My presentation addresses the fact that while conceptual research on task-based language teaching (TBLT) from a teacher and curriculum perspective has proliferated in recent decades, learners’ experiences with and interpretations of such approaches (cf. KUMARAVADIVELU 2007: 8, BREEN 1987/2009: pp. 335) in non-experimental settings have remained largely unexplored to date (cf. VAN DEN BRANDEN ET AL. 2007: pp. 2; SAMUDA & BYGATE 2008). At the same time, the concept of ‘task’ itself is being transformed under the growing influence of digital media and web 2.0 tools (cf. BIEBIGHÄUSER ET AL. 2012: 11). As ELLIS (2010: XVIII) argues, we cannot assume that tasks “work the same way in the highly varied environments that technology now affords.” In fact, recent research suggests that the implementation of digital media is suited to facilitate learner participation in authentic and intercultural discourses (cf. SCHMIDT 2010: 280, MÜLLER-HARTMANN & SCHOCKER-V. DITFURTH 2011: 156).

My explorative doctoral study is located in this research desideratum by investigating learner handling of tasks in the context of the web 2.0-based U.S. Election 2012 School Project. The project took place in fall 2012 and involved learners Germany-wide in using the learning management system Moodle (cf. EXPLORARIUM, LIFE E.V. 2012) and web 2.0 applications (YouTube, Facebook, Twitter) as part of their regular English classes. The mixed methods study comprises the examination of a sample of three English courses (Gymnasium, year 11) for 5 weeks through videography, semi-structured interviews, learning journals, and screen recordings (Camtasia) of individual learners’ behavior. This qualitative data collection was complemented by an online questionnaire survey among teachers and students participating in the project.

The presentation aims at facilitating the in-depth understanding of learner perceptions and learners’ handling of web-enhanced tasks. In the context of one selected task-cycle, the data sources will be triangulated (following Seedhouse’s approach of ‘multimodal research’, cf. Seedhouse 2005, Seedhouse & Al-Mutairi 2009) to trace individual learners’ perceptions of tasks. Interviews, learning journals, and observations shed light on their implicit interpretations while user-tracking data, screen and video recordings provide rich and detailed information about their explicit task performance. By comparing such individual learning paths case-specific features of tasks-in-process in web-based learning environments are to be deduced.
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References:
BIEBIGHÄUSER, Katrin; ZIBELIUS, Marja; SCHMIDT, Torben (2012): “Aufgaben 2.0: Aufgabenorientierung beim Fremdsprachenlernen mit digitalen Medien.” In: BIEBIGHÄUSER, Katrin / SCHMIDT, Torben / ZIBELIUS, Marja (eds.): Aufgaben 2.0. Konzepte, Materialien und Methoden für das Fremdsprachenlehren und -lernen mit digitalen Medien. Tübingen: Narr, 11–56.
BRANDEN, Kris van den; GORP, Koen van; VERHELST, Machtheld (2007): “Tasks in Action: Task-Based Language Education from a Classroom-Based Perspective.” In: BRANDEN, Kris van den / GORP, Koen van / VERHELST, Machtheld (eds.): Tasks in Action. Task-Based Language Education from a Classroom-Based Perspective. Newcastle: Cambridge Scholars Publishing, 1–6.
BREEN, Michael P. (1987/2009): “Learner Contributions to Task Design.” In: BRANDEN, Kris van den (ed.): Task-Based Language Teaching. A Reader. Amsterdam: Benjamins , 333–356.
ELLIS, Rod (2010): “Foreword.” In: THOMAS, Michael / REINDERS, Hayo (eds.): Task-Based Language Learning and Teaching with Technology. London; New York, NY: Continuum, XVI–XVIII.
EXPLORARIUM, LIFE E.V. (2012): U.S. ELECTION 2012 SCHOOL PROJECT. MOODLE-KURS. [URL: http://us-election.explorarium.de/]
KUMARAVADIVELU, Balasubramanian (2007): “Learner Perceptions of Learning Tasks.” In: BRANDEN, Kris van den / GORP, Koen van / VERHELST, Machtheld (eds.): Tasks in Action. Task-Based Language Education from a Classroom-Based Perspective. Newcastle: Cambridge Scholars Publishing, 7–31.
MEDIENPÄDAGOGISCHER FORSCHUNGSVERBUND SÜDWEST (2012): JIM-Studie 2012. Jugend, Information, (Multi-) Media, [URL: http://www.mpfs.de/fileadmin/JIM-pdf12/JIM2012_Endversion.pdf].
MÜLLER-HARTMANN, Andreas; SCHOCKER-V. DITFURTH, Marita von (2011): Teaching English. Task-Supported Language Learning. Paderborn: UTB; Schöningh.
SAMUDA, Virginia; BYGATE, Martin (2008): Tasks in Second Language Learning. Basingstoke: Palgrave Macmillan.
SCHMIDT, Torben (2010): “Multimediale Lernumgebungen für das Fremdsprachenlernen.” In: HALLET, Wolfgang / KÖNIGS, Frank G. (eds.): Handbuch Fremdsprachendidaktik. Seelze-Velber: Klett, Kallmeyer, 280–284.
SEEDHOUSE, Paul (2005): “‘Task’ as Research Construct.” In: Language Learning 55.3, 533–570.
SEEDHOUSE, Paul; AL-MUTAIRI, Saad (2009): “A Holistic Approach to Task-Based Interaction.” In: International Journal of Applied Linguistics 19.3, 311–338.