Taking Technology to Task: Technology-Mediated TBLT, Performance, and Production

Abstract

Over the last few decades, task-based language teaching (TBLT) has garnered increasing attention from researchers and educators alike. With a strong and growing body of research demonstrating the efficacy of tasks to support and facilitate second language development and performance (e.g., Keck, Iberri-Shea, Tracy-Ventura, & Wa-Mbaleka, 2006), TBLT has become a leading pedagogical approach. Similarly, computer-assisted language learning (CALL) has also grown as a field, with the use and integration of technology in the classroom continuing to increase (Petersen & Sachs, 2015). As these fields have matured, a reciprocal relationship has developed (Lai & Li, 2011), with the literature on tasks and technology seeking to not only examine how technology might support and facilitate language learning, but how TBLT might serve as a framework to more thoroughly investigate CALL. In light of the expanding research on tasks and technology, this review article aims not only to provide a current state of the art of how technology-mediated TBLT facilitates and supports second language development and performance, but also to describe how technology can contribute to our understanding of how features of TBLT, such as task design features and task implementation, influence the success of second language acquisition. Suggestions for possible research agendas in technology-mediated TBLT are also made.

A Comparison of Advanced Heritage Language Learners’ Peer Interaction Across Modes and Pair Types

“…One of the external variables that has received a considerable amount of research attention is the manipulation of mode of interaction—FTF versus SCMC—during peer collaboration. Specifically, most efforts have been devoted to understanding the contrasting effects between FTF and written SCMC (for reviews, see Ortega, ; Sauro, ; Ziegler, ). In a recent meta‐analysis, Ziegler () analyzed a total of 14 studies to gain insight into the potential differential effects that mode has on the efficacy of interaction.…”

Technology‐Mediated Tasks: Affordances Considered From the Learners’ Perspectives

“…Within the field of ISLA, technology‐mediated TBLT research is much needed (see González‐Lloret & Ortega, ; Ziegler, ). It is well acknowledged that researchers and language educators should design tasks by considering the learners’ attitudes.…”

“…Given the imperative of integrating technology in education, an increasing number of researchers are advocating for L2 researchers to bridge the gap between TBLT and technology (Doughty & Long, ; González‐Lloret & Ortega, ; Ziegler, ), and recent edited volumes have focused on that gap (González‐Lloret & Ortega, ; Thomas & Reinders, ). The implementation of technology within a task‐based curriculum can range on a continuum from a weak form to a strong form.…”

“… Within the field of instructed second language acquisition, there has been an increase in the amount of research reporting on task‐based language teaching ( TBLT ; Kim, ; Van den Branden, ). The pervasive use of technology has prompted researchers to examine the potential synergies between TBLT and technology‐mediated teaching (González‐Lloret & Ortega, ; Ziegler, ). The present study examines the perception of 20 learners of English as a second language toward the use of tasks across two modes: a traditional paper‐mediated ( PM ) information gap task and a technology‐mediated ( TM ) information gap task.…”

“…Empirical research illustrates that using authentic tasks creates a space for learners to engage in meaningful language exchanges, which promote target language development (McDonough & Sunitham, ; Payant & Kim, ). The pervasive use of technology in our everyday lives has prompted researchers and educators to examine the potential synergies between TBLT and technology‐mediated teaching to facilitate second language (L2) development (González‐Lloret, ; González‐Lloret & Ortega, ; Lai & Li, ; Thomas & Reinders, ; Ziegler, ). However, few researchers have examined how to integrate technology within traditional paper‐and‐pencil tasks.…”