@article{oai:stars.repo.nii.ac.jp:00009487,
 author = {WAGNER, Adrian},
 journal = {人間文化研究, Journal of Humanities Research,St.Andrew's University},
 month = {Feb},
 note = {This paper will focus on the reactions students had after two semesters of
online English language classes supplemented with regular recorded Speaking
Tasks. As the lessons were asynchronous, language practice and production
based upon spontaneous communication that forms a part of many modern
language classes was impossible. In the aim of providing opportunities for
student output, the online study materials were designed with the principles
of task-based learning in mind and culminated with Speaking Tasks based on
lesson contents, which were recorded by the students and uploaded to Google
Classroom. Feedback to each Speaking Task was provided by the teacher. The
lesson format and The Speaking Tasks were designed to mitigate the learning
opportunities lost by moving classes out of the classroom and online due to the
COVID-19 pandemic. At the end of the academic year, two cohorts of students
（one group of first year students and one group of second year students） were
given a questionnaire survey to gauge their reactions to this style of language
learning. Responses indicated that overall both the first and second year students
found the Speaking Tasks to be a useful supplement to their regular lessons
and were helpful in improving their productive language ability.},
 pages = {93--119},
 title = {Student Perceptions of the Value of Recorded Speaking Tasks in Asynchronous Online English Classes},
 volume = {16},
 year = {2022},
 yomi = {ワーグナー, エイドリアン}
}