Shanghai International Studies University

About: Shanghai International Studies University is a education organization based out in Shanghai, China. It is known for research contribution in the topics: China & Politics. The organization has 899 authors who have published 1088 publications receiving 7874 citations.

Task-based language teaching: sorting out the misunderstandings

Abstract: This paper begins by offering a definition of ‘task’ and by emphasizing that there is no single ‘task-based teaching’ approach It then evaluates a number of criticisms of TBT, drawing on recent critiques by Widdowson, Seedhouse, Sheen, and Swan It is argued that many of these criticisms stem from a fundamental misunderstanding of what a ‘task’ is, and of the theoretical rationales that inform task-based teaching These criticisms also reflect a failure to acknowledge that multiple versions of task-based teaching exist In particular, it is argued that task-based teaching need not be seen as an alternative to more traditional, form-focused approaches but can be used alongside them The paper concludes with an examination of a number of genuine problems with implementing task-based teaching, as reflected in evaluation studies

Many Labs 2: Investigating Variation in Replicability Across Samples and Settings

Abstract: We conducted preregistered replications of 28 classic and contemporary published findings, with protocols that were peer reviewed in advance, to examine variation in effect magnitudes across samples and settings. Each protocol was administered to approximately half of 125 samples that comprised 15,305 participants from 36 countries and territories. Using the conventional criterion of statistical significance (p < .05), we found that 15 (54%) of the replications provided evidence of a statistically significant effect in the same direction as the original finding. With a strict significance criterion (p < .0001), 14 (50%) of the replications still provided such evidence, a reflection of the extremely high-powered design. Seven (25%) of the replications yielded effect sizes larger than the original ones, and 21 (75%) yielded effect sizes smaller than the original ones. The median comparable Cohen’s ds were 0.60 for the original findings and 0.15 for the replications. The effect sizes were small (< 0.20) in 16 of the replications (57%), and 9 effects (32%) were in the direction opposite the direction of the original effect. Across settings, the Q statistic indicated significant heterogeneity in 11 (39%) of the replication effects, and most of those were among the findings with the largest overall effect sizes; only 1 effect that was near zero in the aggregate showed significant heterogeneity according to this measure. Only 1 effect had a tau value greater than .20, an indication of moderate heterogeneity. Eight others had tau values near or slightly above .10, an indication of slight heterogeneity. Moderation tests indicated that very little heterogeneity was attributable to the order in which the tasks were performed or whether the tasks were administered in lab versus online. Exploratory comparisons revealed little heterogeneity between Western, educated, industrialized, rich, and democratic (WEIRD) cultures and less WEIRD cultures (i.e., cultures with relatively high and low WEIRDness scores, respectively). Cumulatively, variability in the observed effect sizes was attributable more to the effect being studied than to the sample or setting in which it was studied.

The Differential Effects of Three Types of Task Planning on the Fluency, Complexity, and Accuracy in L2 Oral Production

Abstract: The main purpose of this article is to review studies that have investigated the effects of three types of planning (rehearsal, pre-task planning, and within-task planning) on the fluency, complexity, and accuracy of L2 performance. All three types of planning have been shown to have a beneficial effect on fluency but the results for complexity and accuracy are more mixed, reflecting both the type of planning and also the mediating role of various factors, including task design and implementation variables and individual difference factors. A secondary purpose is to outline a theory that can account for the role that planning plays in L2 performance. The article concludes with a list of limitations in the research to date.

The influence of perceived value on purchase intention in social commerce context

Abstract: The purpose of this paper is to examine the effects of perceived benefits, i.e. utilitarian value, hedonic value and social value, as well as perceived risk, on purchase intention in social commerce context.,To cast light on the factors motivating users’ intention to purchase in the context of social commerce, data of 277 users of social commerce in China were collected via an online survey.,Results show that satisfaction significantly and positively affects users’ purchase intention in social commerce context. In addition, utilitarian, hedonic and social values have significant and positive impacts on satisfaction and purchase intention; and utilitarian value is found to be the most salient factor influencing purchase intention, while hedonic value has the greatest effect on satisfaction. Moreover, perceived risk significantly and negatively affects satisfaction.,Extant research on social commerce has mainly focused on investigating how the general perceived value affects user behavior, but has less considered different dimensions of perceived value. Moreover, prior studies have explored the roles of utilitarian and hedonic values on user behavior; however, there is a lack of research on the effect of social value. The current study attempts to fill these research gaps.