Learners’ Evaluation of Task-Based Online Language Activity in a Community of Inquiry

International Journal of Research and Innovation in Social Science (IJRISS) | Volume III, Issue X, October 2019 | ISSN 2454–6186

Learners’ Evaluation of Task-Based Online Language Activity in a Community of Inquiry

Zailin Shah Yusoff¹, Nik Aloesnita Nik Alwi², Safra Liyana Sukiman¹

¹Centre for Language Studies, UniversitiTun Hussein Onn Malaysia
²Centre for Modern Languages, Universiti Malaysia Pahang

Abstract— This study explored learners’ evaluation of task-based online language learning. Using the Community of Inquiry framework to design the online environment, a task-based activity simulating an e-meeting was introduced to engage the learners in problem-solving and discussions to foster higher-order learning and critical discourse (Garrison, 2007). The participants of the study were 60 third year engineering students at two public technical universities in Malaysia enrolled in a workplace English language course. They were divided into teams of four in which two participants from each university made up each team. Seven teams were assigned as +Task Structure (+TS) teams while the other eight were the –Task Structure (-TS) teams. The participants’ perception was gauged using a learners’ evaluation survey distributed via Google forms. The analyses of the findings demonstrate the potential of task-based online language learning activity when embedded in a Community of Inquiry to stimulate learners’ interest in the task on top of encouraging critical and creative thinking.

Keywords— task-based, Community of Inquiry framework, learners’ perception, language instruction

I. INTRODUCTION

The Community of Inquiry (COI) framework postulates that an effective online learning environment is created through an infrastructure that takes into consideration three consigning elements which are: Teaching, Social and Cognitive Presences (Garrison, Anderson and Archer, 2000). It is further explained that to ensure meaningful learning, authentic activities and discussions may result in successful development of Cognitive Presence as well as higher-order learning and critical discourse (Garrison, 2007). Task-based language teaching (TBLT) approach puts emphasis on meaningful, real-world process of language use to develop language and communication skills and enhance cognitive processes (Ellis, 2003). In this view, learner interaction is deemed important as a vehicle for effective communication to take place (Gass and Mackey, 2012).

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