Qualitative and quantitative evaluation of task-based instruction in a French university

Abstract : This study is based on a large-scale research project concerning a task-based blended language learning programme for first-year Business English undergraduate students in a university in France. The communication focuses on the evaluation of the learning program, which combines face-to-face and distance learning, on the one hand, and task-based learning on the other hand, and its impact on learning outcomes. We first measured the effectiveness of the task-based learning program qualitatively for the development of second language (L2) acquisition in writing using pre-tests and post-tests (n= 300) and evaluation grids adapted from the Common European Framework of Reference for Languages (CEFR). The grids use CEFR criteria, descriptors and language proficiency scale which defines proficiency at six ascending levels including A1/A2 (basic user), B1/B2 (independent user) to C1/C2 (proficient user). In addition a sample of students’ written productions (n=15) were analysed using quantitative complexity, accuracy and fluency (CAF) measures (Skehan, 2009, Ortega, 2009, Wolf-Quintero, Inagaki and Kim, 1998;).
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Conference papers
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https://halshs.archives-ouvertes.fr/halshs-01470827
Contributor : Julie Mcallister <>
Submitted on : Friday, February 17, 2017 - 6:16:45 PM
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Julie Mcallister. Qualitative and quantitative evaluation of task-based instruction in a French university. TBLT 2015 - Task Based Language Teaching 2015, Centre for Language and Education, Faculty of Arts, University of Leuven, Sep 2015, Louvain, Belgium. ⟨halshs-01470827⟩

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