1. The Effects of Authentic Audience on ESL Writers: A Task-Based, Computer-Mediated Approach By Julian Chen & Kimberly Brown

2. The Students

3. Worldview Pragmatism

4. Theoretical Framework TBLT Self-Determination Theory (motivation): (Deci & Ryan, 1985, 2000) L2 Self-Perspective on Motivation (Dornyei, 2005) Constructivism

5. Interest in Authentic Audience? Based on experiences using service learning in ESL. Students’ English is useful at any proficiency level. Students’ awareness of audience and motivation to write can be increased by removing the audience abstraction associated with traditional writing assignments. English at any proficiency level can be used for a real purpose.

6. Interest in Task-Based Language Teaching (TBLT) 10 teaching methodological principles (MPs) for TBLT (Doughty & Long, 2003): Use tasks, not texts, as the unit of analysis Promote learning by doing Elaborate input Provide rich input Encourage inductive learning Provide negative feedback Focus on form Respect learner syllabus Promote collaborative learning Individualize instruction

7. Interest in CMC New computer platforms have changed the meaning of ‘audience.’ Students have access to a widely distributed audience. An immediacy in interaction exists in CMC that does not exist on paper. Creative, innovative tasks can be created at a low cost. CMC environments can motivate students in new ways. Students have greater opportunities to construct knowledge.

8. Purpose To empower and motivate students and to generate findings that will aide ESL teachers in creating higher-quality task-based CMC lessons. To examine the effect of task-based instruction targeting an authentic audience in a CMC environment on six ESL adult learners’ development of writing proficiency To explore their perceptions about the task-based CMC approach, on their motivation to work to improve their English writing skills.

9. The Literature Task Based Language Teaching Language teachers should select tasks that will motivate learners, present appropriate cognitive/linguistic challenge and promote their language development as efficiently as possible (Willis, 1996) TBLT can foster cooperative learning, sense of engagement and accomplishment in CMC environment (Warschauer et al., 1996) Research on the impact that task-based CMC targeting an authentic audience has on learner motivation and language development is still in paucity.

10. The Literature continued Motivation

11. Motivation New Web 2.0 tools warrant new explorations into how computer technology can serve as a motivator to learn (Warschauer, 1996). Additional research regarding student motivation as generated by a task-based approach to language teaching is needed in order for educators to design motivating tasks (Dornyei, 2002). Some studies have been done on the impact of audience in CMC environments. However, little research linking motivation and authentic audience within a task-based, CMC environment has been done (Bloch, 2007; Oladi, 2005). I think I can

12. Research Questions Does task-based instruction, targeting an authentic audience in a CMC environment, have an effect on ESL learners’ overall writing quality? If so, to what extent is their writing quality due to the task- based CMC approach infusing authentic audience, different from that of their counterparts who were not exposed to this new approach? What are students’ perceptions about the authentic task- based CMC instruction? Does this approach facilitate or debilitate their motivation toward English writing?

13. Task Descriptions Task Descriptions Task 1: Travel Websites – Students were asked to collaborate with a classmate and create a travel website. The audience members for this task were other international students and program faculty. Task 2: State Department Websites – Students were asked to research the role of State Department English Language Officers and create an informative website about their own countries that would be useful for a business traveler going abroad to train English teachers. Task 3: Culture Gap Websites – Students were asked to create a needs analysis survey using an online program and administer it to a group of American students. They then created a informative website based on the needs analysis.

14. Methods Research Design Concurrent, mixed-methods, case study Participants & Setting 6 adult English language learners, age 28 – 33. Turkish, Ivorian, Saudi Arabian, Vietnamese, Korean, Spanish Post-secondary, Intensive English program, Reading/Writing/Grammar course Instruments Writing scoring rubric Open- and closed-ended questionnaire Semi-structured interview

15. Participants

16. Methods (con.) Data Collection Process essays from this and a previous course (same level, same program) Online survey report Interview transcriptions Researcher-teacher observation Data Analysis Both researchers analyzed the writing and the scores were averaged (interrater reliability: Kendall’s Coefficient W=.917 ). Interview transcriptions underwent a constant comparison analysis by both researchers who identified emerging themes independently and then collaborated on a final coding of the interview data. These themes were then compared to responses generated by the online questionnaire.

17. Quantitative Result 1 Quantitative Result 1 Grand mean of overall writing quality within treatment group Pairwise comparison within treatment group in each rating criterion

18. Quantitative Results 2 Grand mean of overall writing quality between two groups Pairwise comparison between two groups in each rating criterion

19. Qualitative Results 1 Finding 1: Finding 2:

20. Qualitative Results 2 Finding 3: Finding 4:

21. Limitations Questionnaire needed piloting Participant attrition Sample size

22. Implications Task content is important.