A TECHNOLOGY-MEDIATED COMPREHENSION-BASED INPUT TASK FOCUSED ON THE SPANISH SUBJUNCTIVE
DOI:
https://doi.org/10.17398/Palavras-chave:
task-based language teaching; focused tasks; comprehension-based input task; computer assisted language learning; Spanish subjunctiveResumo
Abstract
This article is from a study that deals with the effects of an online comprehension-based input task, focused on the Spanish subjunctive in a specific syntactic structure which is used to give directions, measuring the competence of the participants on the production of the subjunctive in the given structure. The task was administered via a Moodle platform, and the participants did not need the intervention of the instructor to perform it. To evaluate the effects of the task, the participants took a pre-test, a post-test, and a delayed post-test, one week after the post-test.
Keywords: task-based language teaching; focused tasks; comprehension-based input task; computer assisted language learning; Spanish subjunctive.
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Referências
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Direitos de Autor (c) 2024 Campo Abierto, Journal of Education
Este trabalho encontra-se publicado com a Licença Internacional Creative Commons Atribuição-NãoComercial-CompartilhaIgual 4.0.
