. 125 3.6 TASK-AS-WORKPLAN AND TASK-IN-PROCESS IN TMTBLT. 128 3.7 SUMMARY . 136 4 RESEARCH METHODOLOGICAL FRAMEWORK . 139 4.1 RESEARCH INTEREST AND QUESTIONS . 140 4.2 TOWARDS MIXED-METHODS CLASSROOM RESEARCH . 143 4.2.1 A PRAGMATIST RATIONALE OF MIXED-METHODS RESEARCH . 143 4.2.2 INQUIRY LOGIC: DEFINING MIXED-METHODS RESEARCH 144 4.2.3 PURPOSES OF MIXING DIFFERENT PARADIGMS . 145 CONTENTS 7 4.3 RESEARCH DESIGN: OVERVIEW . 147 4.4 ONLINE QUESTIONNAIRE SURVEYS . 150 4.5 CLASSROOM-BASED DATA COLLECTION . 155 4.5.1 THE EFL CLASSROOM AS RESEARCH SITE AND CONTEXT 155 4.5.2 SAMPLE SELECTION AND ACCESS . 158 4.5.3 CLASSROOM OBSERVATION, FIELD NOTES, AND VIDEOGRAPHY . 159 4.5.4 TRACKING DATA: VIDEO SCREEN CAPTURE AND LMS META-DATA . 161 4.5.5 INTERVIEWS AND VERBAL SELF-REPORTS . 164 4.5.6 LEARNING JOURNALS . 166 4.5.7 CLASSROOM ARTIFACTS: LEARNER TEXTS AND TEACHING MATERIALS . 167 4.6 DATA PREPARATION, ANALYSIS, AND INTERPRETATION . 169 4.6.1 QUANTITATIVE PROCEDURES . 169 4.6.2 QUALITATIVE PROCEDURES . 171 4.6.2.1 QUALITATIVE DATA ANALYSIS . 171 4.6.2.2 DATA PREPARATION AND TRANSCRIPTION . 173 4.6.2.3 CODING PROCEDURES AND CODES . 176 4.6.2.4 FOCUS ON CASES . 181 4.7 REFLECTING ON THE ROLE OF THE RESEARCHER . 183 4.8 RESEARCH QUALITY AND ETHICAL SAFEGUARDS . 187 4.9 SUMMARY . 189 5 RESEARCH CONTEXT: THE U.S. EMBASSY SCHOOL ELECTION PROJECT . 191 5.1 PROJECT IDEA AND STRUCTURE . 191 5.2 GOALS AND OBJECTIVES . 193 5.2.1 TASK-BASED LANGUAGE LEARNING . 193 5.2.2 PROJECT-BASED LEARNING . 194 5.2.3 INTER AND TRANSCULTURAL LEARNING . 197 5.2.4 DIGITAL LITERACIES AND DIGITAL MEDIA COMPETENCE . 199 5.2.5 CURRICULAR IMPLEMENTATION . 201 5.3 PARTICIPATION STATISTICS . 205 5.4 PROJECT MOODIE PLATFORM: FUNCTIONS AND FEATURES . 207 5.4.1 THE LMS MOODIE: STRUCTURE, USER INTERFACE, NAVIGATION . 208 8 CONTENTS 5.4.2 LMS COURSE CONTENT: PROJECT CURRICULUM . 212 5.4.3 TASKS AND ACTIVITY FORMATS . 218 5.5 UNDERLYING BLENDED LEARNING APPROACH . 221 5.5.1 MODE . 222 5.5.2 MODEL OF INTEGRATION . 224 5.5.3 DISTRIBUTION OF LEARNING CONTENT . 225 5.5.4 LANGUAGE TEACHING METHODS . 226 5.5.5 INVOLVEMENT OF LEARNING SUBJECTS . 226 5.5.6 LOCATION . 228 5.6 SUMMARY . 229 6 MACRO-PERSPECTIVE: QUANTITATIVE PARTICIPANT SURVEYS . 231 6.1 STUDENTS ' PRE-SURVEY QS,-L . 231 6.1.1 LEARNER EXPECTATIONS AND INTEREST . 232 6.1.2 ICT: ATTITUDES, EXPERIENCES, SELF-CONFIDENCE . 236 6.2 TEACHERS ' PRE-SURVEY QS1-T . 244 6.2.1 TEACHER EXPECTATIONS AND INTEREST . 244 6.2.2 ICT: ATTITUDES AND EXPERIENCES . 245 6.3 POST-PROJECT SURVEYS QS2-L AND QS2-T . 249 6.3.1 LEARNER EXPERIENCES AND PERCEIVED LEARNING OUTCOMES . 249 6.3.2 LMS USE AND CHANGES TO CLASSROOM PROCEDURES . 253 6.3.3 PERCEPTION OF LMS CURRICULUM AND LEARNER CONTRIBUTIONS TO TASKS . 254 6.4 SUMMARY . 260 7 MICRO-PERSPECTIVE: CRITICAL CASE ANALYSIS . 263 8 CASE 1: 'FIND TITLES FOR THE CARTOONS' . 267 8.1 INTRODUCTION . 267 8.2 ' CARTOON ANALYSIS AND DISCUSSION ' . 268 8.2.1 FORMAL TASK ANALYSIS . 268 8.2.2 MS. KONIG ' S TASK PERCEPTION . 271 8.2.3 TASK IMPLEMENTATION . 273 8.2.4 LEARNER PERCEPTIONS . 275 8.3 ' FIND TITLES FOR THE CARTOONS ' . 280 8.3.1 FORMAL TASK ANALYSIS . 280 CONTENTS 9 8.3.2 MS. KONIG ' S TASK PERCEPTION . 283 8.3.3 TASK IMPLEMENTATION: INITIATION PHASE . 286 8.3.4 TASK IMPLEMENTATION: TASK PHASE . 289 8.3.5 FOCAL STUDENT: ALEXANDER . 291 8.3.6 FOCAL STUDENTS: MELANIE AND LEONIE . 294 8.3.7 TASK IMPLEMENTATION: REPORT PHASE . 299 8.4 DISCUSSION AND SUMMARY . 301 9 CASE 2: 'THE CANDIDATES AND THEIR SPOUSES' . 309 9.1 INTRODUCTION . 309 9.2 ' ROLE-PLAY: THE CANDIDATES AND THEIR SPOUSES ' . 310 9.2.1 FORMAL TASK ANALYSIS . 310 9.2.2 TASK IMPLEMENTATION: TEACHER ' S PERSPECTIVE . 314 9.2.3 FOCAL STUDENT: JAN . 315 9.2.4 FOCAL STUDENT: FRANCESCA . 320 9.2.5 FOCAL STUDENT: NIKLAS . 327 9.2.6 TASK PERFORMANCE: ROLE-PLAY . 332 9.3 DISCUSSION AND SUMMARY . 336 10 CASE 3: 'THE ELECTORAL SYSTEM' . 343 10.1 INTRODUCTION . 343 10.2 FOCUS ON THE TEACHER . 344 10.3 ' ANALYZE THE WORD CLOUD ' . 346 10.3.1 FORMAL TASK ANALYSIS . 347 10.3.2 TASK IMPLEMENTATION: TEACHER ' S PERSPECTIVE . 351 10.3.3 FOCAL STUDENT: EMMA . 355 10.3.4 TASK OUTCOMES: GLOSSARY ENTRIES . 359 10.4 ' THE ELECTORAL SYSTEM - INDIVIDUAL STEPS ' . 363 10.4.1 FORMAL TASK ANALYSIS . 364 10.4.2 TASK IMPLEMENTATION: TEACHER ' S PERSPECTIVE . 367 10.4.3 FOCAL STUDENT: JUSTUS . 370 10.4.4 TASK REPORT PHASE . 375 10.5 DISCUSSION AND SUMMARY . 377 10 CONTENTS 11 SYNTHESIS AND IMPLICATIONS . 383 11.1 SYNTHESIS OF EMERGING THEMES . 383 11.1.1 TECHNOLOGY-INDUCED CHALLENGES . 384 11.1.1.1 HARDWARE PROBLEMS AND INTERNET CONNECTIVITY . 385 11.1.1.2 SOFTWARE PROBLEMS . 387 11.1.1.3 USABILITY: NAVIGATIONAL AND DIDACTIC INTERACTION . 388 11.1.2 INTEGRATION OF ONLINE AND FACE-TO-FACE MODES . 390 11.1.3 TEACHER ROLE . 393 11.1.4 LEARNER AGENCY IN TECHNOLOGY-ENHANCED TASKS . 398 11.1.4.1 LEARNER AGENCY IS TECHNOLOGICALLY MEDIATED . 399 11.1.4.2 LEARNER AGENCY IS SOCIALLY MEDIATED . 402 11.1.4.3 LEARNER AGENCY IS PSYCHOLOGICALLY MEDIATED . 406 11.2 IMPLICATIONS, RELEVANCE, AND LIMITATIONS OF THE STUDY . 408 11.2.1 RESEARCH IMPLICATIONS FOR TECHNOLOGY-MEDIATED TBLT . 409 11.2.2 RESEARCH METHODOLOGICAL IMPLICATIONS . 412 11.2.3 PEDAGOGICAL IMPLICATIONS . 416 11.3 CONCLUSION . 422 12 REFERENCES . 429 ABBREVIATIONS . 475 APPENDICES . 477 LIST OF DATA EXCERPTS . 481 LIST OF FIGURES . 485 LIST OF TABLES . 487
any_adam_object	1
any_adam_object_boolean	1
author	Kaliampos, Joannis 1987-
author_GND	(DE-588)1269533541
author_facet	Kaliampos, Joannis 1987-
author_role	aut
author_sort	Kaliampos, Joannis 1987-
author_variant	j k jk
building	Verbundindex
bvnumber	BV048460735
classification_rvk	HD 183 ES 750 ES 861 DP 4200
ctrlnum	(OCoLC)1349549892 (DE-599)DNB1256005290
discipline	Pädagogik Sprachwissenschaft Anglistik / Amerikanistik Literaturwissenschaft
discipline_str_mv	Pädagogik Sprachwissenschaft Anglistik / Amerikanistik Literaturwissenschaft
format	Thesis Book
fullrecord	<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>03410nam a22006018c 4500</leader><controlfield tag="001">BV048460735</controlfield><controlfield tag="003">DE-604</controlfield><controlfield tag="005">20230419 </controlfield><controlfield tag="007">t</controlfield><controlfield tag="008">220908s2022 gw a\|\|\| m\|\|\| 00\|\|\| eng d</controlfield><datafield tag="015" ind1=" " ind2=" "><subfield code="a">22,N17</subfield><subfield code="2">dnb</subfield></datafield><datafield tag="016" ind1="7" ind2=" "><subfield code="a">1256005290</subfield><subfield code="2">DE-101</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">9783823385677</subfield><subfield code="c">: circa EUR 84.00 (DE)</subfield><subfield code="9">978-3-8233-8567-7</subfield></datafield><datafield tag="024" ind1="3" ind2=" "><subfield code="a">9783823385677</subfield></datafield><datafield tag="028" ind1="5" ind2="2"><subfield code="a">Bestellnummer: 18567</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(OCoLC)1349549892</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-599)DNB1256005290</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-604</subfield><subfield code="b">ger</subfield><subfield code="e">rda</subfield></datafield><datafield tag="041" ind1="0" ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="044" ind1=" " ind2=" "><subfield code="a">gw</subfield><subfield code="c">XA-DE-BW</subfield></datafield><datafield tag="049" ind1=" " ind2=" "><subfield code="a">DE-824</subfield><subfield code="a">DE-355</subfield><subfield code="a">DE-739</subfield><subfield code="a">DE-20</subfield></datafield><datafield tag="084" ind1=" " ind2=" "><subfield code="a">HD 183</subfield><subfield code="0">(DE-625)48423:</subfield><subfield code="2">rvk</subfield></datafield><datafield tag="084" ind1=" " ind2=" "><subfield code="a">ES 750</subfield><subfield code="0">(DE-625)27886:</subfield><subfield code="2">rvk</subfield></datafield><datafield tag="084" ind1=" " ind2=" "><subfield code="a">ES 861</subfield><subfield code="0">(DE-625)27915:</subfield><subfield code="2">rvk</subfield></datafield><datafield tag="084" ind1=" " ind2=" "><subfield code="a">DP 4200</subfield><subfield code="0">(DE-625)19843:12010</subfield><subfield code="2">rvk</subfield></datafield><datafield tag="084" ind1=" " ind2=" "><subfield code="8">1\p</subfield><subfield code="a">400</subfield><subfield code="2">23sdnb</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Kaliampos, Joannis</subfield><subfield code="d">1987-</subfield><subfield code="e">Verfasser</subfield><subfield code="0">(DE-588)1269533541</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">EFL learners’ task perceptions and agency in blended learning</subfield><subfield code="b">an exploratory mixed-methods study on the ‘U.S. Embassy School Election Project’</subfield><subfield code="c">Joannis Kaliampos</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="a">Tübingen</subfield><subfield code="b">Narr Francke Attempto</subfield><subfield code="c">[2022]</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">488 Seiten</subfield><subfield code="b">Illustrationen, Diagramme</subfield><subfield code="c">22 cm x 15 cm</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="b">n</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="b">nc</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="490" ind1="0" ind2=" "><subfield code="a">Giessener Beiträge zur Fremdsprachendidaktik</subfield></datafield><datafield tag="502" ind1=" " ind2=" "><subfield code="b">Dissertation</subfield><subfield code="c">Universität Lüneburg</subfield><subfield code="d">2021</subfield></datafield><datafield tag="520" ind1="3" ind2=" "><subfield code="a">"How does foreign language learners' agency emerge at the micro-level of classroom activity during the enactment of digitally-enhanced tasks, and how do these learners exercise their agency digitally within and beyond the classroom? Drawing on research in task-based and computer-assisted language learning, this mixed-methods study uncovers key dimensions of "learner agency" - a newcomer to the field of language teaching methodology and applied linguistics. The analysis centers on three case studies of teenage students' perceptions and handling of digitally-enhanced language learning tasks. These are complemented with a Germany-wide questionnaire survey among participants in the U.S. Embassy School Election Project - an intercultural, blended language learning project that has drawn over 15,000 participants since 2012." Klappentext</subfield></datafield><datafield tag="650" ind1="0" ind2="7"><subfield code="a">Computerunterstützter Unterricht</subfield><subfield code="0">(DE-588)4070087-2</subfield><subfield code="2">gnd</subfield><subfield code="9">rswk-swf</subfield></datafield><datafield tag="650" ind1="0" ind2="7"><subfield code="a">Englischunterricht</subfield><subfield code="0">(DE-588)4014801-4</subfield><subfield code="2">gnd</subfield><subfield code="9">rswk-swf</subfield></datafield><datafield tag="653" ind1=" " ind2=" "><subfield code="a">Computer-assisted language learning</subfield></datafield><datafield tag="653" ind1=" " ind2=" "><subfield code="a">Task-based language teaching</subfield></datafield><datafield tag="653" ind1=" " ind2=" "><subfield code="a">Learning management systems</subfield></datafield><datafield tag="653" ind1=" " ind2=" "><subfield code="a">Learner agency</subfield></datafield><datafield tag="653" ind1=" " ind2=" "><subfield code="a">Web 2.</subfield></datafield><datafield tag="655" ind1=" " ind2="7"><subfield code="0">(DE-588)4113937-9</subfield><subfield code="a">Hochschulschrift</subfield><subfield code="2">gnd-content</subfield></datafield><datafield tag="689" ind1="0" ind2="0"><subfield code="a">Englischunterricht</subfield><subfield code="0">(DE-588)4014801-4</subfield><subfield code="D">s</subfield></datafield><datafield tag="689" ind1="0" ind2="1"><subfield code="a">Computerunterstützter Unterricht</subfield><subfield code="0">(DE-588)4070087-2</subfield><subfield code="D">s</subfield></datafield><datafield tag="689" ind1="0" ind2=" "><subfield code="5">DE-604</subfield></datafield><datafield tag="710" ind1="2" ind2=" "><subfield code="a">Narr Francke Attempto Verlag</subfield><subfield code="0">(DE-588)1065142838</subfield><subfield code="4">pbl</subfield></datafield><datafield tag="776" ind1="0" ind2="8"><subfield code="i">Erscheint auch als</subfield><subfield code="n">Online-Ausgabe, ePub</subfield><subfield code="z">978-3-8233-0384-8</subfield></datafield><datafield tag="776" ind1="0" ind2="8"><subfield code="i">Erscheint auch als</subfield><subfield code="n">Online-Ausgabe, ePDF</subfield><subfield code="z">978-3-8233-9567-6</subfield></datafield><datafield tag="856" ind1="4" ind2="2"><subfield code="m">DNB Datenaustausch</subfield><subfield code="q">application/pdf</subfield><subfield code="u">http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=033838749&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA</subfield><subfield code="3">Inhaltsverzeichnis</subfield></datafield><datafield tag="999" ind1=" " ind2=" "><subfield code="a">oai:aleph.bib-bvb.de:BVB01-033838749</subfield></datafield><datafield tag="883" ind1="1" ind2=" "><subfield code="8">1\p</subfield><subfield code="a">vlb</subfield><subfield code="d">20220424</subfield><subfield code="q">DE-101</subfield><subfield code="u">https://d-nb.info/provenance/plan#vlb</subfield></datafield></record></collection>
genre	(DE-588)4113937-9 Hochschulschrift gnd-content
genre_facet	Hochschulschrift
id	DE-604.BV048460735
illustrated	Illustrated
index_date	2024-07-03T20:33:28Z
indexdate	2024-07-10T09:38:46Z
institution	BVB
institution_GND	(DE-588)1065142838
isbn	9783823385677
language	English
oai_aleph_id	oai:aleph.bib-bvb.de:BVB01-033838749
oclc_num	1349549892
open_access_boolean
owner	DE-824 DE-355 DE-BY-UBR DE-739 DE-20
owner_facet	DE-824 DE-355 DE-BY-UBR DE-739 DE-20
physical	488 Seiten Illustrationen, Diagramme 22 cm x 15 cm
publishDate	2022
publishDateSearch	2022
publishDateSort	2022
publisher	Narr Francke Attempto
record_format	marc
series2	Giessener Beiträge zur Fremdsprachendidaktik
spelling	Kaliampos, Joannis 1987- Verfasser (DE-588)1269533541 aut EFL learners’ task perceptions and agency in blended learning an exploratory mixed-methods study on the ‘U.S. Embassy School Election Project’ Joannis Kaliampos Tübingen Narr Francke Attempto [2022] 488 Seiten Illustrationen, Diagramme 22 cm x 15 cm txt rdacontent n rdamedia nc rdacarrier Giessener Beiträge zur Fremdsprachendidaktik Dissertation Universität Lüneburg 2021 "How does foreign language learners' agency emerge at the micro-level of classroom activity during the enactment of digitally-enhanced tasks, and how do these learners exercise their agency digitally within and beyond the classroom? Drawing on research in task-based and computer-assisted language learning, this mixed-methods study uncovers key dimensions of "learner agency" - a newcomer to the field of language teaching methodology and applied linguistics. The analysis centers on three case studies of teenage students' perceptions and handling of digitally-enhanced language learning tasks. These are complemented with a Germany-wide questionnaire survey among participants in the U.S. Embassy School Election Project - an intercultural, blended language learning project that has drawn over 15,000 participants since 2012." Klappentext Computerunterstützter Unterricht (DE-588)4070087-2 gnd rswk-swf Englischunterricht (DE-588)4014801-4 gnd rswk-swf Computer-assisted language learning Task-based language teaching Learning management systems Learner agency Web 2. (DE-588)4113937-9 Hochschulschrift gnd-content Englischunterricht (DE-588)4014801-4 s Computerunterstützter Unterricht (DE-588)4070087-2 s DE-604 Narr Francke Attempto Verlag (DE-588)1065142838 pbl Erscheint auch als Online-Ausgabe, ePub 978-3-8233-0384-8 Erscheint auch als Online-Ausgabe, ePDF 978-3-8233-9567-6 DNB Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=033838749&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis 1\p vlb 20220424 DE-101 https://d-nb.info/provenance/plan#vlb
spellingShingle	Kaliampos, Joannis 1987- EFL learners’ task perceptions and agency in blended learning an exploratory mixed-methods study on the ‘U.S. Embassy School Election Project’ Computerunterstützter Unterricht (DE-588)4070087-2 gnd Englischunterricht (DE-588)4014801-4 gnd
subject_GND	(DE-588)4070087-2 (DE-588)4014801-4 (DE-588)4113937-9
title	EFL learners’ task perceptions and agency in blended learning an exploratory mixed-methods study on the ‘U.S. Embassy School Election Project’
title_auth	EFL learners’ task perceptions and agency in blended learning an exploratory mixed-methods study on the ‘U.S. Embassy School Election Project’
title_exact_search	EFL learners’ task perceptions and agency in blended learning an exploratory mixed-methods study on the ‘U.S. Embassy School Election Project’
title_exact_search_txtP	EFL learners’ task perceptions and agency in blended learning an exploratory mixed-methods study on the ‘U.S. Embassy School Election Project’
title_full	EFL learners’ task perceptions and agency in blended learning an exploratory mixed-methods study on the ‘U.S. Embassy School Election Project’ Joannis Kaliampos
title_fullStr	EFL learners’ task perceptions and agency in blended learning an exploratory mixed-methods study on the ‘U.S. Embassy School Election Project’ Joannis Kaliampos
title_full_unstemmed	EFL learners’ task perceptions and agency in blended learning an exploratory mixed-methods study on the ‘U.S. Embassy School Election Project’ Joannis Kaliampos
title_short	EFL learners’ task perceptions and agency in blended learning
title_sort	efl learners task perceptions and agency in blended learning an exploratory mixed methods study on the u s embassy school election project
title_sub	an exploratory mixed-methods study on the ‘U.S. Embassy School Election Project’
topic	Computerunterstützter Unterricht (DE-588)4070087-2 gnd Englischunterricht (DE-588)4014801-4 gnd
topic_facet	Computerunterstützter Unterricht Englischunterricht Hochschulschrift
url	http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=033838749&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA
work_keys_str_mv	AT kaliamposjoannis efllearnerstaskperceptionsandagencyinblendedlearninganexploratorymixedmethodsstudyontheusembassyschoolelectionproject AT narrfranckeattemptoverlag efllearnerstaskperceptionsandagencyinblendedlearninganexploratorymixedmethodsstudyontheusembassyschoolelectionproject

Verfügbarkeit

Es ist kein Print-Exemplar vorhanden.

Fernleihe Bestellen Achtung: Nicht im THWS-Bestand! Inhaltsverzeichnis

MARC

Datensatz im Suchindex

Es ist kein Print-Exemplar vorhanden.

Ähnliche Einträge