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Module 1: A proposal for exploratory research into classroom situated task repetition, Module 2: An exploratory research study into classroom-based task repetition and Module 3: A classroom-based, mixed methods study into the influence of transcribing, reporting, and task repetition: how do they impact in-class student spoken task performances

Moser, Jason (2012)
Ph.D. thesis, University of Birmingham.

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This study is a classroom-based, mixed methods study into the influence of transcribing, reporting, and task repetition on in class student oral task performances. The study investigates two questions. First do students in an intact classroom improve task performances when they repeat the same task in subsequent performances? In a previous exploratory study by Moser (2008) students did not take advantage of task repetition opportunities to improve a repeat task performance. It was concluded that the reason for this was that amongst many students there was a lack of perceived pedagogical rationale for task repetition. On this point and more specifically the study investigates does a more transparent pedagogical focus realized through a transcribing phase or a reporting phase prior to a repeat task performance result in improved subsequent task performances. Related to this, and the second question of this study, is does the more intensive transcription work result in improved task performances than the reporting work? The results of the study reveal no significant difference between transcribing or reporting on subsequent task performances; however, there was significant results for a task repetition effect on task performances. The classroom implications of these findings will be discussed.

Type of Work:Ph.D. thesis.
School/Faculty:Colleges (2008 onwards) > College of Arts & Law
Department:Centre for English Language Studies, Department of English
Subjects:LB Theory and practice of education
P Philology. Linguistics
PE English
Institution:University of Birmingham
ID Code:3441
This unpublished thesis/dissertation is copyright of the author and/or third parties. The intellectual property rights of the author or third parties in respect of this work are as defined by The Copyright Designs and Patents Act 1988 or as modified by any successor legislation. Any use made of information contained in this thesis/dissertation must be in accordance with that legislation and must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the permission of the copyright holder.
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