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

Published online by Cambridge University Press:  22 July 2020

Bryan Smith  and
Marta González-Lloret
Bryan Smith*
Affiliation:
Arizona State University, Tempe, Arizona
Marta González-Lloret
Affiliation:
University of Hawaiʻi at Mānoa, Honolulu, USA
*
*Corresponding author. Email: bryansmith@asu.edu
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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.

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Type
Thinking Allowed
Information
Language Teaching , Volume 54 , Issue 4 , October 2021 , pp. 518 - 534
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Copyright
Copyright © The Author(s) 2020. Published by Cambridge University Press

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