Tasks and Technology in Language Learning Elective Affinities

Tasks and Technology in Language Learning: Elective Affinities and (Dis)encounters Lourdes Ortega University of Hawai‘i at Mānoa 3 rd International Task-Based Language Teaching Conference. Lancaster, September 13 -16, 2009

Thanks to the organizers: Martin Bygate Judit Kormos Andrea Révész Virginia Samuda

Powerpoint can be downloaded from my website.

I am not a techy… more like a technophobe…

In fact… (Ortega, 1997, 2009; Ortega & Zyzik, 2008) Euphoric discourse Idyllic images Temperance & empirical qualification needed…

But we do live in a digital society…

-ing: Emailing Internet surfing Web page viewing, maintaining, creating Skyping Chatting Blogging Instant messaging Texting Gaming sites: Facebook Newsgroups Wikis Gadgets, e. g. , iphones: with Internet, email, Multimedia. Message. Service, Short. Message. Service, recording, voice control, photo making, video making, and many applicationservers

“Coming of age with the Internet” Mc. Millan & Morrison (2006) I use it all the time, and I believe that my life would be very different without it. I would not be able to look up the things that I wanted to without calling to get a brochure, going to the library, or ordering a book or catalog. My phone bills would be extremely high, and I would not talk to my mom as much. I really do not see what people did before the internet was invented.

… Information & Communication Technologies have changed: § the nature of everyday communication § the educational contexts afforded to our students § opportunities for L 2 learning

Tasks and Technology n Doughty & Long (2003) n Skehan (2003)

Technology and Tasks n Chapelle (2003) n Reinders & White (in press)

My interest and focus for today?

… affordances harnessed for L 2 learners to support: n. Language (Chapelle, 2003) n“Culture” (Belz & Thorne, 2006) n. Digital literacies (Warschauer, 2006) n. Identities (Lam, 2000)

The social and humanistic (but not technocratic) value of educational technologies (Friesen & Feenberg, 2007) The social, educational, and pragmatic (but not vulgar utilitarian) value of tasks in L 2 learning (Norris, 2009; Samuda & Bygate, 2008; Van den Branden, 2006)

Tasks and New Technologies present many (realized and potential) “elective affinities ”

Die Wahlverwandtschaften (1809) certain chemicals attract each other and bond into a novel compound ~~ ~~ “human chemistry” ~~ ~~ Eduard & Charlotte The Captain & Ottilie

René Magritte‘s Elective Affinities (1933) Paolo Taviani (1996) Le affinità elettive (Isabelle Huppert as Carlotta)

Affinities between tasks & technology

Two affinities

Affinity 1: Affordances

… LLT and TBLT most unique affordances: Motivation Authenticity Choice Feedback Community

Some examples

J. & K. Collentine (K. Collentine, 2009) http: //london-underground. modlang. nau. edu/collenti/actividades/juego 1. html

M. González-Lloret (2003, 2007) http: //marta. lll. hawaii. edu/enbusca/ http: //marta. lll. hawaii. edu/tbt/

Tight theorization of these five affordances would benefit LLT and TBLT in the future Motivation Authenticity Choice Feedback Community

Affinity 2: Theoretical base

LLT TBLT designing environments… … to do things with … to do things words supported with words… by communication technologies… … in order to learn an additional language

TBLT LLT “doing things with words” Emphasis on DOING language… Emphasis on learning BY DOING…

Emphasis on DOING language

Obvious theoretical links of TBLTwith use-oriented theories of SLA

TBLT-specific: n Peter Skehan Processing Trade-off Hypothesis n Peter Robinson Cognition Hypothesis

Language learned Doing Language used Cognition

TBLT-complementary: Interaction in SLA Pica Gass Mackey Mc. Donough

Language learned Interactional Doing Attention Language used

L 2 learning Interaction Task complexity LLT work at TBLT 2009: Monday Maria-Elena Solares-Altamirano Yu-Chuan Joni Chao Ann Keller-Lally Shannon Sauro Tuesday Nik Aloesnita Nik Mohd Alwi & Rebecca Adams Yuksei & Yu

Cross-fertilization in a certain direction SLA TBLT LLT

But we also have TBLT–expanding theories, or broader use-oriented SLA theories…

Systemic-Functional Linguistic theory Mohan (1986, 1992) Byrnes (2006)

CA-for-SLA and other discourse-based theories of L 2 learning John Hellermann (2008) Simona Pekarek-Doehler (& Ziegler 2007)

Are they “incommensurable or complementary” …? (Tuesday, 2: 00 pm)

Sociocultural theoretical influences on LLT are particularly rich

Open University group: Robin Goodfellow, Marie-Nöelle Lamy, Regine Hampel

also in Europe: Andreas Müller-Hartmann, James Simpson, Gabriela Adela Gánem Gutiérrez

In the US: Carla Meskill Mark Warschauer Steven Thorne

Reversed engineered influence? Sociocultural TBLT LLT TBLT SCT LLT

Emphasis on learning by DOING

In TBLT, educational philosophies of experiential learning Explicit acknowledgement: Norris (2009), Samuda & (1938) Experience and Education Bygate (2008), Van den Branden et al. , 2009) n John Dewey

Obvious and sustained theoretical links of LLTwith experiential learning theories from ICT and Ed Tech

n David & Alice Kolb’s ELT Experiential Learning Theory

Another reversed engineered influence? experiential learning theories TBLT LLT ICT Ed Tech

Two Affinities 1: Affordances 2: Theoretical base

(Dis)Encounters between tasks & technology

1. 2. 3. 4. A happy encounter An inexplicable disencounter Tasks-in-Technology-in-Tasks

A happy encounter: CMC & TB interaction research

Negotiation for Meaning in TB LLT Jill Pellettieri (2000 -CUP) Bob Blake (2000 -LL&T) Bryan Smith (2003 -MLJ) M. González-Lloret (2003)

(Ortega, 2009) Negative impact on noticing? Fundamental similarities Nf. M does happen in CMC as in F-t-F Fundamental differences q disrupted turn adjacency split negotiation routines (Smith, 2003), non-contingent recasts (Lai & Zhao, 2006), delayed uptake (Smith, 2005) q lean medium more explicit marking of communicative trouble (Fernández-García & Martínez Arbelaiz, 2003) Positive impact on noticing?

(Ortega, 2009) How much Nf. M? 1 or 2 episodes. . . . +30% of all turns per session/dyad Task as a source of such huge variability?

Attention to form in TB LLT: Dyadic CMC Bryan Smith (2005 -TQ) Chun Lai (Lai & Zhao, 2006; Lai et al. , 2008)

Iwasaki & Oliver (2003) Shannon Sauro (2009)

Attention to form in TB LLT: Teacher/tutor-mediated CMC Shawn Loewen, Rosemary Erlam, et al. (Loewen & Erlam, 2006; Loewen & Reissner, 2009)

(Ortega, 2009) Fundamental similarities re. negative feedback Recasts overwhelmingly preferred to more explicit corrections Uptake results inconclusive Some (tentative) differences Amounts of negative feedback are more often than not reported lower on CMC than F-t-F (although there is high variability across studies) CMC factors may damp noticing: non-contingent, incorporated recasts (Lai et al. , 2008) Insufficient accumulated evidence, so many more questions than answers

Neglected role of tasks Strangely, many pending questions may involve task explanations, but no seeming effort at studying tasks per se

An inexplicable disencounter: Where is CAF in TB CMC?

Research on “complexity/richness” of L 2 practice in CMC (Ortega, 1997) Educational benefits CMC may be an equalizer of participation But no precise application of SLA benefits egalitarian participation may either CAF research more bring about higher productivity and measures (Housen & Kuiken, complex discourse 2009) SLA fears accuracy may suffer or TB cognitive frameworks e. g. , Zsuzsanna I. Abrams, Olaf Böhlke, David Coniam, (Skehan vs. Robinson) Michael Fitze, Mark Freiermuth, Ann Keller-Lally, Lina Lee, Susana Sotillo, Rafael Salaberry, Ilona Vandergriff

However, a definite concern with accuracy & CMC for L 2 learning Might task design matter after all?

(2003) n=9 8 weeks 49 sessions University of South Australia n=27 2 semesters Enza Tudini, (2007) 120 sessions 3, 687 turns 10, 644 turns 61 Nf. M (9%) 232 Nf. M (10%) 1. 2 Nf. M/session 1. 9 Nf. M/session

Tudini (2003) 28% lexis grammar other 49% Tudini (2007) 29% 35% 23% 35%

Task design. . . Tudini (2003) Tudini (2007) “Students were simply asked to chat with NS with a view to evaluating the live chat as a possible teaching and learning tool” (p. 148). • required to submit their best 6 sessions for evaluation • assignment = 10% of course grade • encouraged explicitly to seek assistance from the L 1 chatters • given a list of cross-cultural topics to use during the chat conversations

CMC task design does matter Negotiate-over-lexis-first principle countered with post-task stakes? (Skehan & Foster, 1997)

Just instructions may help “foreground a focus on language form”… Paige Ware & Rob O’Dowd (2008) asynchronous feedback on form LREs for “partnering” vs. “tutoring” e-conditions

Maybe things will begin to change?

Ann Keller-Lally Shannon Sauro jig-saw vs. decision- Syntactic complexity making vs. opinion lexical richness exchange Nik Aloesnita Nik Mohd Alwi & Rebecca Adams CAF

Karina Collentine (2009, LL&T) interrupted & uninterrupted reasoning & interaction cycles

Encounter or disencounter? Tasks-in-technology

Tasks-in-technology, neglected dimension “… the large majority of studies of CMC […] deal with task design only tangentially and teachers frequently transfer tasks used in face-to-face settings to online environments without adapting them to the new setting” (Regine Hampel, 2006, p. 106)

Bryan Smith Jig-saw task Each student has 3 different pictures – (a) Describe all 6 to sequence them into a “bus trip” story; (b) End with discussion of public transportation in the US and your countries. Decision-making task Jointly decide on 4 gifts for 4 members of home stay family in the US (a) Each student has specific parameters and 4 gift suggestions, all of which must be negotiated into consensus; (b) End with discussion of giftgiving customs in your countries

Smith (2003, 2005): Seeded target words

Blake (2000): Find an apartment in Madrid by sharing Web ads and personal preferences (see URL). Summarize the results using TEXTPAD. “jig-saw tasks”: info-gap with closed solution Blake (2000) Share the activities from two different personal calendars: Antonio Banderas and Madonna. Identify the events done in common by the two people. Then develop a story written in the past about those common activities. Smith (2003): Each student has 3 different pictures Describe all 6 and sequence them into a “bus trip” story; discuss public transportation in the US and your countries.

Vandergriff (2006): Blake (2000): Freiermuth & Jarrell (2006): Plan out three ways to spend a 500, 000 yen gift certificate and The moral dilemma of the. Find an apartment in Madrid by Alligator River Story (used sharing Web ads and personaldecide which way is better and preferences (see URL). why. originally by Gee, 1989) Summarize the results using TEXTPAD. Sauro (2009): Freiermuth (2001) Write each other on one of Discuss which of 4 cities in the US would be ideal for opening a new business (with parameters) “discussion tasks”: info-gap with open-ended two themes (Swedish culture or global warming) and use bank of related words, including 10 abstract nouns Fitze (2006): Dekhinet (2008): Sachs & Suh (2007): Browse through a website with many links about Read L 1 story, retell in L 2 Scottish culture and discuss with sequenced pictures & them with your chat pal. lexical help (to NS chat pal) Discussion of essay topics prior to writing (e. g. , professional sporting)

from tasks to projects…?

Appel & Gilabert (2002) Task-based e-mail tandem exchange e. g, (4 -week task): A night out in Barcelona/Dublin q. GOAL: route and budget for a night out on a trip to Barcelona or Dublin q. Discussed places where young people go out in their own towns qe-mailed tandem partners with options and description of their usual routine on a weekend night q. Decided on what places they would like to go to on the hypothetical night out in Barcelona or Dublin, drew a budget for the night qscanned entrance tickets, leaflets, etc for the venues and shared them on webpage q. OUTCOME: presentation of their final planned night out

Appel & Gilabert (2006) Task-based email exchanges probably afford more language productivity and affective engagement than conversational email exchanges

Leahy (2004) Task-based email-mediated role-play BA European business students (L 2 German), 3 to 4 weeks: q. GOAL: develop a marketing strategy for how to introduce a product to a new market q 5 f-t-f dyads communicating through email qeach dyad took on different roles in charge of different elements of the whole task/goal q. Internet used as a source for task data q. OUTCOME: presentation of results by dyads orally, per individual in written summary

Dyad 1: UK company “Christmas pudding” Develop marketing strategy Dyads 3, 4, 5: Research assistants to German marketing company Dyads 1 & 2 Consultant to Dyad 1 3 -Similar products on WWW 4 -Market conditions 5 -Cultural & economic problem shooting Dyad 2:

new questions: Pedagogy: What are the consequences of changing from tasks to projects? Research: How do we investigate projects from TBLT perspectives?

Reinders & White (in press) What’s needed to understand inform the Interactionist as well as design ofsociocultural theories + sociocollaborative tasks in multimodal theories of ICT & CMC environments? medium Theoretical pluralism

So, maybe tasks-in-technology… an improvised encounter thus far… but one with a future

An imminent encounter: Technology-in-tasks

Cognitivist preference for control & structure, but… less structured, more inquiry-based task space encourages learners to exercise agency and enact identities, to do learning from sociocultural and social semiotic perspectives that address the “whole” learner (Marie-Nöelle Lamy, 2007)

Lamy & Goodfellow’s Simuligneproject (group competition) q Imagine, design, and create a French city with the necessary attributes to host a residential course q Create self-character for the city and describe community role q Invent history and anthem of city q Visit all cities and vote to choose recipient of city award Imagination

Levy & Kennedy (2004) Task-based Net. Meetingmediated web creation project

Levy & Kennedy (2004) 4 Australian students (L 2 Italian): q. GOAL (chosen by participants): produce web pages for the Italian Studies site of these students’ university q. Useful to students (in Australia) visiting Bologna and Perugia for a certain period of time q. With “live” material (audio & video) collected from informants in cities

conferencing software n e. g. , Net. Meeting, with text/audio chat, graphics, & desktop sharing n jointly browsing of the same on-screen material (e. g. , websites) while talking n jointly creating documents & alternating the control of the application

Kiernan & Aizawa (2004) Task-based mobile phone interactions

Kiernan & Aizawa (2004) Narrative & invitation tasks done via: (a) F-t-f, (b) PC email, (c) mobile phone email q. Less language produced via mobile phone email (using thumb pad), but q. Similar approach to task q. And most motivating: Most students wanted to experience the mobile phone email condition

Importance of social context for technologies q Only 4 of 54 Japanese college participants did not own a mobile phone with email q Almost all 50 owners used mobile phone daily and primarily for texting and emailing q Many Japanese college students know how to use the mobile thumb pad to text but not a PC keyboard q In Japan & Europe, speaking on mobile phones is expensive, texting is cheap (the opposite is true in the US)

“Part of the difficulty in drawing conclusions within CMC research is that results are often based on tasks or laboratory experiments that do not easily generalize to the real world” (Luppicini, 2007, p. 174) Alternative, more “real-world”: Open social spaces, gaming, immersive environments

The look to the future: Open social spaces, gaming, immersive environments

James Gee Marc Prensky

Sage Routledge

In LLT too D. Zheng (Zheng et al. 2009) Nf. M… Negotiation for Action Douglas Coleman (2002)

from tasks to projects… to virtual worlds…?

How tractable for existing TBLT frameworks? here-and-now vs. there-and-then time-less & space-less “Always On” (Baron, 2008) “From Always-On to Always-There” (de Lange, 2009)

Gaming, simulations, & other immersive new technologies Motivation Authenticity Choice Feedback Community

tasks & technology What does the future hold? Affinities (Dis)encounters

René Magritte‘s Elective Affinities (1933) “unfulfilled potentials… trapped within superficial barriers” (blescarmona, 2009)

Will the TBLT research fulfill Will future and LLT research communities break away from the potential between superficial barriers? … tasks and technology?

Thank You lortega@hawaii. edu

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Please cite as: Ortega, L. (2009). Tasks and Technology in Language Learning: Elective Affinities and (Dis)encounters. Plenary delivered at the 3 rd International Task-Based Language Teaching Conference. Lancaster, September 13 -16. Copyright © Lourdes Ortega, 2009