Curricular innovations in an EFL program: A technology-enhanced task-based approach

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.

Name thesis:degree_name

M.A.

Level thesis:degree_level

Thesis

Discipline thesis:degree_discipline

Teaching English as a Second Language

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2002

Author dc:creator

• Galat, Areta Ulhana

Contributors dc:contributor

• Markee, Numa
• Davidson, Fred

• Teaching English as Second Language
• Task-Based Language Learning Technology in Language Education
• Collaborative Projects in EFL

Statement dc:rights

• Copyright by Areta Ulhana Galat, 2002

Language dc:language

eng

Handle dc:identifier

https://hdl.handle.net/2142/125885

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/125885