How does foreign language learners‘ agency emerge at the micro-level of classroom activity during the enactment of digitally-enhanced tasks, and how do these learners exercise their agency digitally within and beyond the classroom? Drawing on research in task-based and computer-assisted language learning, this mixed-methods study uncovers key dimensions of ‚learner agency‘ – a newcomer to the field of language teaching methodology and applied linguistics. The analysis centers on three case studies of teenage students‘ perceptions and handling of digitally-enhanced language learning tasks. These are complemented with a Germany-wide questionnaire survey among participants in the U.S. Embassy School Election Project – an intercultural, blended language learning project that has drawn over 15, 000 participants since 2012.
Inhaltsverzeichnis
1Introduction
2Task-based language learning and teaching
3Tasks and task perception in CALL
4Research methodological framework
5Research context: The U.S. Embassy School Election Project
6Macro-perspective: quantitative participant surveys
7Micro-perspective: Critical case analysis
8Case 1: ‚Find titles for the cartoons‘
9Case 2: ‚The candidates and their spouses‘
10Case 3: ‚The electoral system‘
11Synthesis and implications
References
Appendix
Über den Autor
Joannis Kaliampos forscht im Bereich der transkulturellen und digital-gestützten Englischdidaktik und ist Mitbegründer und Senior Advisor beim internationalen Blended Learning-Projekt Teach About US. Als Lehrer für Geschichte und Englisch unterrichtet er an der IGS Winsen und leitet Fortbildungen zu interkulturellen und digitalen Aspekten des Englischunterrichts.
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