Technology and Task-Based Language Teaching: A Critical Review
ARTICLE
Chun Lai, Guofang Li
CALICO Journal Volume 28, Number 2, ISSN 0742-7778
Abstract
Task-based language teaching (TBLT) has been drawing researchers' and practitioners' attention since its onset in the 1980s. The rich and still expanding literature on TBLT is helping to mature both its theoretical conceptualization and practical implementation in foreign and second language education. Technology has played and will continue to play an important role in this maturation process. This review focuses on the intersection of technology and TBLT, examines the mutual contributions of technology and TBLT to each other, and discusses the challenges in implementing and researching TBLT in technology-mediated environments. In addition, this review outlines a set of crucial issues to which attention must be paid to further develop technology-enhanced TBLT.
Citation
Lai, C. & Li, G. (2011). Technology and Task-Based Language Teaching: A Critical Review. CALICO Journal, 28(2), 498-521. Retrieved August 14, 2024 from https://www.learntechlib.org/p/52217/.
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Keywords
Cited By
View References & Citations Map-
Effects of a Technology-Enriched, Task-Based Language Teaching Curriculum on Chinese Elementary Students’ Achievement in English as a Foreign Language
Guofang Li, Department of Teaching Education, College of Education, Michigan State University, East Lansing, MI, United States; Xiaopeng Ni, Center for eLearning, Cleveland State University, Cleveland, OH, United States
International Journal of Computer-Assisted Language Learning and Teaching Vol. 3, No. 1 (January 2013) pp. 33–49
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When at Crossroads of L2 Tasks and Technology: A Critical Review of Implementing Technology-mediated Task-Based Language Teaching.
Nadia Jaramillo Cherrez, Iowa State University, United States
Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 876–882
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Teachers’ roles in designing meaningful tasks for mediating language learning through the use of ICT: A reflection on authentic learning for young ELLs / Le rle des enseignants dans la conception de tches pertinentes en apprentissage des langues
Hetty Roessingh
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 40, No. 1 (May 09, 2014)
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Teachers' Roles in Designing Meaningful Tasks for Mediating Language Learning through the Use of ICT: A Reflection on Authentic Learning for Young ELLs
Hetty Roessingh
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 40, No. 1 (May 09, 2014)
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