{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/125885"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/125885","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Curricular innovations in an EFL program: A technology-enhanced task-based approach","abstract":"Two innovations constitute the focus of this study. The primary innovation is the implementation of a task-based approach to language learning through the use of Collaborative Projects. The secondary innovation is the use of technology as a supportive tool, a means through which the Collaborative Projects can be carried out. The context in which the curricular innovations will be situated is a Brazilian-American Binational Center, whose language program has been teaching English as a foreign language for over 61 years. In order to identify the attributes of both innovations that might inhibit or promote their adoption, the diffusion of innovation theory was used and a survey was conducted among the BNC teachers. The results show that relative advantage of both innovations is a key attribute that might lead to their successful implementation. Conversely, negative factors include feasibility issues and the compatibility of the proposed innovations with the actual BNC classroom. This study suggests that the changes in beliefs and behaviors necessary for a successful implementation will affect not only the teachers but also all the individuals involved in the project. This thesis also has larger consequences for other BNCs in Brazil and other EFL programs.","abstract_html":"Two innovations constitute the focus of this study. The primary innovation is the implementation of a task-based approach to language learning through the use of Collaborative Projects. The secondary innovation is the use of technology as a supportive tool, a means through which the Collaborative Projects can be carried out. The context in which the curricular innovations will be situated is a Brazilian-American Binational Center, whose language program has been teaching English as a foreign language for over 61 years. In order to identify the attributes of both innovations that might inhibit or promote their adoption, the diffusion of innovation theory was used and a survey was conducted among the BNC teachers. The results show that relative advantage of both innovations is a key attribute that might lead to their successful implementation. Conversely, negative factors include feasibility issues and the compatibility of the proposed innovations with the actual BNC classroom. This study suggests that the changes in beliefs and behaviors necessary for a successful implementation will affect not only the teachers but also all the individuals involved in the project. This thesis also has larger consequences for other BNCs in Brazil and other EFL programs.","abstract_has_math":false,"creators":["Galat, Areta Ulhana"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"M.A.","degree_level":"Thesis","degree_discipline":"Teaching English as a Second Language","degree_department":null,"school":null,"contributors":["Markee, Numa","Davidson, Fred"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2002,"date_issued":"2002","date_published":"2002","updated_at":"2026-07-22T22:25:02Z","subjects":["Teaching English as Second Language","Task-Based Language Learning Technology in Language Education","Collaborative Projects in EFL"],"languages":["eng"],"rights":["Copyright by Areta Ulhana Galat, 2002"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/2142/125885","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Markee, Numa","Davidson, Fred"]},{"key":"dc:creator","label":"Author","values":["Galat, Areta Ulhana"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2002"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation/Thesis","text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Teaching English as a Second Language"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Teaching English as Second Language","Task-Based Language Learning Technology in Language Education","Collaborative Projects in EFL"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright by Areta Ulhana Galat, 2002"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://hdl.handle.net/2142/125885"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Two innovations constitute the focus of this study. The primary innovation is the implementation of a task-based approach to language learning through the use of Collaborative Projects. The secondary innovation is the use of technology as a supportive tool, a means through which the Collaborative Projects can be carried out. The context in which the curricular innovations will be situated is a Brazilian-American Binational Center, whose language program has been teaching English as a foreign language for over 61 years. In order to identify the attributes of both innovations that might inhibit or promote their adoption, the diffusion of innovation theory was used and a survey was conducted among the BNC teachers. The results show that relative advantage of both innovations is a key attribute that might lead to their successful implementation. Conversely, negative factors include feasibility issues and the compatibility of the proposed innovations with the actual BNC classroom. This study suggests that the changes in beliefs and behaviors necessary for a successful implementation will affect not only the teachers but also all the individuals involved in the project. This thesis also has larger consequences for other BNCs in Brazil and other EFL programs."]},{"key":"dc:title","label":"Title","values":["Curricular innovations in an EFL program: A technology-enhanced task-based approach"]}]}],"canonical_facts":{"dc:contributor":["Markee, Numa","Davidson, Fred"],"dc:creator":["Galat, Areta Ulhana"],"dc:date":["2002"],"dc:description":["Two innovations constitute the focus of this study. The primary innovation is the implementation of a task-based approach to language learning through the use of Collaborative Projects. The secondary innovation is the use of technology as a supportive tool, a means through which the Collaborative Projects can be carried out. 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