Designing and Implementing Synchronous Language Tasks

1. Designing and Implementing
Synchronous Language Tasks
Ismail Fayed
ismailfayed@yahoo.com
www.edunile.net
TESOL Arabia 16th Annual Conference
March 12‐14, 2009

2. Outline
1. Definition of tasks
2. Synchronous vs. Asynchronous..
3. Synchronous task design
A. Benefits
B. Negotiation of Meaning
C. Types of Negotiation
D. Triggers for Negotiation
E. Types of Communication
F. Task Design Guidelines
G. Types of Tasks
H. Issues to Consider
4. Brainstorming and demo activities

3. 1. Definition of Language Tasks
meaning‐based activities
•
actual communicative needs
•
relationship
•
genuine outcome
•
effective
•
Klapper (2003: 35), cited in Hampel (2006)
Collaborative..
•
Hampel (2006)

4. Types of Language Instruction
• F‐2‐F Activities
• Online Activities
– Synchronous
– Asynchronous
• Blended Learning Activities
– F2F
– Synchronous
– Asynchronous

5. Gilly Salmon's 5‐stage model
(e‐tivities framework)
http://www2.le.ac.uk/departments/beyond-distance-research-alliance/projects/SMELT

6. 2. Synchronous vs. Asynchronous
Tasks
Synchronous Tasks Asynchronous Tasks
Text, audio, video, virtual worlds Text, audio & video messaging
Individual/ Group based Individual/ Group based
Highly interactive & collaborative Highly interactive & collaborative
Instant (quick Turn‐taking) Different times
Ongoing, long‐term, with extended
Quick with shortened forms
forms
Delivery/ negotiation/ spontaneous
Narrative/ discussion mode
mode
Generates lots of incorrect forms
More formal and less mistakes
(lexical, structural, and in knowledge)

7. Virtual Learning Environments
(VLEs/ PLEs) Tools
Tool Synch. Asynch.
Asynch.
e-learning e-learning (i.e. Lectures,
Materials,
News system S S Discussions)
Frequently Asked Questions (FAQ) board S S
Chat room S P
Discussion groups/forums S, P P
User on-line questionnaire S P
Groupware i.e. (Breeze)
e-mail messaging S P, S
Listservers S S
Schedulers and calendar systems S S
Video conferencing P
Audio conferencing P
Virtual class environment1 P P
Multimedia lecture content2 P P
Notes:
P – primary tool Instant feedback P
S – support tool
Shared applications P
*E-Tutor Project (2006)
http://www.if.insa-lyon.fr/projets/etutor/guidelines/content.html

8. 3. Synchronous Task Design
• oriented towards goals..
Goal – Activity – Feedback
Pica et al, (1993) cited in Smith, (2003)
• model of lexical negotiation..
Trigger Indicator Response Reaction
Varonis and Gass (1985)

9. A. Synchronous Activities Facilitate SLA by..
s
efit
en
.B
A
• Supporting social interaction where students help each other.
• Learners demonstrate different types of support to each
other: social; cognitive; and affective
(Lee, 2002)
• Constructing knowledge collaboratively
(e.g. Berge and Collins, 1994; Crook, 1994; Lee 2001;
Warschauer, 1997)
• Providing more equal opportunities to participate
(Lee, 2002; Smith, 2003)
• Providing less stressful environment than F2F interaction
(e.g. Chun, 1998; Kern, 1995; Warschauer, 1997)

10. B. Negotiation of Meaning
on
ati
ti
go
e
. N of g Noticing Becoming aware modify output
B in
an
Me
quot;In producing L2, a learner will on occasions become
aware (i.e. notice) a linguistic problem (brought to
his/her attention either by external feedback like
clarification requests, or internal feedback)”.
(Swain & Lapkin, 1995, quoted in Tudini, 2003, p. 144)

11. Negotiation of Meaning ‐ 2
on
ati
ti
go
e
. N of g
B in
an
Me “... is the process in which, in an effort to communicate, learners
and competent speakers provide and interpret signals of their
own and their interlocutor's perceived comprehension, thus
provoking adjustments to linguistic form, conversational
structure, message content, or all three, until an acceptable
level of understanding is achieved.”
(Long, 1996, quoted in Tudini, 2003, p. 141)
“... the conversational flow is interrupted by the need to question
particular utterances and request conversational help... both
implicit and explicit feedback... promote the incorporation of
target language forms by learners... promote the modification of
learner discourse.”
(Varonis & Gass, 1985, cited in Tudini, 2003, p. 149)

12. C. Types of Negotiation
es
yp
T
C. of Learners employ a variety of modification devices,
n
atio
ti
through the negotiation of both meaning and form
go
Ne
(Pelleteri, 2000, cited in Lamy, 2004, p. 522)
• Examples
seek confirmation
–
check comprehension
–
request clarification
–
reformulate
–
paraphrase
–

13. D. Triggers for Negotiation..
rs
ge
ig
. Tr or recognition of new word
•
D n
f tio misuse of word
•
tia
go pronunciation error
•
Ne
grammatical error
•
inappropriate segmentation
•
abbreviated sentence
•
sudden topic change
•
slow response
•
intercultural communication gap
•
(Toyoda & Harrison, 2002, cited in Tudini, 2003, p. 144)

14. E. Three Types of Communication
Type of Exchange Examples
s • Ask or answer a content‐related question
pe Content‐related
Ty
E. of • Share information
on
at i • Express an idea or thought
ic
un
m
om
C
• Plan work, allocate tasks, coordinate joint efforts, or
Planning of tasks review drafts
• Negotiate and resolve conflicts
• Express companionship, emotional support, or advice
• Use emoticons (such as J, L)
Social support
• Provide support when problems arise (such as when
having technical difficulties)
• Talk about things other than class work
* Adapted from Haythornthwaite
http://connect.educause.edu/Library/EDUCAUSE+Quarterly/AsynchronousandSynchronou/47683

15. F. Task Design Guidelines
• According to Willis (1996) a task is a goal‐oriented activity with a clear
purpose.
• a communication task involves achieving an outcome, creating a final
as k product that can be appreciated by others.
F. T ign
s • Tasks should be authentic to the environment that they would be
De elines
used.
id
Gu • Tasks should give the learners the opportunity to create contents,
which motivates them.
• Synchronous communication tasks give students the opportunity to
develop an audience for authentic communication.
• Tasks should be focused on thinking skills.
• It provides collaborative learning experience.
• Tasks should give students proof of getting their ideas across
• Creates a learning environment that goes beyond the classroom.
• Vocabulary improvement

16. F. Task Design Focus Descriptor
Rules Incidents Strategies Roles
The learning task The learning Learning is The learning is
requires learners to activity is focused around achieved through
apply standard focused around strategies participation as a
learners’
procedures and employed to player and
as k rules in the solution. exposure and achieve the task participant in a
T
G. sign s participation in goals. setting that models
De iptor Learners authentic and a real world issue.
r meaningfully and realistic The strategy
esc
D reflectively apply incidents. options are Learners
procedures and generated as part negotiate, apply
processes. The activities of the solution. judgements and
require learners experience.
to reflect and
take decisions
based on to the
responses to
events.
*Table based on Hedberg’s et al (2002) Learning tasks as the basis for high quality designs.

17. H. Issues to consider!
Lessons follow certain stages:
•
a) pre‐task
b) Task
c) Plan
d) Report (post‐task)
e) Analysis
f) practice
Students ability to learn something new depends on what they
•
already know. (Mayes & De Freitas, 2007)
es Tasks should be challenging for learners.
•
su
Is
H. to Tasks should involve negotiation: Learners can challenge their
•
r
ide thoughts, beliefs, perceptions and existing knowledge.
s
on
C Tasks should promote and increase a collaborative community and
•
therefore more effective learning would occur.
Students can become frustrated with the sound quality.
•
(Broadband vs. Dial‐up connection)
Problem with the settings of their computer.
•
Consider the equipment that learners may have at hand (mic.,
•
camera, headset, etc)
In cases, provide training sessions.
•
Teachers need the ability to manage a large amount of visual and
•
textual material.
Creativity requires practice and effort.
•
Wang & Chen (2007)

18. 4. Brainstorming Tasks..
Tasks may vary to include..
Peer discussion
–
Team work task
–
Role play
–
Group discussions
–
Jigsaw task
–
Whiteboard tasks
–
Problem based task
–
Simulation tasks
–

19. Demo Activity 1
Pre (Time: 15 min.)
Think about a family vacation you went on when you were a child. Use
some of the ideas below and share some ideas about your experience
there. When you are ready click on reply to post your answers.
* Where did you go?
* Who chose the destination?
* Was it the first time you'd been there, or had you been there before?
* Was it a good place for a vacation?
* How did you spend your time there?
During
• Small separate groups.
• Produce a quick comic :) bout
“A holiday with family and friendsquot;.
‐ Write a dialogue in the text/ audio chat window
Post
• Poll: Did you like that activity?
• One group: reflection on the discussion

20. Demo Activity 2
Pre: (Time: 15 min.)
Discuss the advantages and disadvantages of healthy food vs. junk
food.
During:
Together plan for your comic story. Use this comics website to design
your story. http://www.makebeliefscomix.com/comix.php
Post:
Once done, send it to the teacher and share a screenshot with
everyone in the discussion forum. You may like to add some ideas in
the forum too.
Practice:
when you finish, send it to the next group and decide whose comic is
the best.
*An example made by two G11 students

21. Demo Activity 3
Pre: (Time: 15 min.)
Talk about a place where you would like to go on holiday.
During:
Together plan a group trip. You are going away for 7 days. You
can consider the following questions to begin with:
Where would you like to go?
What would you like to do?
Who is going with you?
Post:
Students will the come up with a decision and go to a web site to
create a movie. See a sample here:
http://www.dvolver.com/live/movies-141354
Practice:
When you finish go to this web site and create your movie with
your decision. http://www.dvolver.com/live/moviemaker.html
when you finish creating the movie, send it to the next group
and decide whose movie is the best.

22. Demo Activity 4: Role Play
Pre: (Time: 15 min.)
Talk about marriage and sincere relations. Listen to the first part of
this dialogue.
BBC Learning English - The Flat mates
Situation
http://www.bbc.co.uk/worldservice/learningenglish/flatmates/episode136/index.shtml
During:
Listen to this dialogue & play the role of Helen and Tim. If you are
Tim, think of the best advice to give to Helen.
Post:
Students will the come up with a decision and share their
conclusion with everyone.
*Adapted from: Scot, P. and Chapman, C. (2007)

23. Demo Activity 4
Pre: (Time: 15 min.)
Talk about marriage and sincere relations. Listen to the first part
of this dialogue.
http://www.bbc.co.uk/worldservice/learningenglish/flatmates/episode136/index.shtml

24. Demo Activity 5: Twitter
Twitter.com

25. Demo Activity 6: Avatar Worlds
Secondlife.com

26. Bibliography
Carman, J. M. (2005). Blended Learning Design: Five Key Ingredients. Agilant Learning,
•
http://www.agilantlearning.com/pdf/Blended%20Learning%20Design.pdf [Accessed: March, 2008].
Felix, U. (2003). Teaching languages online: Deconstructing the myths. Australian Journal of Educational Technology, 19(1),
•
118‐138. http://www.ascilite.org.au/ajet/ajet19/felix.html [Accessed: March, 2008].
Guidelines for E‐tutors in Multi‐Cultural Collaborative and Synchronous (MCCS) teaching situations: [Website] Available from:
•
<http://www.if.insa‐lyon.fr/projets/etutor/guidelines/content.html> [Accessed: March 28, 2008].
Hampel, R. (2006). Rethinking task design for the digital age: A framework for language teaching and learning in a synchronous
•
online environment. ReCALL Vol. 18, Issue 1, 105‐121.
Hedberg, JG (2003). Ensuring quality E‐Learning: creating engaging tasks. Educational Media International, 40:3 p. 175‐186.
•
Hedberg, JG, Oliver, R, Harper,B, Willis,S and Agostinho, S (2002). Developing Evaluation Frameworks for Assesing Quality ICT‐
•
based Learning in Higher Education. In P. Barker & S. Rebelsky (eds) Proceedings of ED‐MEDIA 2002: World Conference on
Education Multimedia, Hypermedia & Telecommunications. Denver, U.S.A, June 24‐29, 2002. Norfolk, VA: Association for the
Advancement of Computing in Education (AACE). p. 736‐741
E‐Tutor (2006). Innovative e‐learning methodology for tutors in multi‐cultural, collaborative and synchronous context.
•
Guidelines for E‐tutors in Multi‐Cultural Collaborative and Synchronous (MCCS) teaching situations [Website] Available from: <
http://www.if.insa‐lyon.fr/projets/etutor/guidelines/content.html > [Accessed: April 1, 2008]
Lamy, M. (2004). “Oral conversations online: Redefining oral competence in synchronous environments”. ReCALL, (16) 2, 520‐
•
538.
Lee, L. (2002) Synchronous Online Exchanges: A study of modification devices on nonnative discourse interaction. System,
•
30(3), 275‐288.
Mayes & De Freitas (2007) Learning and e‐learning: The Role of Theory. In Beetham & Sharpe (Eds.) Rethinking Pedagogy for a
•
Digital Age. Routledge. P, 13‐25.
Salmon, G. (2003). The Key to Teaching and Learning Online. London, RoutledgeFalmer.
•
Scot, P. and Chapman, C. (2007) Interactivity and BBC Learning English, WiA 2007 Online Convention: [Website] Available from:
•
<http://streamarchives.net/node/50> [Accessed: April 15, 2008]
Smith, B. (2003). Computer‐mediated negotiated interaction: An expanded model. The Modern Language Journal, 87, 38‐54.
•
Tudini, V. (2003). Using native speakers in chat. Language Learning and Technology, (7) 3, 141‐159.
•
Willis, J. (1996). A frame work for task‐based learning. Harlow, UK: Longman, Addison‐Wesley.
•
Wang, Y, & Chen, N. (2007). Online Synchronous Language Learning: SLMS over the Internet. Innovative 3(3) [Website]
•
Available from: <http:// www.innovateonline.info/index.php?view=article&id=37> [Accessed: April 7, 2008].
Fayed, I. Rosa, L. Conaway, L. Implementing Synchronous Language Tasks Online
•

27. Discussion & Questions
Ismail Fayed
ismailfayed@yahoo.com