The document discusses integrating Task-Based Language Learning (TBLL) and iPads for IELTS academic writing. It presents two workflows for teaching IELTS writing skills through multi-step projects incorporating tasks. The first workflow involves designing and administering a survey, analyzing results, and presenting findings for IELTS Writing Task 1. The second explores both sides of an issue by researching a debate topic, creating a video argument, and writing a position essay for Task 2. The document notes potential positives like skill integration, engagement, and iPad affordances, as well as preparation challenges. It asks teachers to consider if the projects would work and discuss possible benefits and difficulties.

1. Integrating TBL with
iPads for Academic
Writing
Workflows for teaching and learning with the IELTS Writing
nicholas.yates@zu.ac.ae
@digitalemerge

2. Discussion Starter
How effectively can we teach IELTS with the iPad?

3. Tasks
Ellis (2003)
Task:
Focus on meaning,
Info gap,
Language choices,
Clear outcomes.
Focused (specific language)
vs. Unfocused Tasks
(general)
Representing real ‘academic’
world

4. Task Based Language
Learning Ellis (2003)
Student centered
learning
Scaffolding
Student Choice -
language

5. IELTS Academic
Writing

6. Discussion #1
What IELTS Task 1 and 2 skills could be incorporated
within projects?

7. Discussion #2
What tasks could incorporate these skills?

8. Workflow #1 - IELTS
Task 1 and present
To engage with a data analysis
results.
S K]
TA
-To prepare vocabulary and language through
[P RE
brainstorming and researching.
To design, prepare and administer a survey
K]
AS
[ TTo interpret and analyse the survey findings
ToAGE and present the findings in written and/or
create
GU form
[ LAN oral ]
US
FOC
To reflect on and discuss results from the surveys

9. Workflow #1
Brainstorm Questions
Choose Topic Research
and language
Create Survey Survey Analyse Data
Create Graph Analyse Produce Analysis
Make Task 1 Question Write Task 1

10. Workflow #2 - IELTS
Task argument within a
To explore both sides of an
2
particular issue
To develop contextually relevant vocabulary and
K]
AS
E-T
R language throughout the project
[P
To create a video presentation displaying the full
K]
[ T Aargument
S
To write a position essay outlining one side of the
GE
UA
A Nargument
G ]
[L C US
FO
To discuss and edit classmate’s work throughout the
project

11. Workflow #2
Introduce debate Brainstorm Topics Research
Make Task 2
Note Language Create iMovie
Question
Write Task 2 Reflect & Discuss

12. Positives
Integration of skills
Engagement
Motivation - Slight of
hand
Affordances of iPad
Deep(er) learning
Meaningful / purposeful

13. Negatives
Preparation
Student work time

14. Discussion #3
Would these projects (series of tasks) work in your
classroom? What would some positives and pitfalls
be?

15. References
Ellis, R. (2003) Task-based Language Learning and Teaching, Oxford,
Oxford Applied Linguistics

16. Photo References
Discussion Starter
Bara-Koukong: http://www.flickr.com/photos/54415393@N00/6778294139/
Tasks
Pricklebush: http://www.flickr.com/photos/20722444@N00/224674200/
IELTS Academic Writing
Albayantoniazzi: http://www.flickr.com/photos/42035325@N00/6143338263/
ThomasHawk: http://www.flickr.com/photos/51035555243@N01/2259661672/
Discussion #1
Athena: http://www.flickr.com/photos/97351704@N00/325752626/
Discussion #2
l’ethan: http://www.flickr.com/photos/37163656@N06/4866638272/
Positives
Lrargerich: http://www.flickr.com/photos/29638083@N00/4122613710/
Negatives
Heanster: http://www.flickr.com/photos/24582142@N00/4487519028/
Discussion #3
vmaurin: http://www.flickr.com/photos/98299765@N00/102179341/

17. Brainstorm Questions

18. Create Survey

19. Survey
O ]
IDE
[ V

20. Create Graph

21. Produce Analysis
O ]
IDE
[ V

22. Write Task 1

23. Introduce Debate

24. Brainstorm Topics

25. Create iMovie
O ]
IDE
[ V

26. Write Task 2