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Task conceptualization and writing development: Dynamics of change in a task-based EAP course

. Learner's engagement with pedagogic tasks. Language learning development. . Task-related factors. Learner-related factors. . . Learner's own perceptions of task demands, goals, and expected outcomes. Processing activity during task performance. . . . . Insider dimension of task performance. . . .

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Task conceptualization and writing development: Dynamics of change in a task-based EAP course

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    1. Task conceptualization and writing development: Dynamics of change in a task-based EAP course Rosa M. Manchón University of Murcia, Spain manchon@um.es

    3.

    4. Tasks and writing

    5. Research questions Did the participants´ conceptualization of academic writing changed after completing an EAP course? Did any observed changes influence the participants´ goals for academic writing? Did any observed changes in task conceptualization and goals correspond to any observed changes in the participants´ writing products? What factors influenced any observed changes in the participants´ conceptualization of academic writing?

    6. Students: 18 students in the fourth year of a five-year degree in English Studies Age: 21-24 L2 proficiency level: advanced (OPT) Previous year: 5 students: SA previous year Rest: Language course Participation on voluntary basis. Consent form.

    7. Content modules: Empirical study in SLA module Text analyses (linguistics modules), literary analysis, etc No explicit instruction in writing except for the SLA module. EAP course Compulsory module Develop more advanced and integrated reading and writing skills 3 contact hour per week x 30 weeks

    8. Assignments A personal statement to support a (fictitious) application to a postgraduate course in the UK or USA A synthesis of a group of pre-assigned texts, mainly from newspapers A report of a survey designed and carried out by students themselves on a topic of interest to them Journals 45 journals over the course of the year that include: free expressions of anything the student wants to write about; topics set by the teacher (reflections on the course, their learning, beliefs, strategies, the textbook, teaching, classes, etc.)

    9. METHOD: Tasks and procedures

    10. Data analysis Conventions in the analysis of qualitative data (Miles & Huberman, 1994). Interview profile & data reduction Journals: recurrent patterns and summary of the main overarching themes

    11. RESULTS: RQs 1& 2

    13. Goals From accuracy to addressing a whole range of concerns Improvement of writing abilities in the future From fulfilling task requirement to writing for self-satisfaction (self-imposed standards of achievenent) To approximate native-like standards and develop a personal voice From fulfilling task requirements to writing in order to improve language competences.

    14. L2 proficiency: Time 1: M= 154.50, SD=9.91 Time 2: M= 159.61, SD=10.65 Z(15) =-2.87, p=0.004 L2 writing Analytic measures Holistic assessment RQ 3 : Written products

    15.

    16. Holistic measures: RESULTS

    17. 1. Task instructions and evaluation rubric 2. Teacher and peer factors: Extensive and challenging output practice Cognitive conflict instructional strategies Guided feedback- and guided formulation and revision process Feedback for acquisition (not just for accuracy). Guided peer review Students´ involvement in peer review activities Encouragement of cooperative learning

    18. Conclusion:

    20. References: Murphy, J. (2003). Task-based learning. The interaction between tasks and learners. ELT Journal, 57 (4), 352-360. Robinson , P. (2001). Task complexity, cognitive resources, and syllabus design: A triadic framework for investigating task influences on SLA. In R. Robisnon (Ed.), Cognition and Second Language Instruction (pp. 287–318). Cambridge: Cambridge University Press. Robisnon, P. (2005). Cognitive complexity and task sequencing: Studies in a componential framework for second language task design. International Review of Applied Linguistics, 43 (1), 1-32. Robinson, P. (2007). Task complexity, theory of mind, and intentional reasoning: Effects on L2 speech production, interaction, uptake and perceptions of task difficulty. International Review of Applied Linguistics, 45(3), 193-213. Tavaloki, P. (2009). Investigating task difficulty: learners’ and teachers’ perceptions. International Journal of Applied Linguistics, 19 (1), 1-25. Tavaloki, P. & Skehan, P. (2005) Strategic planning, task structure and performance testing. In R. Ellis (Ed.), Planning and Task Performance in a Second Language (pp. 239-177). Amsterdam: John Benjamins. Wolfersberger, M. A. (2007). Second Language Writing from Sources: An Ethnographic Study of an Argument Essay Task. Unpublished PHD Dissertation, University of Auckland.

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