Technology-mediated task-based language teaching: A research agenda

Abstract

This paper discusses key concepts in the emerging field of technology-mediated task-based language teaching (TMTBLT) and provides a research agenda for moving this sub-field forward in a theoretically sound and data-driven way. We first define TMTBLT and discuss the importance of considering technological affordances and specific learning contexts when matching individual technologies with particular tasks. We then explore the notion of task, specifically task complexity and sequencing, and how the introduction of technology may interact and modify tasks' features. Next, we examine the use of mobile apps and social media within a task-based language teaching (TBLT) framework and highlight areas primed for exploration or in need of reconciliation. Finally, we call for TMTBLT studies to capture and evaluate learner process data. Within each area above we propose a series of specific research tasks that incrementally build on previous research in both face-to-face and technology-mediated environments, which may help us better understand how tasks and technologies intersect to promote language learning.

Learner’s perception of task difficulties in technology-mediated task-based language teaching

“…Similarly, Carvalho et al (2020) argued that an appropriate teaching strategy in Portuguese as a non-native language did not involve technology in TBLT. On the contrary, the high level of frequency involving technology in the learning process is believed to reduce student difficulties in applying new technology (Chong, 2018;Gunuç & Babacan, 2018;Smith & González-Lloret, 2020).…”

“…In comparison, the study implied that the government or curriculum decision maker synchronizes learners' needs analysis with technology; teachers examine cases, symptoms, and causes; and overhaul assistance learners' difficulties. Technology is one of the most effective and best solutions in TBLT (González-Lloret, 2017;Smith & González-Lloret, 2020). For this reason, the study's recommendation that online and blended learning be a must for successful TBLT is supported by the ministry of education's regulations.…”

Virtual exchange: towards digital equity in internationalisation

“…As Smith and González-Lloret (2020) argue, a language learning software or app "conveys or is at least consistent with, a certain teaching approach, which actively shapes what the teacher and/or user can do with it" (p. 2). The pedagogical design of the ENACT web app is based on task-based language teaching principles.…”

“…Based on the above discussion, we established two design principles for the ENACT web app: first, its key role in creating 'morphologies of action' in the learning process (Thorne, 2016), and second that this role should be structured within task-based language teaching pedagogy (Smith & González-Lloret, 2020). In task-based language teaching, tasks comprise three stages: pre-task, main task, and post-task (language focus) (Willis, 1996).…”

Construction and Application of a Task-Based Teaching Model of College English Based on Random Matrix Theory

“…ese tasks are closely related to the teaching materials, and the purpose is to enable students to master various knowledge related to the teaching materials, such as the writing background of the text, the introduction of the author, and the culture, customs, stories related to the text, so that students can better grasp the language rules and improve the ability of language practice [12]. Task-based teaching takes the completion of specific tasks as the driving force or motivation of learning, the process of completing tasks as the process of learning, and the way of displaying the results of tasks to reflect teaching achievements, rather than using the test scores of students as traditional teaching.…”