Congratulations to Austin Kaufmann and his co-authors on their recent contribution to the edited volume Optimizing Online English Language Learning and Teaching https://link.springer.com/book/10.1007/978-3-031-27825-9g.
Abstract: The chapter describes a model for the design and implementation of oral communicative tasks. This task-based language teaching model connects asynchronous and synchronous online language instruction to foster language learning (with a focus on oral communication) through incremental task progressions. The model grew out of professional development innovations and years of pre-pandemic online and remote teaching practices at a large U.S. university. What sets our model apart is the purposeful scaffolding of a series of thematically and linguistically related interactive tasks, enabling students to develop the skills and confidence necessary to engage productively in the core interpersonal task. Specifically, the core interpersonal synchronous task is bookended by two related asynchronous presentational tasks. The model is centered on ensuring optimal use of synchronous time for spontaneous communication between students as they complete a task cycle that accommodates technology-enhanced task-based language teaching (TBLT). A sample lesson on the topic of online furniture shopping and decision making is provided to demonstrate how the model and its task sequence may be implemented. Suggestions for optimizing the model for different instructional contexts and varying pedagogical approaches round out the chapter.
Full Citation: Kaufmann, A., Gacs, A., Giupponi, L., Van Gorp, K. (2023). A Model for Scaffolded Technology-Enhanced Oral Communicative Tasks. In: Suárez, MdM., El-Henawy, W.M. (eds) Optimizing Online English Language Learning and Teaching. English Language Education, vol 31. Springer, Cham. https://doi.org/10.1007/978-3-031-27825-9_7
