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Descriptors:
Distance Education; Task Analysis; Teleconferencing; Virtual Classrooms; Online Courses; Online Systems; Computer Mediated Communication; Evaluation Criteria; Foreign Countries; Formative Evaluation; Case Studies; Item Analysis; College Students; Second Language Learning; Design Requirements; Program Validation

Abstract:
This article addresses a pervasive need in the area of videoconference-supported distance language learning: task design. On the basis of Chapelle's (2001) criteria for CALL task appropriateness, this article proposes a set of criteria for evaluating videoconferencing-based tasks which examine such aspects of a task as practicality, language-learning potential, learner fit, authenticity, and positive impact. These criteria were then tested with language learners who completed various tasks using a videoconferencing tool called NetMeeting. Upon examination of the findings in regard to each of these criteria, issues in videoconferencing task design and performance are recommended for further study. (Contains 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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