Improving conversational interactions with task-based activities in a Spanish as a second language class

Abstract

This study was designed to explore improvement in conversational interactions by English speakers learning Spanish when exposed to task-based speaking activities in three phases. Fifty-three college students enrolled in Intermediate Spanish 1 and Intermediate Spanish 2 engaged in input activities, recorded summaries and reflections on the input content with VoiceThread technology, and reported their findings in face-to-face and online group conversation. The results of the study were mixed: Applying the Advanced Placement Spanish Language and Culture rubric for pre- and posttest showed that students in Intermediate 2 significantly improved; however, those in Intermediate 1 showed no significant improvement. In addition, students reported very positive experiences with input, presentational output, and interpersonal output activities.

Keywords:

• Task-based design
• conversational interactions
• Spanish speaking skills