A Task-based University EFL Program in Korea : Design, Implementation and Formative Evaluation

Finch, Andrew

ISBN 10: 3838376374 / ISBN 13: 9783838376370

Published by LAP LAMBERT Academic Publishing, 2010

About this Item

Zustand: Sehr gut | Seiten: 596 | Sprache: Englisch | Produktart: Bücher | This study presents a formative evaluation of a three-year task-based conversation program designed for tertiary students in the Republic of Korea. Every aspect of the program was the subject of continuous reflection and modification, in which program design, implementation, and evaluation were a single formative process. A humanistic view of language learning as education was found to be appropriate for the student-centered emphasis of the task-based approach, and program goals promoted acquisition of long-term learning skills through development of student confidence, motivation, independence, and communicative competence. Assessment reflected these goals via self-evaluative and reflective methods. The program evaluation used a mix of quantitative and qualitative research, focusing on affective aspects of language learning, and on the importance of student beliefs, perceptions and attitudes in the learning process. Research questions focused on positive attitude change in students and teachers as a marker of program success.

Seller Inventory # 8207973/2

Bibliographic Details

• Title: A Task-based University EFL Program in Korea : Design, Implementation and Formative Evaluation
• Publisher: LAP LAMBERT Academic Publishing
• Publication Date: 2010
• Language: English
• ISBN 10: 3838376374
• ISBN 13: 9783838376370
• Binding: Soft cover
• Condition: Sehr gut
• Seller catalogs:
  • Bücher

About this title

Synopsis

This study presents a formative evaluation of a three-year task-based conversation program designed for tertiary students in the Republic of Korea. Every aspect of the program was the subject of continuous reflection and modification, in which program design, implementation, and evaluation were a single formative process. A humanistic view of language learning as education was found to be appropriate for the student-centered emphasis of the task-based approach, and program goals promoted acquisition of long-term learning skills through development of student confidence, motivation, independence, and communicative competence. Assessment reflected these goals via self-evaluative and reflective methods. The program evaluation used a mix of quantitative and qualitative research, focusing on affective aspects of language learning, and on the importance of student beliefs, perceptions and attitudes in the learning process. Research questions focused on positive attitude change in students and teachers as a marker of program success.

About the Author

Andrew Finch gives graduate and undergraduate teacher training courses at Kyungpook National University. His research interests include bilingualism, English teaching as education of the whole person, and task-based materials design. Andrew has authored a number of ELT books, some of which can be downloaded from www.finchpark.com/books.