Chen, T.-H., & Lin, C.-C. (2018). Enhancing L2 English learning through mobile-assisted TBLT: EFL learners' perspectives. The Journal of Asia TEFL,15(2), 453-461. (original) (raw)
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Technology-Mediated Task-Based Language Teaching
Cambridge University Press eBooks, 2021
Introduction The use of technology has grown exponentially during the last few decades, with technology having been increasingly incorporated into the second language (L2) learning classroom and curriculum (see Grgurovic, Chapelle & Shelley [2013] for a meta-analysis). Today’s world includes the almost seamless integration of technology into nearly all aspects of our lives, with many learners having come of age using mobile phone applications, text messaging, social media, gaming, and augmented and virtual reality for everyday tasks. Thorne and Payne (2005) point out how the ubiquitous use of technology for everyday cognitive activity is likely to affect learners’ development through childhood and well into adulthood, as these evolving patterns of technology in daily use have undoubtedly influenced how learners view and interact with learning environments. Considering that many of the technologies in use today have become a nearly universal aspect of our lives, it is necessary to consider how the tasks these technologies facilitate, as well as their mediating effects on L2 learning and teaching, have evolved because of them.
Technology-mediated task-based language teaching: A research agenda
Language Teaching, 2020
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.
TESL Canada Journal, 2015
In response to the research priorities of members of TESOL (Teachers of English to Speakers of Other Languages), this study investigated language learners’ real-world tasks in mobile-assisted language learning (MALL) to inform the future development of pedagogic tasks for academic English as a second language (ESL) courses. The data included initial semistructured interviews with four ESL teachers and four college ESL students followed by an online task-based needs analysis conducted with 23 ESL teachers and 76 college ESL students at a university in the midwestern United States. Through the interviews and surveys, we identified how teachers and students used mobile devices and how they felt mobile devices could be used in language learning, and we categorized their target tasks in MALL according to the four language skills (reading, listening, speaking, and writing). The study found that ESL learners already use various mobile device functions, but that ESL instructors were less in...
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie
This article examines how the use of mobile technologies (iPods and tablets) in language classrooms contributes to redesigning task-based approaches for young language learners. The article is based on a collaborative action research (CAR) project in Early French Immersion classrooms in the province of Alberta, Canada. The data collection included digital ethnographic observation in the classrooms, students’ artifacts, and interviews with teachers and students. The findings outlined how the use of mobile technologies such as iPods and tablets contributes to redesigning language tasks and activities by helping young learners to create their own learning environment and meaningful language tasks, as well as self-assess and regulate their language learning process. The research also provides evidence of how the use of mobile technologies contributes to redesigning task-based approaches for young language learners that reflect learning principles based on emergent learning theories as w...
Technology-mediated task-based english language learning
The potential synergy between task-based language learning (TBLL) and the use of technology presents a number of challenges for current English teachers. Many of these are due to classroom constraints and/or to an unawareness of the value and utility that technology may have in language learning. As Chapelle (2001: 2) pointed out more than a decade ago,
The Language Value, 2017
Over and above the fact that the latest educational technologies seem more exciting and more interesting than their earlier counterparts, because the implementation, use, and assessment of the originals was not guided by educational principles in language development, they could only really be utilized for entertainment purposes.
Activités langagières et technologies mobiles : un changement de paradigme dans la conception des tâches en apprentissage des langues assisté par ordinateur pour jeunes apprenants Abstract This article examines how the use of mobile technologies (iPods and tablets) in language classrooms contributes to reconceptualization of task-based approaches for young language learners. The article is based on a collaborative action research (CAR) project in Early French Immersion classrooms in the province of Alberta, Canada. The data collection included digital ethnographic observation in the classrooms, students' artifacts, and interviews with teachers and students. The findings outline how the use of mobile technologies such as iPods and tablets contributes to reconceptualization of language tasks by allowing young learners to create their own learning environment and meaningful language tasks, as well as self-regulate their language learning process. The research also provides evidence...
A Practical Guide to Integrating Technology into Task-Based Language Teaching
Over and above the fact that the latest educational technologies seem more exciting and more interesting than their earlier counterparts, because the implementation, use, and assessment of the originals was not guided by educational principles in language development, they could only really be utilized for entertainment purposes. Today, however, Task-based Language Teaching (TBLT) and its theoretical principles in Task-based Language Learning (TBLL) now provide an excellent and far more interesting approach for educators and teachers of foreign languages wishing to introduce technology into the classroom. As a direct result of this, students’ learning of a foreign language can now be fostered within both the formal and informal contexts of school and home, thereby allowing them to achieve high-quality language learning through authentic tasks and in a fun way
A Task-Based Approach to Tablets and Apps in the Foreign Language Classroom
Currents in Teaching and Learning, 2018
Digital media not only shape our society and culture, but they also strongly influence approaches to teaching and learning in educational settings. In this teaching report, we present some examples of how to embed tablets and apps productively into classroom settings. We argue that the (English as a) Foreign Language classroom can profit from tablets and so-called story-making apps if they are combined with project- and problem-based learning, and, more precisely, with task-based language teaching (TBLT). If (future) teachers know how to design app-based tasks that meet the criteria of TBLT, they will in turn know one way of engaging pupils in authentic interaction in the foreign language while at the same time developing media literacy. We backup our hypothesis with some examples of how such tasks were designed in “Digital Media in the EFL Classroom,” a recurring seminar for future teachers at Cologne University (Germany).
EDITORIAL – TECHNOLOGY-MEDIATED TASK-BASED ENGLISH LANGUAGE LEARNING
The potential synergy between task-based language learning (TBLL) and the use of technology presents a number of challenges for current English teachers. Many of these are due to classroom constraints and/or to an unawareness of the value and utility that technology may have in language learning. As Chapelle (2001: 2) pointed out more than a decade ago,