Enhancing Multimodal Interaction and Communicative Competence through Task-Based Language Teaching (TBLT) in Synchronous Computer-Mediated Communication (SCMC)

• Published in: Education sciences Vol. 11; no. 11; pp. 723 - 739
• Main Author: Belda-Medina, Jose
• Format: Journal Article
• Language: English
• Published: Basel MDPI AG 01.11.2021
• Subjects: Active Learning; Applied Linguistics; Barriers; Classroom management; Collaboration; Communication; Computer Mediated Communication; Coronaviruses; COVID-19; Distance learning; Educational Quality; English (Second Language); Foreign Countries; Instant messaging; Instructional Effectiveness; Instructional Materials; Interaction; Language; Language Skills; Learner Engagement; Learning Processes; Multimedia Instruction; multimodal communication; Online Courses; Pandemics; Peer Relationship; Preservice Teachers; Second Language Instruction; Second Language Learning; Student Attitudes; student interaction; Student Interests; Student Motivation; Students; Synchronous Communication; Synchronous Computer-Mediated Communication (SCMC); Task Analysis; Task-Based Teaching and Learning (TBLT); Teaching; Teaching Methods; Technology Uses in Education; Thinking Skills; Undergraduate Students; Video teleconferencing; Visual Aids; Spain
• DOI: 10.3390/educsci11110723
• ISSN: 2227-7102

The number of publications on live online teaching and distance learning has significantly increased over the past two years since the outbreak and worldwide spread of the COVID-19 pandemic, but more research is needed on effective methodologies and their impact on the learning process. This research aimed to analyze student interaction and multimodal communication through Task-Based Language Teaching (TBLT) in a Synchronous Computer-Mediated Communication (SCMC) environment. For this purpose, 90 teacher candidates enrolled in the subject Applied Linguistics at a university were randomly assigned in different teams to create collaboratively digital infographics based on different language teaching methods. Then, all the teams explained their projects online and the classmates completed two multimedia activities based on each method. Finally, the participants discussed the self-perceived benefits (relevance, enjoyment, interest) and limitations (connectivity, distraction) of SCMC in language learning. Quantitative and qualitative data were gathered through pre- and post-tests, class observation and online discussion. The statistical data and research findings revealed a positive attitude towards the integration of TBLT in an SCMC environment and a high level of satisfaction with multimodal communication (written, verbal, visual) and student interaction. However, the language teacher candidates complained about the low quality of the digital materials, the use of technology just for substitution, and the lack of peer-to-peer interaction in their live online classes during the pandemic.