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In:TBLT for Young Learners: Challenges, opportunities and goals
Edited by Sima Khezrlou
[Task-Based Language Teaching 21] 2026
► pp. 256–283

Chapter 12
Technology-mediated TBLT in young learner education

A classroom action research study

 | University of Malta
 | University of Malta
This content is being prepared for publication; it may be subject to changes.
Abstract
This chapter explores the implementation of technology-mediated task-based language teaching (TMTBLT) through collaborative multimodal storytelling (CMS) in young learner English language education. It highlights a classroom-based action research project involving 4th-grade learners and teenage co-researchers in Romania, focusing on the integration of CMS tasks to foster linguistic and digital competencies. The chapter identifies key pedagogical challenges and effective strategies for supporting young learners’ cognitive, linguistic, and collaborative needs. Findings reveal that integrating CMS tasks within a TBLT framework fosters meaningful language use, digital literacy, and 21st-century skills. The chapter offers research- and practice-informed guidance on integrating CMS tasks in young learner second language education.
Article outline
  • Introduction
  • The intersection of technology and TBLT:
    Mapping the landscape of TMTBLT
  • Collaborative multimodal storytelling
    as a pedagogical vehicle for TMTBLT
  • The study
    • Participants
    • Research design
    • Task design
    • Procedure
      • The pre-task phase
      • The task cycle: Collaboratively creating the digital eco-detective story/adventure story
      • Post-task phase: Analysis practice
    • Data analysis
  • Results
    • Language learning outcomes
    • Digital learning outcomes
    • Key challenges and implementation strategies
      • Digital fluency
      • Collaboration deficit
      • Emotional support and learner confidence
      • Managing cognitive overload through scaffolding
      • Bridging the technological divide and managing time effectively
  • Conclusion
  • Author queries
  • References
  • Suggestions for further reading
  • Appendix
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