The paper titled "Towards Evaluating Interactivity in Video-Based Task Design: A Perspective from Computer-Based L2 Listening" by Fahad Ahmed Otaif focuses on assessing the interactivity in task designs used for video-based second language (L2) listening tasks, particularly in the context of computer-assisted language learning (CALL). The primary research question revolves around how different task designs can influence the attention and performance of learners during L2 listening tasks.
The purpose of the study is to explore the role of task design in directing or dispersing learners' attention during video-based L2 listening tasks. The study specifically investigates the interactivity of task designs and how they contribute to the effectiveness of language learning. This investigation is grounded in Chapelle's (2001, 2014) criteria for evaluating task designs in CALL environments.
Methodologically, the study employs a qualitative approach, using focus groups and interviews with both English as a foreign language (EFL) teachers and learners. The participants were presented with various task designs to evaluate their effectiveness in fostering interactive learning experiences during video-based L2 listening activities. The study is conducted within the context of a prominent university in Saudi Arabia, using tasks implemented through a learning management system (LMS), specifically Blackboard.
The key findings of the study indicate that certain task designs are perceived to be less interactive, which can lead to the dispersion of learners' attentional resources. Conversely, more interactive task designs were found to help maintain focus and enhance the effectiveness of the L2 listening tasks. The study highlights the importance of improving current practices in task design to better support interactive learning in CALL environments.
In conclusion, the paper suggests that task designs in video-based L2 listening need to be carefully structured to maximize interactivity and focus on meaning, which are critical for effective language learning. The study emphasizes the need for further research to refine task designs and improve their application in technology-mediated language learning contexts. The findings are particularly relevant for instructional designers and educators aiming to enhance the effectiveness of CALL tools in L2 education.