Schedule: 2009-09-10 (16:30 - 18:00)
Poster Presentations and Commercial Exhibition (Exhibition Hall)

Title: A YouTube approach to task-based language learning for young Taiwanese EFL learners
Authors: Yu-Chuan Joni Chao, Lin-Mei Brenda Chang
Abstract: The work in progress reports an instructional design of using video-taping in the task-based language learning (TBLL) to enhance motivation and metacognition. Pedagogically, the TBLL method relies on learners’ active involvement of working together to complete a task in the target language. The use of video-taping aims to provide a “Broadcast Yourself” approach to motivating task doing. The video recording posted on the web also offers a chance to replay learners’ task performance for self-monitoring. Learners may make changes and adapting their strategies if they see they are not doing so well. The research question to answer is whether the use of video-taping raises the awareness of effective language learning strategies. Participants in this study are 28 elementary-school students who take English lessons twice a week at three course levels in a language school where the second author uses the video-supported TBLL instruction. For the pre-task preparation, participants need to discuss about their approach to the task. During the production section, participant’s performance is video-taped. Quantitative data of participants’ language learning strategies are collected at four stages: strategy awareness before the TBLL instruction, strategies used at the stage for the TBL preparation and discussion, strategies employed in the production performance, and strategies reflected after watching the video-taped performance. Qualitative data from video-watching reflections are collected to look for metacognitive skills such as selecting strategies, changing learning strategies and analyzing the effectiveness of learning strategies. Results will reveal the effective and less effective strategies reported and used by the young EFL learners and thus answer the research question on the effectiveness of video-supported TBLL.
Keywords: Task-based language learning, YouTube

Main topic: Curriculum development for CALL.

Biodata: Yu-Chuan Joni Chao is an associate professor in Department of English Language, Literature and Linguistics. Lin-Mei Brenda Chang is a graduate student in the MA program of TESOL.
Type of presentation Poster

Paper category (Other)

Target educational sector Primary education

Language of delivery English

EU-funded project No

Schedule:	2009-09-10 (16:30 - 18:00) Poster Presentations and Commercial Exhibition (Exhibition Hall)
Title:	A YouTube approach to task-based language learning for young Taiwanese EFL learners
Authors:	Yu-Chuan Joni Chao, Lin-Mei Brenda Chang
Abstract:	The work in progress reports an instructional design of using video-taping in the task-based language learning (TBLL) to enhance motivation and metacognition. Pedagogically, the TBLL method relies on learners’ active involvement of working together to complete a task in the target language. The use of video-taping aims to provide a “Broadcast Yourself” approach to motivating task doing. The video recording posted on the web also offers a chance to replay learners’ task performance for self-monitoring. Learners may make changes and adapting their strategies if they see they are not doing so well. The research question to answer is whether the use of video-taping raises the awareness of effective language learning strategies. Participants in this study are 28 elementary-school students who take English lessons twice a week at three course levels in a language school where the second author uses the video-supported TBLL instruction. For the pre-task preparation, participants need to discuss about their approach to the task. During the production section, participant’s performance is video-taped. Quantitative data of participants’ language learning strategies are collected at four stages: strategy awareness before the TBLL instruction, strategies used at the stage for the TBL preparation and discussion, strategies employed in the production performance, and strategies reflected after watching the video-taped performance. Qualitative data from video-watching reflections are collected to look for metacognitive skills such as selecting strategies, changing learning strategies and analyzing the effectiveness of learning strategies. Results will reveal the effective and less effective strategies reported and used by the young EFL learners and thus answer the research question on the effectiveness of video-supported TBLL.
Keywords:	Task-based language learning, YouTube
Main topic:	Curriculum development for CALL.
Biodata:	Yu-Chuan Joni Chao is an associate professor in Department of English Language, Literature and Linguistics. Lin-Mei Brenda Chang is a graduate student in the MA program of TESOL.
Type of presentation	Poster
Paper category	(Other)
Target educational sector	Primary education
Language of delivery	English
EU-funded project	No