Students transcribing tasks: noticing fluency, accuracy, and complexity

C. Stillwell · Brad Curabba · Christopher Wyle

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EFL/ESL Teaching and Learning Student Assessment and Feedback Second Language Acquisition and Learning

Abstract

Student self-transcription can greatly enhance the power of tasks to promote language learning, for it allows students to re-examine their experience freed from the pressure of performing the task itself, so they can notice and reflect on the language used and encountered. This is a powerful step in language development because it allows for increased awareness and informed goal setting. Students can thus become researchers into their own language use, with their transcriptions offering teachers an efficient means of tracking their performances. This article shares findings gleaned from the implementation of a self-transcription activity that followed a poster presentation task, in which post-task reflection had the students assess their transcribed language according to simplified measures of fluency, accuracy, and complexity. In the closing, alternative means of adapting such work to suit a range of classroom conditions and purposes will be discussed.

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References

1996A Framework for the Implementation of Task-based Instruction 2006The Emergence of Complexity, Fluency, and Accuracy in the Oral and Written Production of Five Chinese Learners of English 20051. Planning and task-based performance 2001Seeing what they meant: transcribing as a route to noticing 2007Learning from the transcripts of an oral communication task 2003Rehearsed oral L2 output and reactive focus on form

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2015The impact of expanding advanced level secondary school students' awareness and use of metacognitive learning strategies on confidence and proficiency in foreign language speaking skills 2013Examining Transcription, Autonomy and Reflective Practice in Language Development 2017The combined effect of task repetition and post-task transcribing on L2 speaking complexity, accuracy, and fluency 2016An A–Z of Applied Linguistics Research Methods 2011Learner negotiation of L2 form in transcription exercises 2015Comparing Written Competency in Core French and French Immersion Graduates

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