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

Robert Stroud

ISBN 10: 3346453812 / ISBN 13: 9783346453815

Published by GRIN Verlag, 2021

About this Item

Performance Goal-Setting and Feedback for Second Language Tasks. An Empirical Study of TBLT Group Discussions | Robert Stroud | Taschenbuch | Englisch | 2021 | GRIN Verlag | EAN 9783346453815 | Verantwortliche Person für die EU: GRIN Publishing GmbH, Waltherstr. 23, 80337 München, info[at]grin[dot]com | Anbieter: preigu Print on Demand.

Seller Inventory # 120614220

Bibliographic Details

• Title: Performance Goal-Setting and Feedback for Second Language Tasks. An Empirical Study of TBLT Group Discussions
• Publisher: GRIN Verlag
• Publication Date: 2021
• Language: English
• ISBN 10: 3346453812
• ISBN 13: 9783346453815
• Binding: Taschenbuch
• Condition: Neu
• Dimensions: 210W x 148H x 21D millimeters 210 millimeters width by 148 millimeters height by 21 millimeters depth
• Weight: 427 grams
• Seller catalogs:
  • Bücher

About this title

Synopsis

Doctoral Thesis / Dissertation from the year 2018 in the subject English Language and Literature Studies - Linguistics, grade: Pass (PhD), University of Birmingham, language: English, abstract: 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.