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.
Table of Contents
1. Introduction
1.1 Thesis focus and aims
1.2 Background and research motivation
1.3 Research questions
1.4 Thesis outline
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
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
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
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
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
6.3.3.4 Complexity
6.3.3.5 Task process-focused performance
6.3.4 Additional performance considerations
6.3.4.1 Outcome-promoting, on-task and off-task turns
6.3.4.2 Clarifications
6.3.4.3 Turn-taking strategies
6.3.4.4 Possessive pronoun usage
6.3.5 RQ2 results summary
6.3.6 RQ2 discussion
6.3.6.1 Overall discussion performance changes with a TBLT approach
6.3.6.2 Discussion performance changes with Product and Process GSF
6.3.6.3 LP/HP performance changes
6.3.7 RQ2 key findings summary
6.3.8 Limitations
6.4 RQ3: Student self-reported feelings towards the GSF and discussions
6.4.1 Introduction
6.4.2 Discussion feelings survey results
6.4.3 Test difficulties survey and peer-interview results
6.4.3.1 Initial reported discussion test difficulties
6.4.3.2 Similarities in ProdS and ProcS final reported test difficulties
6.4.3.3 Differences between ProdS and ProcS final reported test difficulties
6.4.4 GSF survey and peer-interview results
6.4.4.1 Overall reported feelings about the GSF and performance
6.4.4.2 Reported feelings about the GSF sheets
6.4.4.3 Reported feelings about the GSF diaries
6.4.5 RQ3 results summary
6.4.6 RQ3 discussion
6.4.6.1 Reported feelings about discussion performance
6.4.6.2 Similarities in the reported effects of Product and Process GSF
6.4.6.3 Differences in the reported effects of Product and Process GSF
6.4.7 RQ3 key findings summary
6.4.8 Limitations
6.5 Summary of research question findings
7. Conclusions
7.1 Contributions to research
7.2 Recommendations for language teaching
7.3 Thesis limitations and future research directions
Research Objectives and Themes
This thesis investigates the longitudinal effects of implementing Task-Based Language Teaching (TBLT) and self-regulated Goal-Setting and Feedback (GSF) within group discussions for low-level Japanese university students. The primary research question addresses how these pedagogical approaches impact both objective task performance and students' self-reported feelings toward the learning process, specifically comparing product-oriented versus process-oriented goal setting.
- Effects of TBLT and GSF on student performance in oral group discussions.
- Comparison of individual process-focused goals versus group product-focused goals.
- Longitudinal development of language proficiency measures (Complexity, Accuracy, Fluency) and interactional competence.
- Impact of goal-setting interventions on student motivation, engagement, and anxiety levels.
- Individual differences in learning progress among low and high participating students.
Excerpt from the Book
1.1 Thesis focus and aims
This thesis is the third part of a Modular PhD investigating the use of Task Based Language Teaching (TBLT) oral group discussion tasks for language learning with low-level learners. The overall aim of the PhD is to investigate and report on ways to improve the learning for students. This was done by firstly determining key factors affecting low-level Japanese university students’ oral participation within discussions in the first module (see Appendix A for a summary), and then by examining the short-term effects on participation of pre-discussion planning (a significantly reported factor in the first module) with low-level Japanese university students in the second module (see Appendix B for a summary). The main finding was that when the students undertook such additional planning, they would speak more and with more fluency during discussions immediately afterwards.
Three of the other task design factors reported to potentially improve participation in the first module were related to 1) having a scoring system for performance, 2) getting feedback on performance, and 3) seeing measurable progress of performance over time. As a result, I decided to focus this thesis on these three factors by investigating the effects on TBLT group discussion learning of self-regulated performance Goal-Setting and Feedback (GSF) via a semester-long classroom-based study. Data in this thesis considers observable changes in performance by Japanese university students due to the use of a TBLT approach to group discussions, changes observed with the use of two different types of GSF (task product versus process focused), and self-reported feelings of the students towards the learning undertaken. The findings contribute to TBLT and goal-related research by examining the suitability of TBLT group discussions as an approach to improving language use with low-level learners and how GSF may support the learning or not.
Summary of Chapters
CHAPTER 1. INTRODUCTION: Outlines the research focus on using TBLT and GSF to improve oral participation for Japanese university learners.
CHAPTER 2. LANGUAGE LEARNING WITH TBLT DISCUSSIONS: Reviews theoretical perspectives on second language acquisition, the benefits of group discussions, and the challenges of TBLT implementation.
CHAPTER 3. DETERMINING ORAL GROUP DISCUSSION PERFORMANCE: Discusses standard measurement constructs like CAF (Complexity, Accuracy, Fluency) and broader communicative interactional measures.
CHAPTER 4. GOAL-SETTING AND FEEDBACK (GSF) FOR GROUP DISCUSSIONS: Explores the integration of formative assessment and rubric-based goal setting as an autonomous learning system.
CHAPTER 5. METHODOLOGY: Details the longitudinal mixed-method design, participant profiles, and the data collection process involving teachers and students.
CHAPTER 6. RESULTS AND DISCUSSION: Analyzes the quantitative and qualitative findings regarding appropriate goals, changes in performance, and student attitudes toward GSF.
CHAPTER 7. CONCLUSIONS: Synthesizes research contributions, provides pedagogical recommendations, and addresses limitations and future directions.
Keywords
Task-Based Language Teaching, TBLT, Goal-Setting and Feedback, GSF, Oral Group Discussion, Second Language Acquisition, Formative Assessment, Complexity Accuracy and Fluency, CAF, Japanese University Students, Self-Regulated Learning, Classroom-Based Research, Communicative Competence, Student Engagement, Language Pedagogy
Frequently Asked Questions
What is the core focus of this doctoral thesis?
The thesis investigates the effectiveness of combining Task-Based Language Teaching (TBLT) with student-regulated Goal-Setting and Feedback (GSF) to improve oral performance in group discussions among low-level Japanese university students.
What are the primary themes analyzed in the research?
The research explores the impact of TBLT on oral proficiency, the difference between "product-focused" and "process-focused" goals, student engagement, the development of interactional competence, and the practical challenges of classroom-based language assessment.
What is the main objective or research question?
The study aims to determine the effects on student learning when using GSF within TBLT group discussions over an entire semester, specifically examining how different goal types influence performance and student attitudes.
Which scientific methods were employed?
The author utilized a longitudinal mixed-method approach, involving classroom observations, student surveys, peer-interviews, and teacher evaluations, supported by quantitative analysis of audio recordings and performance transcripts.
What content is covered in the main body?
The main body spans theoretical foundations of SLA and TBLT, frameworks for determining oral performance (CAF), the design of GSF mechanisms (rubrics and counting systems), and a comprehensive presentation of results and discussion regarding the observed changes in student performance.
Which keywords characterize this work?
The work is defined by terms such as Task-Based Language Teaching, Goal-Setting, Feedback, Formative Assessment, Oral Group Discussion, and Second Language Acquisition in the context of Japanese higher education.
How does "Product GSF" differ from "Process GSF" in this study?
Product GSF directs student attention toward the final outcome or group decision of the task, whereas Process GSF focuses students on the specific interactional mechanics, such as the frequency of opinions, reasons, questions, and turn-taking behaviors.
Did the research find that GSF increases student anxiety?
The study reveals a nuanced result: while both goal types were generally seen as motivating, students using Process GSF reported higher levels of pressure and stress due to individual performance accountability compared to those using Product GSF.
- Quote paper
- Robert Stroud (Author), 2018, Performance Goal-Setting and Feedback for Second Language Tasks. An Empirical Study of TBLT Group Discussions, Munich, GRIN Verlag, https://www.grin.com/document/1038869
