Spoken interaction in a virtual task-based language learning environment

Abstract

This research project describes a pedagogical implementation in a virtual environment with a group of six students from fifth grade between 10-11 years old with the purpose to identify how spoken interaction occurs in a virtual Task-Based language environment. The study has an Action research design to collect mixed data through instruments such as students’ artifacts, teacher’s journals, and focus groups that were analyzed into two cycles that revolved around healthy lifestyle and, festivals and celebrations through the use and design of the digital resources to collect data. Spoken interaction is identified in a virtual task-based language environment when within a TBL framework that sets the students in tasks about real-life situations with the aid of digital resources to perform and communicate throughout the environment as they learn topics based on their needs to practice and learn the language. The data analysis report showed that students engage meaningful tasks using digital resources and the teacher’s support to improve spoken interaction as they communicate, interact and learn. Also, some tasks were identified to have more impact on developing spoken interaction when they illustrate real-life situations for the students to learn the target language.