Investigating Multimodal Tasks in Asynchronous Online German Instruction

Abstract

In this dissertation, I investigate task-based language learning (Ellis, 2003; Willis & Willis, 2007) in asynchronous online German instruction. Following a Design-based Research methodology, the study involves the development and implementation of a learning module into an online introductory German course. The module is built around a task which draws on principles of foreign language pedagogy (Biebighäuser, 2021; Funk, 2010) and multiliteracies (New London Group, 1996). A review of previous literature reveals that most studies which employ instructional interventions in language learning focus on synchronous online or in-person instruction with little focus on asynchronous learning. Previous approaches to online teaching stem from early distance education and focused on self-study (Andrade & Bunker, 2009) and automating learning (White, 2003), and are associated with behaviourist pedagogies (Bates, 2019; Swaffar, 2014). Taking a multiliteracies perspective, I argue that asynchronous online language learning requires tasks that are situated in real-world online communicative practices such as those that have become a normal part of daily life (Mills, 2015). Such tasks should be at home in an asynchronous online environment as it is insufficient to simply add technology to learning activities that are normally carried out in person (Bates, 2019) or which are rooted in singular understandings of literacy with a strong focus on reading, writing, and grammatical accuracy. I argue that the multimodality of digital literary practices (Kress, 2003) is beneficial for learners who can lean on the combination of meaning making modes when interpreting and creating multimodal texts. Data from the study include survey questions, semi-structured interviews, and analyses of participant submissions. The results of this study inform future research and teaching in foreign language learning as well as online learning more generally.