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10 - Technology-Mediated Task-Based Language Teaching

from Part IV - Methodology and Pedagogy

Published online by Cambridge University Press:  19 November 2021

By
Marta González-Lloret  and
Nicole Ziegler
Edited by
Mohammad Javad Ahmadian  and
Michael H. Long
Mohammad Javad Ahmadian
Affiliation:
University of Leeds
Michael H. Long
Affiliation:
University of Maryland, College Park
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Summary

Technology has been increasingly incorporated into the second language learning classroom and curriculum, highlighting the need for researchers and educators to consider how it has affected the tasks they facilitate, as well as their mediating effects on second language learning and teaching. This chapter explores how the unique advantages of various forms of technology can enhance and support the developmental and performance-related benefits of TBLT. We propose that technologies that follow a ‘learning by doing’ philosophy, facilitate learner involvement in everyday tasks, and provide spaces to engage with the language and other speakers are ideal tools to enact TBLT in ways that are not possible in traditional language classrooms. Examples of such tools and tasks are presented together with research that supports their effectiveness for language learning. The chapter ends with a look into the future of technology-mediated tasks, including some challenges that need to be resolved for the advancement of technology-mediated TBLT.

Keywords

Technology-mediated taskstask complexityvirtual environmentscomputer-mediated communicationWeb 2.0gamingInternet spacesvirtual reality.
Type
Chapter
Information
The Cambridge Handbook of Task-Based Language Teaching , pp. 326 - 345
Publisher: Cambridge University Press
Print publication year: 2021

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References

Further Reading

Ahmadian, M. J. and García Mayo, M. del P. (2018), eds. Recent perspectives on task-based language learning and teaching. Boston/Berlin: De Gruyter Mouton.Google Scholar
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González-Lloret, M. and Ortega, L. (2014), eds. Technology-mediated TBLT: Researching technology and tasks. Amsterdam: John Benjamins.Google Scholar
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Long, M. H. (2016). In defense of tasks and TBLT: Nonissues and real issues. Annual Review of Applied Linguistics, 36, 5–33.Google Scholar
Long, M. (2015). Second language acquisition and task-based language teaching. 1st ed. Malden, MA: Wiley-Blackwell.Google Scholar
Plonsky, L. and Ziegler, N. (2016). The CALL-SLA interface: Insights from a second-order synthesis. Language Learning & Technology, 20, 17–37.Google Scholar
Van den Branden, K., Bygate, M., and Norris, J. (2009), eds. Task-based language teaching: A reader. Amsterdam: John Benjamins.Google Scholar
Ziegler, N. (2016). Taking technology to task: Technology-mediated TBLT, performance, and production. Annual Review of Applied Linguistics, 36, 136–63.Google Scholar

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