[lg policy] bibliog. item: An exploration of on-task language policy and student satisfaction

Harold Schiffman hfsclpp at GMAIL.COM
Fri Feb 5 15:11:39 UTC 2010

ELT Journal Advance Access published online on August 4, 2009
ELT Journal, doi:10.1093/elt/ccp058

An exploration of on-task language policy and student satisfaction

Damian J. Rivers


In this study, 94 university freshmen undertook an authentic,
experientially driven media production project at a Japanese
university which promotes a target language (TL)-only classroom
language policy. The project was staged across six 90-minute lessons
and sought to promote culturally and socially relevant task-based
activities grounded in the belief that authentic learning can only
occur through tasks that result in achievement which is significant
and meaningful rather than that which is trivial or useless (Newmann
and Wehlage 1993). The project manipulated the on-task language policy
of the students by assigning 47 of the students to work under strict
TL-only policy whilst the other 47 students were permitted to use both
the TL and the native language. General student satisfaction and the
specific attributions of both satisfaction and dissatisfaction with
the project under both language conditions were recorded through a
questionnaire and analysed in relation to attitudes toward the optimal
language-learning environment.

Damian J. Rivers is currently a lecturer at a Japanese university. He
is also a PhD candidate researching the role of Japanese
ethnolinguistic group affiliation on L2 learner motivation and
subsequent L2 oral proficiency outcomes at the University of
Leicester. His pedagogical interests include issues associated with
task-based language teaching, issues of identity in the learning
process, the promotion of monolingual classroom language environments,
and the adoption of mobile technologies in L2 learning

Email: djr24 at le.ac.uk

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