A MICRO-EVALUATION OF FIVE TASKS FOR EXTENSIVE READING
Title
A MICRO-EVALUATION OF FIVE TASKS FOR EXTENSIVE READING
A MICRO-EVALUATION OF FIVE TASKS FOR EXTENSIVE READING
Keywords: Task-based Language Teaching, Extensive Reading, Class Readers, Task Evaluation, Micro-evaluation
Author
BRENDAN VAN DEUSEN
A dissertation submitted to the
College of Arts and Law
of the University of Birmingham
in part fulfillment of the requirements
for the degree of
Master of Arts
in
Teaching English as a Foreign or Second Language (TEFL/TESL)
This dissertation consists of approximately 12,500 words
Supervisor: Phyllis Chen
Abstract
It has become increasingly common for practitioners of extensive reading (ER)to incorporate the use of language learning tasks into their lessons. The links between tasks for ER and the principles of task-based language teaching (TBLT), however, have not been fully explored. It is suggested that research on task design and task evaluation can provide insights to teachers about how to effectively utilize graded readers for various types of meaning-focused language learning. This case study presents a micro-evaluation (based on Ellis, 1997) of five tasks for extensive reading with a class of intermediate-level first-year students at a Japanese university. The evaluation consisted of observation by the teacher, analysis of spoken and written work, and student feedback through questionnaires and interviews. The purpose of the study was to utilize the principles of TBLT to systematically and empirically evaluate each task in practice. Based on the results of the evaluation, conclusions are reached about the benefits of tasks for ER and how tasks can be implemented effectively in an ER context. The findings suggest that, through the use of well-designed tasks, ER and TBLT can function together as mutually supportive forms of meaning-focused pedagogy.
It has become increasingly common for practitioners of extensive reading (ER)to incorporate the use of language learning tasks into their lessons. The links between tasks for ER and the principles of task-based language teaching (TBLT), however, have not been fully explored. It is suggested that research on task design and task evaluation can provide insights to teachers about how to effectively utilize graded readers for various types of meaning-focused language learning. This case study presents a micro-evaluation (based on Ellis, 1997) of five tasks for extensive reading with a class of intermediate-level first-year students at a Japanese university. The evaluation consisted of observation by the teacher, analysis of spoken and written work, and student feedback through questionnaires and interviews. The purpose of the study was to utilize the principles of TBLT to systematically and empirically evaluate each task in practice. Based on the results of the evaluation, conclusions are reached about the benefits of tasks for ER and how tasks can be implemented effectively in an ER context. The findings suggest that, through the use of well-designed tasks, ER and TBLT can function together as mutually supportive forms of meaning-focused pedagogy.
Category: Thesis
