Task Design in Videoconferencing-Supported Distance Language Learning

Computer Assisted Language Instruction Consortium. 214 Centennial Hall, 601 University Drive, San Marcos, TX 78666. Tel: 512-245-1417; Fax: 512-245-9089; e-mail: [email protected]: Web site: http://calico.org

Y

40

Distance Education; Task Analysis; Teleconferencing; Virtual Classrooms; Online Courses; Online Systems; Computer Mediated Communication; Evaluation Criteria; Foreign Countries; Formative Evaluation; Case Studies; Item Analysis; College Students; Second Language Learning; Design Requirements; Program Validation

0742-7778

This article addresses a pervasive need in the area of videoconference-supported distance language learning: task design. On the basis of Chapelle's (2001) criteria for CALL task appropriateness, this article proposes a set of criteria for evaluating videoconferencing-based tasks which examine such aspects of a task as practicality, language-learning potential, learner fit, authenticity, and positive impact. These criteria were then tested with language learners who completed various tasks using a videoconferencing tool called NetMeeting. Upon examination of the findings in regard to each of these criteria, issues in videoconferencing task design and performance are recommended for further study. (Contains 5 tables.)

As Provided

46

2008

EJ809404