Information Gap Tasks: Motivating and Encouraging Talk in English Classrooms
DOI:
https://doi.org/10.32890/pr2022.4.2Keywords:
Information-gap task, Wh-question, English language learning, interaction, classroom-based research, MalaysiaAbstract
This study examines how the use of information gap tasks in an English language classroom promoted the use of wh-questions among
learners and increased interaction among learners. Literature shows that there is a tendency for language teachers to control the patterns of classroom communication as well as control talk in the classroom, thus limiting interaction and talk among learners. In second language acquisition, learners need to interact in the target language as studies show that learners need to learn to talk and also talk to learn (Tsui, 1995; 2017). Questioning is an important pathway for learners to learn as well as create a talk to acquire language. This paper examines the use of information gap tasks to encourage and promote interaction via wh-questions among learners in a primary vernacular public school in Malaysia. The study adopts a mixed method approach to datacollection where pre-and post-tests were used to analyze the effects of information-gap tasks on wh-questions use. Interaction analysis was also done to examine how learners from different levels of proficiency interacted during the information-gap tasks. The findings of this study revealed that the use of information-gap tasks improved the learners’ use of interrogative pronouns in terms of constructing
questions to obtain their desired answers as well as encouraging interactions. Information-gap tasks are suitable tasks and tools to
be used in the language classroom to encourage talk and interaction amongst learners to aid language development.
References
Asrobi, M., Seken, K., & Suarnajaya, W. (2013). The effect of information gap technique and achievement motivation toward students’ speaking ability. E-journal Program Pascasarjana Universitas Pendidikan Ganesha Program Studi Pendidikan Bahasa Inggris, 1-7.
Bentley, K. (2007). Student talking time. How can teachers develop learners’ communication skills? Volumen Monografico, 129-139.
Brown, H. (2007). Teaching by principles: An interactive approach to language pedagogy. White Plains, NY: Pearson Longman
Cenderato. (2010). Teaching hortatory exposition speaking using guide WH –questions. Thesis FKIP Untan: Unpublished.
Defrioka, A. (2009). Improving students’ interaction in speaking class through information gap activities. Leksika Journal, 33-45. Practitioner Research, 4, July 2022 pp: 21-
Fischer, R. (2005). Teaching children to learn. Cheltenham: Nelson Thornes.
Harmer, J. (2007). The practice of English language teaching. Essex: Pearson Education.
Hazita Azman. (2016). Implementation and challenges of English language education reform in Malaysian primary schools. 3L: The Southeast Asian Journal of English Language Studies, 22(3), 65-78.
Herdawan. (2015). The effectiveness of information-gap method to teach speaking viewed from students’ creativity. English education:Jurnal Tadris Bahasa Inggeris, 1-15.
Hess, N. (2001). Teaching large multilevel classes. Cambridge: Cambridge University Press.
Ismaili, M., & Bajrami, L. (2016). Information gap activities to enhance speaking skills of elementary level students. Procedia-social and Behavioral Sciences (Volume 232), 612-616.
Kayi, H. (2006). Teaching speaking : Activities to promote speaking in a second language. Retrieved from the internet TESL journal, XII (11). : http://iteslj.org/Articles/Kayi-Teaching Speaking. html
Littlewood, W. (2011). Communicative language teaching: An expanding concept for a. New York: Routledge.
Liu, M., & Zhu, L. (2012). International Journal of English Linguistics. An investigation and analysis of teacher talk in college English class, 117-121.
Namaziandost, E., Hashemifardnia, A. & Shafiee, S. (2019) The impact of opinion-gap, reasoning-gap, and information-gap tasks on EFL learners’ speaking fluency, Cogent Social Sciences, 5:1, 1630150, DOI: 10.1080/23311886.2019.1630150
Neu, H., & Reeser, T. (1997). Parle-moiunpeu!: Information gap activities for beginning French classes. Boston: Heinle & Heinle.
Nguyen, T. N., Do, T.H., & Le, T. T. T (2020). Using two-way information-gap tasks to encourage equal participation from students in group work activities in an EFL class at the UNETI Hanoi. International Journal of Innovation Scientific Research and Review Vol. 02, Issue, 11, pp.512-519,
Ohta, A. (2001). Second language acquisition processes in the classroom: Learning Japanese. Mahwah, N: Lawrence Erlbaum. Practitioner Research, 4, July 2022 pp: 21-
Raptou, V. (2001). Using information gap activities in the second language classroom. Retrieved from Canadian association of second language teachers: http://www.caslt.org/
Ratnasari, C., & Widyahening, C. (2016). The effectiveness of using information-gap activities in teaching and learning speaking skill. Surakarta: Slamet Riyadi University.
Richard, J. (2006). Communicative language teaching today. Singapore: RELC.
Sartika, D. (2016). Teaching speaking using the information gap technique. English Education Journal (EEJ),7(3), 273-285.
Sieberer-Nagler, K. (2016). Effective classroom-management and positive teaching. English Language Teaching; Vol. 9, No. 1, 163-172.
Swain, M. (2000). The output hypothesis and beyond: Mediating acquisition through collaborative dialogue. In J. P. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 97–114). Oxford, England: Oxford University Press.
Swain, M. & Watanabe, Y. (2013). Languaging: Collaborative dialogue as a source of second language learning. In C. A. Chapelle (Ed.), Encyclopaedia of applied linguistics. Malden, MA: Wiley-Blackwell. doi: 10.1002/9781405198431. wbeal0664
Tsui, A. B. M. (1995). Introducing classroom interaction. London: Penguin.
Walsh, S. (2002). Construction or obstruction: Teacher talk and learner involvement in the EFL classroom. Language Teaching Research 6(1), 3–23.
Wong, L., & Nunan, D. (2011). The learning styles and strategies of effective language learners. Science Direct, 144-163
Xu, D., Chan, Y. Y. C., Chan, K. H., Fung, D. C. L., Harfitt, G. J., Lee, A. M. S.,... & Yip, W. Y. V. (2017). A critical examination of teachers’ analysis of language use and scaffolded interaction in CLIL science classrooms. In The 40th Annual Conference of the American Association for Applied Linguistics (AAAL), 2017. American Association for Applied Linguistics.
Zhang, X. (2016). A study on the acquisition of English wh-question by Chinese beginning learners. Theory and practice in panguage studies, 1578-1583.
