Collaborative tasks in web conferencing: A case study on Chinese online

Abstract

This case study aimed to explore best prac tice in applying task-based language teach ing (TBLT) via a Web-conferencing tool, Blackboard Collaborate, in a beginners' online Chinese course by evaluating the pedagogical values and limitations of the software and the tasks designed. Chapelle's (2001) crite ria for computer-assisted language learning (CALL) task appropriateness were adopted and adapted to evaluate five tasks designed for an online environment in terms of prac ticality, language learning potential, learner fit, authenticity, and positive effects. Sixteen undergraduate on-campus students who enrolled in an introductory Chinese language course participated in this project. Five fort nightly 1-hour online sessions were conducted, which included two jigsaw tasks, two decision making tasks, and one information-gap task. Learners' interaction in the online sessions was recorded and transcribed to conduct a thorough investigation of learners' negotia tion actions in peer-to-peer interaction. Their experiences of using Blackboard Collaborate and carrying out the tasks were recorded in in-depth interviews and pre- and post-session questionnaires.