Performance Goal-Setting and Feedback for Second Language Tasks. An Empirical Study of TBLT Group Discussions

Doctoral Thesis / Dissertation , 2018 , 286 Pages , Grade: Pass (PhD)

English Language and Literature Studies - Linguistics

This book draws on a classroom-based empirical study to explore the actual effects that Task-Based Language Teaching (TBLT) has on students’ performance, when applied to group discussions, and the impacts that different forms of Goal-Setting and Feedback (GSF) have on their learning. In doing so, it challenges the assumptions in the research literature that TBLT will necessarily improve multiple aspects of performance within group discussions with low-level students, and reveals that applying GSF can lead to very different outcomes.

A longitudinal mixed-method approach was adopted using surveys and peer-interviews with 10 teachers, and observations, surveys and peer-interviews with 132 low-level students in a Japanese university. Students used product or process GSF alongside TBLT group discussions across a semester. Findings showed improvements in fluency and accuracy, positive feelings towards learning, and larger improvements for lower performers. Furthermore, product and process goals influenced students' focus differently in terms of individual performance, collaboration and discussion outcome. These findings create a clearer picture of the impact of TBLT, when applied to group discussions, and show how students' focus within learning can be greatly influenced by task goals. Resultant recommendations for course design, student and teacher training, and implementation of TBLT and GSF are given.

Inhaltsverzeichnis (Table of Contents)

• CHAPTER 1. INTRODUCTION
• 1.1 Thesis focus and aims.
• 1.2 Background and research motivation
• 1.3 Research questions
• 1.4 Thesis outline
• CHAPTER 2. LANGUAGE LEARNING WITH TBLT DISCUSSIONS
• 2.1 Introduction
• 2.2 SLA in English communication classes
• 2.2.1 Oral communication and SLA
• 2.2.2 Orally interactive tasks and SLA considerations.
• 2.3 The group discussion approach to language learning.
• 2.3.1 Potential learning and teaching benefits of group discussions
• 2.3.2 Challenges for learning and teaching with group discussions.
• 2.4 Task-Based Language Teaching (TBLT) group discussions
• 2.4.1 Communicative Language Teaching (CLT) and TBLT discussions
• 2.4.2 TBLT versus Present-Practise-Produce (PPP) for group discussions
• 2.4.3 Challenges for learning and teaching with TBLT group discussions
• 2.4.4 Challenges in Japan for TBLT group discussions
• 2.5 Chapter summary.
• CHAPTER 3. DETERMINING ORAL GROUP DISCUSSION PERFORMANCE
• 3.1 Introduction
• 3.2 Participation and CAF measures
• 3.2.1 Participation
• 3.2.2 Fluency
• 3.2.3 Accuracy.
• 3.2.4 Complexity.
• 3.3 Additional performance considerations
• 3.3.1 Group interactions
• 3.3.2 Clarity of communication
• 3.3.3 Discussion outcome.
• 3.4 Chapter summary.
• CHAPTER 4. GOAL-SETTING AND FEEDBACK (GSF) FOR GROUP DISCUSSIONS
• 4.1 Introduction
• 4.2 Goal-setting and learning
• 4.2.1 Task goal-setting, motivation and engagement
• 4.2.2 Interpersonal and intrapersonal task goals
• 4.3 Formative Assessment (FA).
• 4.4 Task performance scoring rubrics.
• 4.5 Group discussion GSF design
• 4.5.1 GSF focus
• 4.5.1.1 Individual Process GSF.
• 4.5.1.2 Group Product GSF.
• 4.5.2 Performance self-scoring method.
• 4.5.2.1 Performance rating scales
• 4.5.2.2 Performance counting systems.
• 4.6 Chapter summary.
• CHAPTER 5. METHODOLOGY.
• 5.1 Aims of the study.
• 5.2 Rationale for the research methods
• 5.2.1 Mixed-method approach
• 5.2.2 Use of classroom observations
• 5.2.3 Use of surveys
• 5.2.4 Use of peer-interviews
• 5.3 Participants.
• 5.3.1 Teachers
• 5.3.2 Students
• 5.4 Research procedure
• 5.4.1 Classroom-based study preparation.
• 5.4.2 Semester-long classroom-based study.
• 5.4.3 GSF class procedure (Weeks 4-7 and 9-12).
• 5.5 RQ1 data collection and analysis
• 5.5.1 Teacher surveys.
• 5.5.2 Teacher follow-up interviews.
• 5.6 RQ2 data collection and analysis
• 5.6.1 Classroom observation data collection
• 5.6.2 Discussion performance measures selection
• 5.6.3 Discussion transcript coding and analysis.
• 5.7 RQ3 data collection and analysis
• 5.7.1 Attitudinal surveys about classroom discussions, tests, goal-setting and feedback
• 5.7.2 Student peer-interviews
• 5.7.3 Student response coding and analysis
• 5.8 Ethical issues
• 5.8.1 Data collection.
• 5.8.2 Teaching considerations
• CHAPTER 6. RESULTS AND DISCUSSION
• 6.1 Chapter Introduction
• 6.2 RQ1: Appropriate discussion performance goals.
• 6.2.1 Introduction
• 6.2.2 Teacher survey and interview results
• 6.2.2.1 Giving opinions
• 6.2.2.2 Taking speaking turns.
• 6.2.2.3 Reacting to speaking turns
• 6.2.2.4 Clarifying turns
• 6.2.3 GSF pilot and teacher journal results
• 6.2.4 RQ1 results summary.
• 6.2.5 RQ1 discussion.
• 6.2.5.1 Performance rubric considerations.
• 6.2.5.2 GSF and learning considerations.
• 6.2.6 Limitations
• 6.3 RQ2: Changes in observable discussion performance
• 6.3.1 Introduction
• 6.3.2 Overview of performance measure changes.
• 6.3.3 Specific performance measure changes
• 6.3.3.1 Participation.
• 6.3.3.2 Fluency.
• 6.3.3.3 Accuracy.

Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)

This thesis explores the effects of Task-Based Language Teaching (TBLT) on students' performance in group discussions, focusing on the impact of different forms of Goal-Setting and Feedback (GSF) on learning. It challenges the assumption that TBLT automatically improves performance for low-level language learners and investigates how GSF can influence learning outcomes.

• The impact of TBLT on oral communication skills in group discussions among low-level language learners.
• The influence of different forms of Goal-Setting and Feedback (GSF) on students' performance in TBLT group discussions.
• The relationship between task goals and students' focus on individual performance, collaboration, and discussion outcome.
• The effectiveness of TBLT in promoting fluency, accuracy, and positive learning attitudes in low-level learners.
• The implications of the findings for course design, student and teacher training, and implementation of TBLT and GSF.

Zusammenfassung der Kapitel (Chapter Summaries)

Chapter 1 introduces the research focus and aims, outlining the motivation behind the study and presenting the research questions. Chapter 2 delves into language learning with TBLT discussions, examining the role of oral communication in SLA, exploring the benefits and challenges of group discussions, and comparing TBLT with other teaching approaches. Chapter 3 focuses on determining oral group discussion performance by exploring various measures, including participation, fluency, accuracy, complexity, and other considerations like group interactions, clarity of communication, and discussion outcome. Chapter 4 discusses Goal-Setting and Feedback (GSF) in the context of group discussions, exploring its impact on learning, motivation, and engagement, and presenting different GSF design elements. Chapter 5 outlines the study's methodology, including the mixed-method approach, data collection techniques, and participant selection. The chapter also details the research procedure and ethical considerations.

Schlüsselwörter (Keywords)

This thesis focuses on Task-Based Language Teaching (TBLT), Goal-Setting and Feedback (GSF), group discussions, oral communication, second language acquisition (SLA), fluency, accuracy, complexity, performance, learning, motivation, engagement, formative assessment, and low-level learners. It explores the impact of TBLT and GSF on the development of oral communication skills in a Japanese university context.

• College: University of Birmingham
• Grade: Pass (PhD)
• Author: Robert Stroud (Author)
• Publication Year: 2018
• Pages: 286
• Catalog Number: V1038869
• ISBN (eBook): 9783346453808
• ISBN (Book): 9783346453815
• Language: English
• Tags: performance, goal-setting, feedback, second, language, tasks, empirical, study, tblt, group, discussions