• Description

This course introduces the key principles of the methodology of language teaching known as Task-Based Language Teaching (TBLT). On completing this course, students will be able to (a) situate TBLT on the landscape of teaching methodologies and approaches, (b) articulate the theoretical underpinnings and core principles of TBLT, (c) identify the needs of a particular community of language learners by means of a Needs Analysis, and (d) apply the principles of task-based teaching to designing TBLT didactic units. 

This course is offered as an optional course in the Master's program in Technology-mediated language teaching and learning and it is also offered as a stand-alone specialization course.

• The subject within the syllabus as a whole

• Professional fields to which it applies

• Prior knowledge

• Information prior to enrolment

• Learning objectives and results

This course will contribute to develop the following competencies: Basic (B), general (G), transversal (T), and specific (S):

• (B9) Students should be able to convey their conclusions as well as the knowledge and rationale behind their ideas to expert and non-expert types of audiences, in a clear and unambiguous way.
• (G1) Identify, compare and contrast the main different models and theoretical principles in the second language acquisition field.
• (G3) Work in teams collaboratively in a virtual environment.
• (T1) Analyze and interpret academic texts in the field in order to apply them to pedagogical or research projects or to convey their content through interactive and narrative documents.
• (S4) Understand the theoretical basis of teaching and learning languages through technology and apply it to the decisions about authentic pedagogical interventions in online or hybrid contexts. 
• (S6) Identify the role of the teacher who teaches languages through technology, assessing and reflecting on one's own teaching and learning process.

These competencies are linked to learning outcomes that students will achieve through a series of tasks for which they will be assessed:

• Define the fundamental concepts of the theoretical approaches to second language teaching and learning through technology.
• Synthesize arguments in favor of and against TBLT and other approaches, taking into consideration the similarities and differences between them.
• Develop a proposal for implementing TBLT in a hybrid or online educational setting, demonstrating the ability to critically assess its benefits and drawbacks.
• Recognize the importance of doing a Needs Analysis as a first step in task-based syllabus design.
• Select and justify the use of instruments, sources, and techniques needed to do a Needs Analysis.
• Elaborate a proposal for a Needs Analysis for a specific community of learners in a hybrid or online setting, taking into consideration both language and technology tasks.
• Describe the characteristics of a pedagogic task in relation to pertinent conceptual frameworks.
• Apply the underlying TBLT principles to the design of individual tasks and a TBLT didactic unit.
• Critically evaluate other students' work via peer feedback.

• Content

• View the UOC learning resources used in the subject

• Additional information on support tools and learning resources

• Guidelines on assessment at the UOC

Assessment at the UOC is, in general, online, structured around the continuous assessment activities, the final assessment tests and exams, and the programme's final project.

Assessment activities and tests can be written texts and/or video recordings, use random questions, and synchronous or asynchronous oral tests, etc., as decided by each teaching team. The final project marks the end of the learning process and consists of an original and tutored piece of work to demonstrate that students have acquired the competencies worked on during the programme.

To verify students' identity and authorship in the assessment tests, the UOC reserves the right to use identity recognition and plagiarism detection systems. For these purposes, the UOC may make video recordings or use supervision methods or techniques while students carry out any of their academic activities.

The UOC may also require students to use electronic devices (microphones, webcams or other tools) or specific software during assessments. It is the student's responsibility to ensure that these devices work properly.

The assessment process is based on students' individual efforts, and the assumption that the student is the author of the work submitted for academic activities and that this work is original. The UOC's website on academic integrity and plagiarism has more information on this.

Submitting work that is not one's own or not original for assessment tests; copying or plagiarism; impersonation; accepting or obtaining any assignments, whether for compensation or otherwise; collaboration, cover-up or encouragement to copy; and using materials, software or devices not authorized in the course plan or instructions for the activity, including artificial intelligence and machine translation, among others, are examples of misconduct in assessments that may have serious academic and disciplinary consequences.

If students are found to be engaging in any such misconduct, they may receive a Fail (D/0) for the graded activities in the course plan (including final tests) or for the final grade for the course. This could be because they have used unauthorized materials, software or devices (such as artificial intelligence when it is not permitted, social media or internet search engines) during the tests; copied fragments of text from an external source (the internet, notes, books, articles, other students' work or tests, etc.) without the corresponding citation; purchased or sold assignments, or undertaken any other form of misconduct.

Likewise and in accordance with the UOC's academic regulations, misconduct during assessment may also be grounds for disciplinary proceedings and, where appropriate, the corresponding disciplinary measures, as established in the regulations governing the UOC community (Normativa de convivència).

In its assessment process, the UOC reserves the right to:

• Ask students to provide proof of their identity as established in the UOC's academic regulations.
• Ask students to prove the authorship of their work throughout the assessment process, in both continuous and final assessments, through a synchronous oral interview, of which a video recording or any other type of recording established by the UOC may be made. These methods seek to ensure verification of the student's identity, and their knowledge and competencies. If it is not possible to ensure the student's authorship, they may receive a D grade in the case of continuous assessment or a Fail grade in the case of the final assessment.

Artificial intelligence in assessments

The UOC understands the value and potential of artificial intelligence (AI) in education, but it also understands the risks involved if it is not used ethically, critically and responsibly. So, in each assessment activity, students will be told which AI tools and resources can be used and under what conditions. In turn, students must agree to follow the guidelines set by the UOC when it comes to completing the assessment activities and citing the tools used. Specifically, they must identify any texts or images generated by AI systems and they must not present them as their own work.

In terms of using AI, or not, to complete an activity, the instructions for assessment activities indicate the restrictions on the use of these tools. Bear in mind that using them inappropriately, such as using them in activities where they are not allowed or not citing them in activities where they are, may be considered misconduct. If in doubt, we recommend getting in touch with the course instructor and asking them before you submit your work.

• View the assessment model