The impact of collaborative planning of an oral task on learners’ language performance in an EFL context
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | eng por |
Título da fonte: | Domínios de Lingu@gem |
Texto Completo: | https://seer.ufu.br/index.php/dominiosdelinguagem/article/view/52896 |
Resumo: | Learning a new language is permeated by several cognitive processes which are believed to demand a high load of attentional resources during oral performance (SKEHAN, 2014). Strategic (ELLIS, 2005) and collaborative planning (SWAIN, 2000) appear as an alternative to lower these demands. In the light of Task Based Language Teaching (TBLT) (COOK, 2011; EAST, 2017) and aiming at contributing to this background, in this study, an oral task was elaborated with the purpose to analyze the performance of basic speakers of English as a Foreign Language from a language course in an oral task under two different conditions: after individual and collaborative strategic planning. Fourteen students were divided into two groups: four pairs planned collaboratively, and six students planned individually. Both groups had ten minutes to plan, followed by a few minutes to record their messages. Participants also answered a perception questionnaire concerning the activity. Statistical results indicated that students performing under the peer-planning condition had higher scores in all three measures of adequacy: organization, convincingness, and clarity than students performing under the individual-planning condition, which was confirmed by the results of the independent t-test. Furthermore, qualitative results showed that most students appeared to enjoy the task, especially the ones who performed under the peer-planning condition. These contributions bring important implications for classroom, allowing teachers to acknowledge collaborative strategic planning as a valuable tool. |
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The impact of collaborative planning of an oral task on learners’ language performance in an EFL contextO impacto do planejamento colaborativo de uma tarefa oral na performance de aprendizes no contexto de EFLTBLTTarefa oralPlanejamento estratégicoTBLTOral taskStrategic planningLearning a new language is permeated by several cognitive processes which are believed to demand a high load of attentional resources during oral performance (SKEHAN, 2014). Strategic (ELLIS, 2005) and collaborative planning (SWAIN, 2000) appear as an alternative to lower these demands. In the light of Task Based Language Teaching (TBLT) (COOK, 2011; EAST, 2017) and aiming at contributing to this background, in this study, an oral task was elaborated with the purpose to analyze the performance of basic speakers of English as a Foreign Language from a language course in an oral task under two different conditions: after individual and collaborative strategic planning. Fourteen students were divided into two groups: four pairs planned collaboratively, and six students planned individually. Both groups had ten minutes to plan, followed by a few minutes to record their messages. Participants also answered a perception questionnaire concerning the activity. Statistical results indicated that students performing under the peer-planning condition had higher scores in all three measures of adequacy: organization, convincingness, and clarity than students performing under the individual-planning condition, which was confirmed by the results of the independent t-test. Furthermore, qualitative results showed that most students appeared to enjoy the task, especially the ones who performed under the peer-planning condition. These contributions bring important implications for classroom, allowing teachers to acknowledge collaborative strategic planning as a valuable tool.Aprender uma nova língua depende de diversos processos cognitivos que podem demandar uma grande carga de atenção no momento de sua produção oral (SKEHAN, 2014). O planejamento estratégico (ELLIS, 2005) e colaborativo (SWAIN, 2000) aparecem como uma alternativa para a sua diminuição. À luz do Ensino de Línguas Baseado em Tarefas (TBLT) (COOK, 2011; EAST, 2017) e visando contribuir com esse cenário, neste estudo, uma tarefa oral foi elaborada com objetivo de analisar o desempenho de falantes de inglês como língua estrangeira de um curso de idiomas em uma tarefa oral em duas condições diferentes: após o planejamento estratégico individual e colaborativo. Quatorze estudantes foram divididos em dois grupos: quatro duplas planejaram colaborativamente e seis estudantes planejaram individualmente. Ambos os grupos tiveram dez minutos de planejamento, seguido de alguns minutos para gravação das mensagens. Os participantes também responderam a um questionário de percepção da atividade. Os resultados estatísticos indicaram que os estudantes submetidos à condição de planejamento entre pares obtiveram melhores avaliações nas três medidas relativas à adequação: organização, convencimento e clareza. Essa diferença foi observada através do teste independente t-test. Além disso, os resultados qualitativos mostraram que a maioria dos estudantes pareceu gostar da tarefa, especialmente aqueles que a realizaram o planejamento em pares. Essas contribuições trazem implicações importantes para a sala de aula, permitindo aos professores reconhecerem o planejamento estratégico colaborativo como uma ferramenta valiosa.PP/UFU2021-08-13info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/xmlhttps://seer.ufu.br/index.php/dominiosdelinguagem/article/view/5289610.14393/DL47-v15n3a2021-3Domínios de Lingu@gem; Vol. 15 No. 3 (2021): Athematic issue; 678-706Domínios de Lingu@gem; Vol. 15 Núm. 3 (2021): Número atemático; 678-706Domínios de Lingu@gem; v. 15 n. 3 (2021): Número atemático; 678-7061980-5799reponame:Domínios de Lingu@geminstname:Universidade Federal de Uberlândia (UFU)instacron:UFUengporhttps://seer.ufu.br/index.php/dominiosdelinguagem/article/view/52896/29413https://seer.ufu.br/index.php/dominiosdelinguagem/article/view/52896/35054Copyright (c) 2021 Mariana Lima Terres, Marilia Camponogara Torres, Ana Flávia Boeing Marcelinohttp://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessLima Terres, Mariana Torres, Marilia CamponogaraBoeing Marcelino, Ana Flávia2022-11-21T20:13:20Zoai:ojs.www.seer.ufu.br:article/52896Revistahttps://seer.ufu.br/index.php/dominiosdelinguagemPUBhttps://seer.ufu.br/index.php/dominiosdelinguagem/oairevistadominios@ileel.ufu.br||1980-57991980-5799opendoar:2022-11-21T20:13:20Domínios de Lingu@gem - Universidade Federal de Uberlândia (UFU)false |
dc.title.none.fl_str_mv |
The impact of collaborative planning of an oral task on learners’ language performance in an EFL context O impacto do planejamento colaborativo de uma tarefa oral na performance de aprendizes no contexto de EFL |
title |
The impact of collaborative planning of an oral task on learners’ language performance in an EFL context |
spellingShingle |
The impact of collaborative planning of an oral task on learners’ language performance in an EFL context Lima Terres, Mariana TBLT Tarefa oral Planejamento estratégico TBLT Oral task Strategic planning |
title_short |
The impact of collaborative planning of an oral task on learners’ language performance in an EFL context |
title_full |
The impact of collaborative planning of an oral task on learners’ language performance in an EFL context |
title_fullStr |
The impact of collaborative planning of an oral task on learners’ language performance in an EFL context |
title_full_unstemmed |
The impact of collaborative planning of an oral task on learners’ language performance in an EFL context |
title_sort |
The impact of collaborative planning of an oral task on learners’ language performance in an EFL context |
author |
Lima Terres, Mariana |
author_facet |
Lima Terres, Mariana Torres, Marilia Camponogara Boeing Marcelino, Ana Flávia |
author_role |
author |
author2 |
Torres, Marilia Camponogara Boeing Marcelino, Ana Flávia |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Lima Terres, Mariana Torres, Marilia Camponogara Boeing Marcelino, Ana Flávia |
dc.subject.por.fl_str_mv |
TBLT Tarefa oral Planejamento estratégico TBLT Oral task Strategic planning |
topic |
TBLT Tarefa oral Planejamento estratégico TBLT Oral task Strategic planning |
description |
Learning a new language is permeated by several cognitive processes which are believed to demand a high load of attentional resources during oral performance (SKEHAN, 2014). Strategic (ELLIS, 2005) and collaborative planning (SWAIN, 2000) appear as an alternative to lower these demands. In the light of Task Based Language Teaching (TBLT) (COOK, 2011; EAST, 2017) and aiming at contributing to this background, in this study, an oral task was elaborated with the purpose to analyze the performance of basic speakers of English as a Foreign Language from a language course in an oral task under two different conditions: after individual and collaborative strategic planning. Fourteen students were divided into two groups: four pairs planned collaboratively, and six students planned individually. Both groups had ten minutes to plan, followed by a few minutes to record their messages. Participants also answered a perception questionnaire concerning the activity. Statistical results indicated that students performing under the peer-planning condition had higher scores in all three measures of adequacy: organization, convincingness, and clarity than students performing under the individual-planning condition, which was confirmed by the results of the independent t-test. Furthermore, qualitative results showed that most students appeared to enjoy the task, especially the ones who performed under the peer-planning condition. These contributions bring important implications for classroom, allowing teachers to acknowledge collaborative strategic planning as a valuable tool. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-08-13 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://seer.ufu.br/index.php/dominiosdelinguagem/article/view/52896 10.14393/DL47-v15n3a2021-3 |
url |
https://seer.ufu.br/index.php/dominiosdelinguagem/article/view/52896 |
identifier_str_mv |
10.14393/DL47-v15n3a2021-3 |
dc.language.iso.fl_str_mv |
eng por |
language |
eng por |
dc.relation.none.fl_str_mv |
https://seer.ufu.br/index.php/dominiosdelinguagem/article/view/52896/29413 https://seer.ufu.br/index.php/dominiosdelinguagem/article/view/52896/35054 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2021 Mariana Lima Terres, Marilia Camponogara Torres, Ana Flávia Boeing Marcelino http://creativecommons.org/licenses/by-nc-nd/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2021 Mariana Lima Terres, Marilia Camponogara Torres, Ana Flávia Boeing Marcelino http://creativecommons.org/licenses/by-nc-nd/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf text/xml |
dc.publisher.none.fl_str_mv |
PP/UFU |
publisher.none.fl_str_mv |
PP/UFU |
dc.source.none.fl_str_mv |
Domínios de Lingu@gem; Vol. 15 No. 3 (2021): Athematic issue; 678-706 Domínios de Lingu@gem; Vol. 15 Núm. 3 (2021): Número atemático; 678-706 Domínios de Lingu@gem; v. 15 n. 3 (2021): Número atemático; 678-706 1980-5799 reponame:Domínios de Lingu@gem instname:Universidade Federal de Uberlândia (UFU) instacron:UFU |
instname_str |
Universidade Federal de Uberlândia (UFU) |
instacron_str |
UFU |
institution |
UFU |
reponame_str |
Domínios de Lingu@gem |
collection |
Domínios de Lingu@gem |
repository.name.fl_str_mv |
Domínios de Lingu@gem - Universidade Federal de Uberlândia (UFU) |
repository.mail.fl_str_mv |
revistadominios@ileel.ufu.br|| |
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1797067717216305152 |