Comparing whole-class discussion and task-based activity: a small-scale study.

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Bibliographic Details
Title:	Comparing whole-class discussion and task-based activity: a small-scale study.
Authors:	Farzaneh, Thoraya¹ thorayafarzaneh@gmail.com, Benati, Alessandro² abenati@hku.hk
Source:	Instructed Second Language Acquisition. 2021, Vol. 5 Issue 1, p4-39. 36p.
Subject Terms:	Developmental tasks, Discussion in education, Teaching methods, Pedagogical content knowledge, *Teacher effectiveness
Abstract:	This study examined the participation patterns and effectiveness of two different instructional treatments: Treatment One consisted of a task-based activity; Treatment Two used a whole-class discussion approach (Q/A paradigm). The research investigated which instructional treatment was more relevant and effective. The quantity of information learners could remember immediately after instruction, one week later, and the information that emerged through the interactional formats were measured. Each treatment was carried out for approximately one hour and then participants were asked to write a summary. After a week, students were given a piece of paper to summarise what was carried out the week before to see how much information they could remember. All the interactions were transcribed. L2 learners' response towards the taskbased activity showed positive results and the task-based activity treatment was considered a better pedagogical approach. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

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Abstract:	This study examined the participation patterns and effectiveness of two different instructional treatments: Treatment One consisted of a task-based activity; Treatment Two used a whole-class discussion approach (Q/A paradigm). The research investigated which instructional treatment was more relevant and effective. The quantity of information learners could remember immediately after instruction, one week later, and the information that emerged through the interactional formats were measured. Each treatment was carried out for approximately one hour and then participants were asked to write a summary. After a week, students were given a piece of paper to summarise what was carried out the week before to see how much information they could remember. All the interactions were transcribed. L2 learners' response towards the taskbased activity showed positive results and the task-based activity treatment was considered a better pedagogical approach. [ABSTRACT FROM AUTHOR]
ISSN:	23984155
DOI:	10.1558/isla.17846