Computer and online-communication technologies have given rise to new tasks in the real world. The present collection* is based on two premises: (a) that rapid digital technological change fuels constant transformations in learning and language use, continually creating new language education needs, and (b) that these developments in turn demand suitable curricular and instructional responses, whereby tasks and technology are genuinely and productively integrated. In this introduction, we present our vision for how the canonical principles of task-based language teaching (TBLT) can be fitted integrally into the new language education and digital technology realities, and we outline a new framework that we call “technology-mediated TBLT” and which the book seeks to open up for new research. We also introduce each chapter and highlight connections among them as they provide relevant empirical evidence and help envision future needed research into technology-mediated TBLT.
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2023. The consequences of task-supported language teaching via social media on academic engagement, emotion regulation, willingness to communicate, and academic well-being from the lens of positive psychology. Asian-Pacific Journal of Second and Foreign Language Education 8:1
Aljohani, Nouf J.
2024. Technology-mediated task-based language teaching: a CALL evaluation framework and its pedagogical implications. Computer Assisted Language Learning► pp. 1 ff.
Aljohani, Nouf J. & Barbara E. Hanna
2023. ‘I do not know what’s that word in English, but I will tell you about my cousin’: EFL learners’ communication strategies in online oral discussion tasks. The Language Learning Journal 51:2 ► pp. 223 ff.
2022. Use of the L1 and L2 in strategic planning and rehearsal for task performances in an online classroom. Language Teaching Research► pp. 136216882210774 ff.
Badem-Korkmaz, Fatma, Semih Ekin & Ufuk Balaman
2022. Pre-service language teachers’ resistance to teacher trainer advice on task design for video-mediated L2 interaction. Classroom Discourse 13:2 ► pp. 212 ff.
2020. Task-Based Technology: Portuguese Language Teaching Practices. International Journal of Learning and Teaching► pp. 81 ff.
Castañeda, Daniel A.
2021. Improving conversational interactions with task-based activities in a Spanish as a second language class. Computer Assisted Language Learning 34:8 ► pp. 1154 ff.
Cunningham, D. Joseph
2021. Adapting an Undergraduate Multiliteracies German Curriculum for Online Instruction During the COVID-19 Pandemic. Íkala 26:3 ► pp. 749 ff.
Ekin, Semih, Ufuk Balaman & Fatma Badem-Korkmaz
2024. Tracking telecollaborative tasks through design, feedback, implementation, and reflection processes in pre-service language teacher education. Applied Linguistics Review 15:1 ► pp. 31 ff.
Gao, Yuchan (Blanche)
2023. Weaving game and task into content-language integration: Proposing a game-mediated dual learning model. EuroAmerican Journal of Applied Linguistics and Languages 10:1 ► pp. 1 ff.
2023. Investigating the Effect of Task Type and Modality on Flow Experience Among Intermediate Persian EFL Learners. Journal of Psycholinguistic Research 52:6 ► pp. 2835 ff.
Gilabert, Roger & Aleksandra Malicka
2021. From Needs Analysis to Task-Based Design: Methodology, Assessment and Programme Evaluation. In Task-Based Language Teaching and Assessment, ► pp. 93 ff.
González‐Lloret, Marta
2020. Collaborative tasks for online language teaching. Foreign Language Annals 53:2 ► pp. 260 ff.
Guchte, Marrit van de, Eline van Batenburg & Daphne van Weijen
2023. Second Language Learning Through an Emergent Narrative in a Narrative-Rich Customizable Metaverse Platform. IEEE Transactions on Learning Technologies 16:6 ► pp. 1071 ff.
Lee, Sangmin‐Michelle
2022. Factors affecting the quality of online learning in a task‐based college course. Foreign Language Annals 55:1 ► pp. 116 ff.
2020. Pedagogical Considerations for Successful Implementation of Virtual Reality in the Language Classroom. In New Technological Applications for Foreign and Second Language Learning and Teaching [Advances in Educational Technologies and Instructional Design, ], ► pp. 24 ff.
Lenkaitis, Chesla Ann & Barbara Loranc
2021. Facilitating global citizenship development in lingua franca virtual exchanges. Language Teaching Research 25:5 ► pp. 711 ff.
Payant, Caroline & Gabriel Michaud
2021. La conceptualisation de la tâche en didactique des langues secondes : l’enseignement des langues basé sur la tâche et l’approche actionnelle. La Revue de l’AQEFLS 33:1 ► pp. 4 ff.
2023. L2 learners’ pragmatic output in a face-to-face vs. a computer-guided role-play task: Implications for TBLT. Language Teaching Research
TORRES, JULIO & BIANCA CUNG
2019. A Comparison of Advanced Heritage Language Learners’ Peer Interaction Across Modes and Pair Types. The Modern Language Journal 103:4 ► pp. 815 ff.
Torres, Julio & Nicole A. Vargas Fuentes
2021. Heritage Language Learners’ Lexical Performance across Pair Types and (Non-)Digital Collaborative Writing Task Environments. Languages 6:2 ► pp. 110 ff.
Wang, Yi-Chien
2022. Implementing Technology-Mediated Task-Based Language Teaching in an EFL Writing Course. International Journal of Computer-Assisted Language Learning and Teaching 12:2 ► pp. 1 ff.
York, James
2020. Teaching English communication skills with Captain Sonar!. Ludic Language Pedagogy 2 ► pp. 1 ff.
This list is based on CrossRef data as of 23 april 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
Any errors therein should be reported to them.