Using tasks and repair practices in the Malaysian L2 classroom
This study investigated the potential of using tasks in the Malaysian classroom to facilitate second language (L2) learning, particularly amongst Form 6 (18-year-old) students in the Malaysian secondary school system. These students had undergone 6 years of primary education and 5 years of secondary...
| Main Authors: | , |
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| Format: | Article |
| Published: |
Springer
2014
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| Online Access: | http://psasir.upm.edu.my/id/eprint/35950/ |
| _version_ | 1848848197242322944 |
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| author | Ismail, Lilliati Abd. Samad, Arshad |
| author_facet | Ismail, Lilliati Abd. Samad, Arshad |
| author_sort | Ismail, Lilliati |
| building | UPM Institutional Repository |
| collection | Online Access |
| description | This study investigated the potential of using tasks in the Malaysian classroom to facilitate second language (L2) learning, particularly amongst Form 6 (18-year-old) students in the Malaysian secondary school system. These students had undergone 6 years of primary education and 5 years of secondary education in Malaysian public schools. They obtained average to excellent results in the standardized national public school examination when they were in Form 5 to qualify for Form 6 education, which is equivalent to a pre-university programme. The current study carried out classroom-based research using two task types of differing reasoning demands and investigated the main and interaction effects of task reasoning demand (TRD) and learner repair practices on the successful resolution of errors. Using a repeated-measures counterbalancing design with two consensus tasks of differing levels of reasoning demands (+TRD and −TRD), the study investigated how learners recognise gaps in their language use, draw attention to these gaps through negotiation of form and repair practices and, consequently, provide modified output. The results show that repair practices and level of reasoning demand have significant effects on successful repair outcomes. The result could imply the need to create awareness about learner repair practices during learner–learner interactions as they could potentially lead to L2 development. |
| first_indexed | 2025-11-15T09:30:40Z |
| format | Article |
| id | upm-35950 |
| institution | Universiti Putra Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-15T09:30:40Z |
| publishDate | 2014 |
| publisher | Springer |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | upm-359502016-02-12T02:35:06Z http://psasir.upm.edu.my/id/eprint/35950/ Using tasks and repair practices in the Malaysian L2 classroom Ismail, Lilliati Abd. Samad, Arshad This study investigated the potential of using tasks in the Malaysian classroom to facilitate second language (L2) learning, particularly amongst Form 6 (18-year-old) students in the Malaysian secondary school system. These students had undergone 6 years of primary education and 5 years of secondary education in Malaysian public schools. They obtained average to excellent results in the standardized national public school examination when they were in Form 5 to qualify for Form 6 education, which is equivalent to a pre-university programme. The current study carried out classroom-based research using two task types of differing reasoning demands and investigated the main and interaction effects of task reasoning demand (TRD) and learner repair practices on the successful resolution of errors. Using a repeated-measures counterbalancing design with two consensus tasks of differing levels of reasoning demands (+TRD and −TRD), the study investigated how learners recognise gaps in their language use, draw attention to these gaps through negotiation of form and repair practices and, consequently, provide modified output. The results show that repair practices and level of reasoning demand have significant effects on successful repair outcomes. The result could imply the need to create awareness about learner repair practices during learner–learner interactions as they could potentially lead to L2 development. Springer 2014 Article PeerReviewed Ismail, Lilliati and Abd. Samad, Arshad (2014) Using tasks and repair practices in the Malaysian L2 classroom. The Asia-Pacific Education Researcher, 23 (3). pp. 499-510. ISSN 0119-5646; ESSN: 2243-7908 http://link.springer.com/article/10.1007%2Fs40299-013-0124-7 10.1007/s40299-013-0124-7 |
| spellingShingle | Ismail, Lilliati Abd. Samad, Arshad Using tasks and repair practices in the Malaysian L2 classroom |
| title | Using tasks and repair practices in the Malaysian L2 classroom |
| title_full | Using tasks and repair practices in the Malaysian L2 classroom |
| title_fullStr | Using tasks and repair practices in the Malaysian L2 classroom |
| title_full_unstemmed | Using tasks and repair practices in the Malaysian L2 classroom |
| title_short | Using tasks and repair practices in the Malaysian L2 classroom |
| title_sort | using tasks and repair practices in the malaysian l2 classroom |
| url | http://psasir.upm.edu.my/id/eprint/35950/ http://psasir.upm.edu.my/id/eprint/35950/ http://psasir.upm.edu.my/id/eprint/35950/ |