Students in the task-based grammar course rated its in-class activities, portfolio development, peer correction and conferences as effective¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Experimental-group students rated in-class task activities positively (57.6% very effective, 42.3% effective). → Saraç 2018 q2 i? Students rated portfolio development positively (38.4% very effective, 53.8% effective). → Saraç 2018

Evidence¶

Saraç 2018¶

Saraç, H. S. (2018). Completing the Task Procedure or Focusing on Form: Contextualizing Grammar Instruction via Task-Based Teaching. College Quarterly, 21(1). https://eric.ed.gov/?id=EJ1169343

q2 · i? · causal · r1

End-of-term four-scale questionnaire with 27 experimental-group students, reported as percentages and frequencies, plus written feedback analyzed for themes and member-checked.

"the students were generally of the same opinion that such applications were efficient (57.6% very effective, 42.3% effective). The participants also took a positive stance on developing portfolios of written productions (38.4% very effective, 53.8% effective)."

Discussion¶

Related Claims¶

• Students rated teacher feedback as very effective more often than peer feedback in the task-based course — related
• Compared with non-ePortfolio peers, students in courses requiring ePortfolios were generally more engaged, earned higher grades, and were more likely to complete and persist, per the 26-institution project evidence — related
• Tertiary EFL students taught advanced grammar via task-based instruction outperformed peers taught with explicit form-focused instruction on negotiated written-production scores — related