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In:TBLT for Young Learners: Challenges, opportunities and goals
Edited by Sima Khezrlou
[Task-Based Language Teaching 21] 2026
► pp. 284–307

Chapter 13
Affordances of technology-mediated TBLT for young learners

 | University of Hawai’i at Mānoa
This content is being prepared for publication; it may be subject to changes.
Abstract
This chapter explores how the affordances of technology-mediated tools can support and promote young learners’ second language (L2) development and engagement. In addition, this chapter discusses how technology-mediated tasks and different modalities might impact young learners’ affective factors, including reducing anxiety and fostering motivation. Beginning with a brief review of key research findings exploring technology-mediated task-based research with young learners, this chapter then addresses how the affordances of technology might support the cognitive and socio-emotional processes of elementary and secondary aged learners. Classroom considerations for this unique population, including the role of the teacher and balancing the demands of technology with learners’ literacy, are also discussed.
Article outline
  • Introduction
  • TBLT for young learners
  • Technology-mediated TBLT
  • Affordances of technology-mediated TBLT
    • Cognitive and developmental affordances
    • Affective affordances
  • Web 2.0 Tools
  • Digital gaming
  • Technology and task design
  • Pedagogical implications
  • Author queries
  • References
  • Suggestions for further reading
References (99)
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