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23 - Task-Based Language Teaching

from Part V - Practice

Published online by Cambridge University Press:  15 June 2025

By
Sima Khezrlou
Edited by
Glenn Stockwell  and
Yijen Wang
Glenn Stockwell
Affiliation:
The Education University of Hong Kong
Yijen Wang
Affiliation:
Waseda University, Japan
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Summary

The powerful pedagogical affordances of technologies enable new forms of learning that can serve contemporary pedagogies such as task-based language teaching (TBLT) in different educational contexts. Indeed, technology and TBLT mutually nurture one another as technology sets a natural and authentic context for the realization of the methodological principles of TBLT, and TBLT offers a rationale and pedagogical framework for the selection and use of technology. Given the unique learning potential of technology-mediated TBLT and the relative newness of the field, it is essential to advance this area to fulfill the fruitful interface between the two fields of TBLT and technology. This chapter presents how this fusion offers language learning opportunities that would otherwise be difficult to orchestrate in traditional classroom contexts. It then provides a brief review of recent work in this area, paving the way toward an outline of future research and practice directions in the implementation of technology-mediated TBLT.

Keywords

computer-mediated communicationcurriculuminteractionsecond language acquisitionTBLTtechnological innovationvirtual worldWeb 2.0

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The Cambridge Handbook of Technology in Language Teaching and Learning , pp. 377 - 392
Publisher: Cambridge University Press
Print publication year: 2025

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References

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Further Reading

Outlining the theoretical framework, pedagogical development, and application of TBLT, this book serves as a fundamental and comprehensive resource for understanding and researching TBLT.

This book gathers empirical research on TBLT from pedagogical, cognitive, and sociocultural perspectives, focusing on the design and implementation of diverse tasks for writing, interaction, and assessment, facilitated by technological tools.

With a focus on technology-mediated task-based language teaching, this article proposes specific research tasks that build on previous studies and aims to deepen our understanding of how tasks and technologies can enhance language learning.

This review article presents an updated overview of the role of technology-mediated task-based language teaching in promoting L2 development and performance. Additionally, it explores how technology can contribute to our understanding of various aspects of TBLT and offers suggestions for potential research directions in the field.

Ellis, R., Skehan, P., Li, S., Shintani, N., & Lambert, C. (2020). Task-based language teaching: Theory and practice. Cambridge University Press. https://doi.org/10.1017/9781108643689Google Scholar
González-Lloret, M., & Ortega, L. (2014). Technology-mediated TBLT: Researching technology and tasks. John Benjamins. https://doi.org/10.1075/tblt.6CrossRefGoogle Scholar
Smith, B., & González-Lloret, M. (2021). Technology-mediated task-based language teaching: A research agenda. Language Teaching, 54(4), 518–534. https://doi.org/10.1017/S0261444820000233CrossRefGoogle Scholar
Ziegler, N. (2016). Taking technology to task: Technology-mediated TBLT, performance, and production. Annual Review of Applied Linguistics, 36, 136–163. https://doi.org/10.1017/S0267190516000039CrossRefGoogle Scholar

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