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EFL learners’ task-generated interactive discourse / Hazleena binti Baharun

This study investigated the use of different communicative tasks in promoting oral language development among English as a foreign language (EFL) learners in a Malaysian setting. It also examined the nature of oral discourse generated through the use of three distinct communication task types i.e. i...

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Main Author: Baharun, Hazleena
Format: Thesis
Published: 2015
Subjects:
L Education (General)
LB Theory and practice of education
Online Access:http://studentsrepo.um.edu.my/5811/3/PRELIMINARY_PAGES(1).pdf
http://studentsrepo.um.edu.my/5811/4/PRELIMINARY_PAGES(2).pdf
http://studentsrepo.um.edu.my/5811/2/CHAPTERS_JUNE2015(3).pdf
http://studentsrepo.um.edu.my/5811/1/APPENDICES(4).pdf
http://studentsrepo.um.edu.my/5811/
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spelling my.um.stud.58112015-10-19T07:33:23Z EFL learners’ task-generated interactive discourse / Hazleena binti Baharun Baharun, Hazleena L Education (General) LB Theory and practice of education This study investigated the use of different communicative tasks in promoting oral language development among English as a foreign language (EFL) learners in a Malaysian setting. It also examined the nature of oral discourse generated through the use of three distinct communication task types i.e. information-gap, jigsaw and decision-making. Eighteen EFL undergraduates from a public university participated in this study. Full learner interactions recorded during the execution of each task type were transcribed verbatim. The oral discourse was then qualitatively analysed with a special focus on episodes of negotiated interactions, language related episodes (LREs) and learners’ uptake of language input. The findings showed that learners generated episodes of negotiated interactions when engaged in all three task types. However, the depth of the negotiated interactions differed between the different tasks. When engaged in the information-gap task completion, they demonstrated a procedural approach which included interaction episodes related to handling, organising and executing the task. However, when engaged in the jigsaw and decision-making task completion, they demonstrated an exploratory approach resulting in episodes of joint meaning-making, joint investigation, questioning and reasoning, problem solving and intense negotiation. In addition, data indicated emergence of collaborative dialogues and LREs in the learner interactions especially in the jigsaw and decision-making task types. The results of this study seem to provide empirical evidence that language communication tasks do promote meaningful interactions among Malaysian EFL undergraduates. Data clearly showed widespread generation of interaction episodes during task completion which evolved into LREs and became uptake of language input. These strongly suggest the existence of language learning opportunities and possibility of language development. Language communication tasks when effectively executed in a tertiary EFL setting can encourage meaningful oral discourse and expose learners to novel interaction episodes which are essential in language learning and acquisition. 2015 Thesis NonPeerReviewed application/pdf http://studentsrepo.um.edu.my/5811/3/PRELIMINARY_PAGES(1).pdf application/pdf http://studentsrepo.um.edu.my/5811/4/PRELIMINARY_PAGES(2).pdf application/pdf http://studentsrepo.um.edu.my/5811/2/CHAPTERS_JUNE2015(3).pdf application/pdf http://studentsrepo.um.edu.my/5811/1/APPENDICES(4).pdf Baharun, Hazleena (2015) EFL learners’ task-generated interactive discourse / Hazleena binti Baharun. PhD thesis, University of Malaya. http://studentsrepo.um.edu.my/5811/
institution Universiti Malaya
building UM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Malaya
content_source UM Student Repository
url_provider http://studentsrepo.um.edu.my/
topic L Education (General)
LB Theory and practice of education
spellingShingle L Education (General)
LB Theory and practice of education
Baharun, Hazleena
EFL learners’ task-generated interactive discourse / Hazleena binti Baharun
description This study investigated the use of different communicative tasks in promoting oral language development among English as a foreign language (EFL) learners in a Malaysian setting. It also examined the nature of oral discourse generated through the use of three distinct communication task types i.e. information-gap, jigsaw and decision-making. Eighteen EFL undergraduates from a public university participated in this study. Full learner interactions recorded during the execution of each task type were transcribed verbatim. The oral discourse was then qualitatively analysed with a special focus on episodes of negotiated interactions, language related episodes (LREs) and learners’ uptake of language input. The findings showed that learners generated episodes of negotiated interactions when engaged in all three task types. However, the depth of the negotiated interactions differed between the different tasks. When engaged in the information-gap task completion, they demonstrated a procedural approach which included interaction episodes related to handling, organising and executing the task. However, when engaged in the jigsaw and decision-making task completion, they demonstrated an exploratory approach resulting in episodes of joint meaning-making, joint investigation, questioning and reasoning, problem solving and intense negotiation. In addition, data indicated emergence of collaborative dialogues and LREs in the learner interactions especially in the jigsaw and decision-making task types. The results of this study seem to provide empirical evidence that language communication tasks do promote meaningful interactions among Malaysian EFL undergraduates. Data clearly showed widespread generation of interaction episodes during task completion which evolved into LREs and became uptake of language input. These strongly suggest the existence of language learning opportunities and possibility of language development. Language communication tasks when effectively executed in a tertiary EFL setting can encourage meaningful oral discourse and expose learners to novel interaction episodes which are essential in language learning and acquisition.
format Thesis
author Baharun, Hazleena
author_facet Baharun, Hazleena
author_sort Baharun, Hazleena
title EFL learners’ task-generated interactive discourse / Hazleena binti Baharun
title_short EFL learners’ task-generated interactive discourse / Hazleena binti Baharun
title_full EFL learners’ task-generated interactive discourse / Hazleena binti Baharun
title_fullStr EFL learners’ task-generated interactive discourse / Hazleena binti Baharun
title_full_unstemmed EFL learners’ task-generated interactive discourse / Hazleena binti Baharun
title_sort efl learners’ task-generated interactive discourse / hazleena binti baharun
publishDate 2015
url http://studentsrepo.um.edu.my/5811/3/PRELIMINARY_PAGES(1).pdf
http://studentsrepo.um.edu.my/5811/4/PRELIMINARY_PAGES(2).pdf
http://studentsrepo.um.edu.my/5811/2/CHAPTERS_JUNE2015(3).pdf
http://studentsrepo.um.edu.my/5811/1/APPENDICES(4).pdf
http://studentsrepo.um.edu.my/5811/
_version_ 1738505837032243200
score 13.211869

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