How can a task-based project enhance students’ transferable skills? An investigation

References

• Andreotti, V. 2016. “The Educational Challenges of Imagining the World Differently.” Canadian Journal of Development Studies/Revue canadienne d’études du développement 37 (1): 101–112. https://doi.org/10.1080/02255189.2016.1134456.
   Web of Science ®Google Scholar
• Androutsopoulos, J. 2021. “Investigating Digital Language/Media Practices, Awareness, and Pedagogy: Introduction.” Linguistics and Education 62:100872. https://doi.org/10.1016/j.linged.2020.100872.
   Web of Science ®Google Scholar
• Bauer, L., and C. K. Theado. 2014. “Examining the “Social Turn” in Postsecondary Literacy Research and Instruction: A Retrospective View of JCRL Scholarship, 2005-2013.” Journal of College Reading & Learning 45 (1): 67–84. https://doi.org/10.1080/10790195.2014.950869.
   Google Scholar
• Biesta, G. 2015. “Improving education through research? From effectiveness, causality and technology to purpose, complexity and culture.” Policy Futures in Education 14 (2): 194–210. https://doi.org/10.1177/1478210315613900.
   Web of Science ®Google Scholar
• Bond, M., K. Buntins, S. Bedenlier, O. Zawacki-Richter, and M. Kerres. 2020. “Mapping Research in Student Engagement and Educational Technology in Higher Education: A Systematic Evidence Map.” International Journal of Educational Technology in Higher Education 17 (1): 1–30. https://doi.org/10.1186/s41239-019-0176-8.
   Web of Science ®Google Scholar
• Bourdieu, P. 1977. Outline of a Theory of Practice. Vol. 16. New York: Cambridge University Press.
   Google Scholar
• Boza Carreño, Á., and S. Conde Vélez. 2015. “Relationship Between Hours Spent on the Internet and Web 2.0 in Higher Education.” International Journal of Educational Technology in Higher Education 12 (3): 86–97. https://doi.org/10.7238/rusc.v12i3.2280.
   Google Scholar
• Brandt, D. and K. Clinton. 2002.“Limits of the Local: Expanding Perspectives on Literacy as a Social Practice.“ Journal of Literacy Research 34(3): 337–356. https://doi.org/10.1207/s15548430jlr3403_4
   Web of Science ®Google Scholar
• Bromley, K. 2010. “Picture a World without Pens, Pencils, and Paper: The Unanticipated Future of Reading and Writing.” Journal of College Reading & Learning 41 (1): 97–108. https://doi.org/10.1080/10790195.2010.10850337.
   Google Scholar
• Brown, G., and G. Yule. 1983. Discourse Analysis. United Kingdom: Cambridge University Press.
   Google Scholar
• Burgess, M. L., D. P. Price, and D. C. Caverly. 2012. “Digital Literacies in Multiuser Virtual Environments Among College-Level Developmental Readers.” Journal of College Reading & Learning 43 (1): 13–30. https://doi.org/10.1080/10790195.2012.10850360.
   Google Scholar
• Chan, S. C. 2021. “University graduates’ Transition into the Workplace: How They Learn to Use English for Work and Cope with Language-Related Challenges.” System 100:1–13. https://doi.org/10.1016/j.system.2021.102530.
   Web of Science ®Google Scholar
• Dahlberg, G. M., and S. Bagga-Gupta. 2016. “Mapping Languaging in Digital Spaces: Literacy Practices at Borderlands.” Language Learning and Technology 20 (3): 80–106.
   Web of Science ®Google Scholar
• Davies, J. 2012. “Facework on Facebook as a New Literacy Practice.” Computers and Education 59 (1): 19–29. https://doi.org/10.1016/j.compedu.2011.11.007.
   Web of Science ®Google Scholar
• De Oliveira, J. M., D. Henriksen, L. Castañeda, M. Marimon, E. Barberà, C. Monereo, and P. Mishra. 2015. “The Educational Landscape of the Digital Age: Communication Practices Pushing (Us) Forward.” International Journal of Educational Technology in Higher Education 12 (2): 14–29. https://doi.org/10.7238/rusc.v12i2.2440.
   Google Scholar
• De Pablos Pons, J. 2010. “Higher Education and the Knowledge Society. Information and Digital Competencies.” International Journal of Educational Technology in Higher Education 7 (2): 6–15. https://doi.org/10.7238/rusc.v7i2.977.
   Google Scholar
• Dzekoe, R. 2017. “Computer-Based Multimodal Composing Activities, Self-Revision, and L2 Acquisition Through Writing.” Language, Learning and Technology 21 (2): 73.
   Web of Science ®Google Scholar
• Erstad, O., and K. Silseth. 2019. “Futuremaking and Digital Engagement: From Everyday Interests to Educational Trajectories.” Mind Culture and Activity 26 (4): 309–322. https://doi.org/10.1080/10749039.2019.1646290.
   Google Scholar
• Esteban-Guitart, M. 2021. “Advancing the Funds of Identity Theory: A Critical and Unfinished Dialogue.” Mind Culture and Activity 28 (2): 169–179. https://doi.org/10.1080/10749039.2021.1913751.
   Web of Science ®Google Scholar
• Fowler, C. 2015. “Virtual Reality and Learning: Where is the Pedagogy?” British Journal of Educational Technology 46 (2): 412–422. https://doi.org/10.1111/bjet.12135.
   Web of Science ®Google Scholar
• Freire, P. 1970. Pedagogy of the Oppressed. New York: Continuum.
   Google Scholar
• Friesen, N. 2014. “Old Literacies and the “New” Literacy Studies: Revisiting Reading and Writing.” Seminar Net 10 (2): 1–16. 10.7577/seminar.2368.
   Google Scholar
• Galloway, S. 2012. “Reconsidering Emancipatory Education: Staging a Conversation Between Paulo Freire and Jacques Rancière.” Educational Theory 62 (2): 163–184. 10.1111/j.1741-5446.2012.00441.x.
   Google Scholar
• Gee, J. P. 1999. “The New Literacy Studies and the Social Turn.” In Situated Literacies: Reading and Writing in Context, edited by M. H. D. Barton and R. Ivanic, 180–196. London: Routledge.
   Google Scholar
• Gee, J. P. 2010. “A Situated Sociocultural Approach to Literacy and Technology.” In A Situated Sociocultural Approach to Literacy and Technology, edited by E. A. Baker, 165–193. New York; NY: The Guilford Press.
   Google Scholar
• Giroux, T. H. 1983. Theory and Resistance in Education: A Pedagogy for the Opposition. South Hadley: Berginband Garvey Publishers.
   Google Scholar
• Godwin-Jones, R. 2015. “Contributing, Creating, Curating: Digital Literacies for Language Learners.” Language Learning and Technology 19 (3): 8–20.
   Web of Science ®Google Scholar
• Gutiérrez, K., B. Becker, M. Espinoza, K. Cortes, A. Cortez, and J. Lizárraga, … ,and P. Yin, K. Villegas, P. Yin. 2019. “Youth as Historical Actors in the Production of Possible Futures.” Mind, culture, and Activity 26 (4): 291–308. https://doi.org/10.1080/10749039.2019.1652327.
   Google Scholar
• Habók, A., A. Magyar, and S. K. F. Hui. 2019. “The Effects of EFL Reading Comprehension and Certain Learning-Related Factors on EFL learners’ Reading Strategy Use.” Cogen Education 6 (1): 1–19. http://doi.org/10.1080/2331186X.2019.1616522.
   Web of Science ®Google Scholar
• Hafner, C. A. 2013. “Embedding Digital Literacies in English Language Teaching: Students’ Digital Video Projects as Multimodal Ensembles.” TESOL Quarterly 48 (4): 655–685. http://doi.org/10.1002/tesq.138.
   Web of Science ®Google Scholar
• Hafner, C. A., and L. Miller. 2011. “Fostering Learner Autonomy in English for Science: A Collaborative Digital Video Project in a Technological Learning Environment.” Language Learning and Technology 15 (3): 68–86.
   Web of Science ®Google Scholar
• Heng, L., and H. C. Yeh. 2022. “Interweaving Local Cultural Knowledge with Global Competencies in One Higher Education Course: An Internationalisation Perspective.” Language, Culture & Curriculum 35 (2): 151–166. http://doi.org/10.1080/07908318.2021.1958832.
   Web of Science ®Google Scholar
• Holthaus, M., T. Pancar, and P. Bergamin. 2019. “Recommendation Acceptance in a Simple Adaptive Learning System .“ The Eleventh International Conference on Mobile, Hybrid, and On Line Learning. 24–28.
   Google Scholar
• Jang, E., and A. DaSilva Iddings. 2010. “The Social Genesis of Self-Regulation: The Case of Two Korean Adolescents Learning English as a Second Language.” Mind Culture and Activity 17 (4): 350–366. http://doi.org/10.1080/10749030903362707.
   Web of Science ®Google Scholar
• Kajaama, A., and K. Kumpulainen. 2019. “Young People, Digital Mediation, and Transformative Agency, Special Issue (Part 1).” Mind Culture and Activity 26 (3): 201–206. http://doi.org/10.1080/10749039.2019.1652653.
   Web of Science ®Google Scholar
• Karanasios, S., B. Nardi, C. Spinuzzi, and J. Malaurent. 2021. “Moving Forward with Activity Theory in a Digital World.” Mind Culture and Activity 28 (3): 234–253. http://doi.org/10.1080/10749039.2021.1914662.
   Web of Science ®Google Scholar
• King, K., and R. Palmer. 2013. “Post-2015 Agendas: Northern Tsunami, Southern Ripple? The Case of Education and Skills.” International Journal of Educational Development 33 (5): 409–425. https://doi.org/10.1016/j.ijedudev.2013.06.001.
   Web of Science ®Google Scholar
• Ko, M. Y. 2013. “A Case Study of an EFL Teacher’s Critical Literacy Teaching in a Reading Class in Taiwan.” Language Teaching Research 17 (1): 91–108. https://doi.org/10.1177/1362168812457537.
   Web of Science ®Google Scholar
• Manca, S., S. Bocconi, and B. Gleason. 2021. ““Think Globally, Act locally”: A Glocal Approach to the Development of Social Media Literacy.” Computers & Education 160:104025. https://doi.org/10.1016/j.compedu.2020.104025.
   Web of Science ®Google Scholar
• Manojan, K. P. 2019. “Capturing the Gramscian Project in Critical Pedagogy: Towards a Philosophy of Praxis in Education.” Review of Development and Change 24 (1): 123–145. https://doi.org/10.1177/0972266119831133.
   Google Scholar
• McKinley, J. 2015. “Critical Argument and Writer Identity: Social Constructivism as a Theoretical Framework for EFL Academic Writing.“ Critical Inquiry in Language Studies 12(3): 184–207. https://doi.org/10.1080/15427587.2015.1060558
   Google Scholar
• Mills, K. 2010. “A Review of the “Digital turn” in the New Literacy Studies.” Review of Educational Research 80 (2): 246–271. https://doi.org/10.3102/0034654310364401.
   Web of Science ®Google Scholar
• Mirata, V., F. Hirt, P. Bergamin, and C. Van Der Westhuizen. 2020. “Challenges and Contexts in Establishing Adaptive Learning in Higher Education: Findings from a Delphi Study.” International Journal of Educational Technology in Higher Education 17 (1): 1–25. https://doi.org/10.1186/s41239-020-00209-y.
   Web of Science ®Google Scholar
• Naraian, S., and M. Surabian. 2014. “New Literacy Studies: An Alternative Frame for Preparing Teachers to Use Assistive Technology.” Teacher Education and Special Education 37 (4): 330–346. https://doi.org/10.1177/0888406414538843.
   Web of Science ®Google Scholar
• Nghia, T. L. H., H. T. Giang, and V. P. Quyen. 2019. “At-Home International Education in Vietnamese Universities: Impact on graduates’ Employability and Career Prospects.” Higher Education 78 (5): 817–834. http://doi.org/10.1007/s10734-019-00372-w.
   Web of Science ®Google Scholar
• Nkhoma, M., H. P. Cong, B. Au, T. Lam, J. Richardson, R. Smith, and J. El-Den. 2015. “Facebook as a Tool for Learning Purposes: Analysis of the Determinants Leading to Improved students’ Learning.” Active Learning in Higher Education 16 (2): 87–101. https://doi.org/10.1177/1469787415574180.
   Web of Science ®Google Scholar
• Novakovich, J., S. Miah, and S. Shaw. 2017. “Designing Curriculum to Shape Professional Social Media Skills and Identity in Virtual Communities of Practice.” Computers and Education 104:65–90. https://doi.org/10.1016/j.compedu.2016.11.002.
   Web of Science ®Google Scholar
• Organisation for Economic and Co-operative and Development. 2018. PISA 2018 Draft Analytical Frameworks. https://www.oecd.org/pisa/data/PISA-2018-draft-frameworks.pdf
   Google Scholar
• Patton, M. 2014. Qualitative Evaluation and Research Methods. 4th ed. Thousand Oaks: Sage Publications.
   Google Scholar
• Peng, J. E. 2019. “Understanding Willingness to Communicate as Embedded in Classroom Multimodal Affordances: Evidence from Interdisciplinary Perspectives.” Linguistics and Education 51:59–68. https://doi.org/10.1016/j.linged.2019.04.006.
   Web of Science ®Google Scholar
• Perry, K. H. 2012. “What is Literacy? A Critical Overview of Sociocultural Perspectives.” Journal of Language & Literacy Education 8(1) :50–71. https://doi.org/10.1177/1086296X14568839
   Google Scholar
• Potter, J. 2017. “Framing the Terms and Conditions of Digital Life: New Ways to View ‘Known’ Practices and Digital/Media Literacy.” Learning, Media and Technology 42 (4): 387–389. https://doi.org/10.1080/17439884.2017.1397019.
   Web of Science ®Google Scholar
• Reinders, H., and C. J. White. 2016. “20 Years of Autonomy and Technology: How Far Have We Come and Where to Next?” Language, Learning and Technology 20 (2): 143–154.
   Web of Science ®Google Scholar
• Rezende da Cunha Júnior, F., C. van Kruistum, M. Kontopodis, and B. van Oers. 2019. “Students on Facebook: From Observers to Collaborative Agents.” Mind Culture and Activity 26 (4): 336–352. https://doi.org/10.1080/10749039.2019.1690520.
   Google Scholar
• Rönnlund, M., K. Ledman, M. Nylund, and P. Rosvall. 2019. “Life Skills for ‘Real life’: How Critical Thinking is Contextualised Across Vocational Programmes.” Educational Research 61 (3): 302–318. https://doi.org/10.1080/00131881.2019.1633942.
   Web of Science ®Google Scholar
• Russell, J. M., C. Baik, A. T. Ryan, and E. Molloy. 2020. “Fostering self-regulated learning in higher education: Making self-regulation visible.” Active Learning in Higher Education 23 (2): 97–113. doi:http://doi.org/10.1177/1469787420982378.
   Web of Science ®Google Scholar
• Salminen-Tuomaala, M., and T. Koskela. 2020. “How Can Simulation Help with Learning Project Work Skills? Experiences from Higher Education in Finland.” Educational Research 62 (1): 77–94. https://doi.org/10.1080/00131881.2020.1711791.
   Web of Science ®Google Scholar
• Sauro, S., and K. Zourou. 2019. “What are the Digital Wilds?” Language Learning and Technology 23 (1): 1–7.
   Web of Science ®Google Scholar
• Stein, S. 2019. “Critical Internationalization Studies at an Impasse: Making Space for Complexity, Uncertainty, and Complicity in a Time of Global Challenges.” Studies in Higher Education 46 (9): 1–14. http://doi.org/10.1080/03075079.2019.1704722.
   Web of Science ®Google Scholar
• Street, B. 2003. “What’s “New” in New Literacy Studies? Critical Approaches to Literacy in Theory and Practice.” Current Issues in Comparative Education 5 (2): 77–91. https://doi.org/10.52214/cice.v5i2.11369.
   Google Scholar
• Street, B. 2012. “Contexts for Literacy Work: New Literacy Studies, Multimodality, and the ‘Local and the global’.” In More Powerful Literacies (Leicester: NIACE), edited by L. Tett, M. Hamilton, and J. Crowther.
   Google Scholar
• Street, B., and C. Leung. 2018. “Sociolinguistics, Language Teaching and New Literacy Studies.” In Multilingual Matters, edited by N. H. Hornberger and S. L. McKay, 290–316. Blue Ridge Summit.
   Google Scholar
• Street, B., K. Pahl, and J. Roswell. 2009. “Multimodality and New Literacy Studies.” In The Routledge Handbook of Multimodal Analysis, edited by C. Jewitt, 191–200, London: Routledge.
   Google Scholar
• Sultana, S., and S. Dovchin. 2021. “Relocalization in Digital Language Practices of University Students in Asian Peripheries: Critical Awareness in a Language Classroom.” Linguistics and Education 62:100752. https://doi.org/10.1016/j.linged.2019.100752.
   Web of Science ®Google Scholar
• Tran, L. H. N. 2018. “Game of Blames: Higher Education stakeholders’ Perceptions of Causes of Vietnamese graduates’ Skills Gap.” International Journal of Educational Development 62:302–312. https://doi.org/10.1016/j.ijedudev.2018.07.005.
   Web of Science ®Google Scholar
• Verlaan, W., Y. Majors, and E. Ortlieb, Majors, Y., Ortlieb, E. 2018. “Through the Mind’s Eye: Using Multimodal Assignments to Build Engagement and Comprehension.” Journal of Adolescent and Adult Literacy 61 (4): 453–456. http://doi.org/10.1002/jaal.696.
   Web of Science ®Google Scholar
• Vygotsky, L. S. 1978. Mind in Society: Development of Higher Psychological Processes. Edited by Michael Cole, Vera Jolm-Steiner, Sylvia Scribner, and Ellen Souberman. Cambridge: Harvard University Press.
   Google Scholar
• Williamson, Ben. 2017. Big Data in Education: The Digital Future of Learning, Policy and Practice. United Kingdom: SAGE.
   Google Scholar
• Wilson, K. F., and K. Wilson. 2019. “Collaborate to Graduate: What Works and Why?” Higher Education Research & Development 38 (7): 1504–1518. https://doi.org/10.1080/07294360.2019.1660311.
   Web of Science ®Google Scholar
• Yang, X., L. J. Kuo, X. Ji, and E. McTigue. 2018. “A Critical Examination of the Relationship Among Research, Theory, and Practice: Technology and Reading Instruction.” Computers and Education 125:62–73. https://doi.org/10.1016/j.compedu.2018.03.009.
   Web of Science ®Google Scholar
• Yeh, H. C., and L. Heng. 2022a. “Creating a Virtual “Third space” in a Telecollaborative Project to Promote English as a Foreign Language (EFL) learners’ Language Proficiency and Intercultural Awareness.” Interactive Learning Environments 31 (10): 6667–6677. http://doi.org/10.1080/10494820.2022.2043384.
   Web of Science ®Google Scholar
• Yeh, H. C., and L. Heng. 2022b. “Interweaving Local Cultural Knowledge with Global Competencies in One Higher Education Course: An Internationalisation Perspective.” Language, Culture & Curriculum 35 (2): 151–166. https://doi.org/10.1080/07908318.2021.1958832.
   Web of Science ®Google Scholar
• Yot-Domínguez, C., and C. Marcelo. 2017. “University students’ Self-Regulated Learning Using Digital Technologies.” International Journal of Educational Technology in Higher Education 14 (1): 1–18. https://doi.org/10.1186/s41239-017-0076-8.
   Web of Science ®Google Scholar