Task-Based Language Teaching (TBLT) Code:  M4.963    :  6
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This is the course plan for the second semester of the academic year 2023/2024. To check whether the course is being run this semester, go to the Virtual Campus section More UOC / The University / Programmes of study section on Campus. Once teaching starts, you'll be able to find it in the classroom. The course plan may be subject to change.

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.


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This is an optional course in the Master’s program in Technology-mediated language teaching and learning and it belongs to the block of courses called “Pedagogical approaches”.

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This is a course designed for professionals in the field of technology-mediated language teaching and learning in face-to-face contexts, online, or hybrid environments. This includes materials writers for online language learning, editors, and consultants for online language learning platforms. 

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In order to register for this course, no previous courses from the master’s program in Technology-mediated language teaching and learning are required.

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Students need to have a level of English (medium language) equal to B2, or higher, according to the Common European Frame of Reference in order to ensure that students have the necessary fluency to communicate and to understand the contents of the course without problems.

Information and communication technology (ICT) skills at user level are recommended.


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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.



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  • Situate TBLT on the landscape of teaching methodologies and approaches.
  • Articulate theoretical underpinnings and core principles of TBLT.
  • Identify the needs of a particular community of language learners by means of a needs analysis.
  • Apply the underlying principles of task-based teaching to the design of TBLT pedagogical  units. 

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Task-Based Language Teaching (TBLT) Web

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The materials for this course are self-learning materials in web format and they are available in the virtual classroom. They include various units that gradually build up the contents of the course, with charts, summaries, and examples. In addition, they include activities so that students can check their level of understanding and mastery of the materials. In addition to the supporting self-learning materials, students will work with a bibliography in order to examine the topics of the course more in depth

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The assessment process is based on students' own work and the assumption that this work is original and has been carried out by them.

In assessment activities, the following irregular behaviours, among others, may have serious academic and disciplinary consequences: someone else being involved in carrying out the student's assessment test or activity, or the work being not entirely original; copying another's work or committing plagiarism; attempting to cheat to obtain better academic results; collaborating in, covering up or encouraging copying; or using unauthorized material, software or devices during assessment.

If students are caught engaging in any of these irregular behaviours, they may receive a fail mark (D/0) for the assessable activities set out in the course plan (including the final tests) or in the final mark for the course. This could be because they have used unauthorized materials, software or devices (e.g. social networking sites or internet search engines) during the tests, because they have copied text fragments from an external source (internet, notes, books, articles, other student's projects or activities, etc.) without correctly citing the source, or because they have engaged in any other irregular conduct.

In accordance with the UOC's academic regulations , irregular conduct during assessment, besides leading to a failing mark for the course, may be grounds for disciplinary proceedings and, where appropriate, the corresponding punishment, as established in the UOC's coexistence regulations.

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

  • Ask the student to provide proof of their identity, as established in the university's academic regulations.
  • Request that students provide evidence of the authorship of their work, throughout the assessment process, both in continuous and final assessment, by means of an oral test or by whatever other synchronous or asynchronous means the UOC specifies. These means will check students' knowledge and competencies to verify authorship of their work, and under no circumstances will they constitute a second assessment. If it is not possible to guarantee the student's authorship, they will receive a D grade in the case of continuous assessment or a Fail in the case of final assessment.

    For this purpose, the UOC may require that students use a microphone, webcam or other devices during the assessment process, in which case it will be the student's responsibility to check that such devices are working correctly.

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You can only pass the course if you participate in and pass the continuous assessment. Your final mark for the course will be the mark you received in the continuous assessment.

 

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