Technology-mediated TBLT

Researching Technology and Tasks

Marta González-Lloret | University of Hawai`i at Manoa
ORCID logoLourdes Ortega | Georgetown University
ISBN 9789027207272 | EUR 99.00 | USD 149.00
ISBN 9789027207289 | EUR 33.00 | USD 49.95
ISBN 9789027270191 | EUR 99.00/33.00*
| USD 149.00/49.95*
Google Play logo
This volume contributes to the development and advancement of TBLT as a research domain by investigating the intersection between tasks and technology from a variety of theoretical perspectives (e.g., educational, cognitive, sociocultural) and by gathering empirical findings on the design and implementation of diverse tasks for writing, interaction, and assessment with the mediation of technological tools such as wikis, blogs, CMC, Fanfiction sites, and virtual and synthetic environments. The innovative blend of tasks and technology in technology-mediated communication is guided by task-based language teaching and learning principles, and the contexts of study span adult college-level education settings in the United States, Mexico, the Netherlands, and Malaysia. The volume opens up a new framework that the authors call “technology-mediated TBLT,” in which tasks and technology are genuinely and productively integrated in the curriculum according to learning-by-doing philosophies of language pedagogy, new language education needs, and digital technology realities.
[Task-Based Language Teaching, 6] 2014.  vi, 336 pp.
Publishing status: Available
Table of Contents
“I recommend this book highly to CALL and TBLT researchers and practitioners and to anyone who is interested in integrating technology in a TBLT syllabus. The volume is very well-organised and each chapter functions effectively as part of the whole. This publication makes an important contribution to the research domain of TBLT.
Cited by

Cited by 108 other publications

Abbuhl, Rebekha, Nicole Ziegler, Alison Mackey & Luke Amoroso
2018. Interaction and Learning Grammar. In The TESOL Encyclopedia of English Language Teaching,  pp. 1 ff. DOI logo
Abrams, Zsuzsanna I.
2020. Intercultural Communication and Language Pedagogy, DOI logo
Abrams, Zsuzsanna Ittzes
2016. Possibilities and challenges of learning German in a multimodal environment: A case study. ReCALL 28:3  pp. 343 ff. DOI logo
Mohammad Javad Ahmadian & Michael H. Long
2021. The Cambridge Handbook of Task-Based Language Teaching, DOI logo
Alcón-Soler, Eva
2018. Chapter 3. Effects of task supported language teaching on learners’ use and knowledge of email request mitigators. In Task-Based Approaches to Teaching and Assessing Pragmatics [Task-Based Language Teaching, 10],  pp. 56 ff. DOI logo
Ankeny, Raisa
2019. Interweaving technology and language goals to promote academic vocabulary: The role of WhatsApp in an intensive English classroom. TESOL Journal 10:3 DOI logo
Appel, Christine & Joan-Tomàs Pujolà
2021. Designing speaking interaction in LMOOCs: An eTandem approach. ReCALL 33:2  pp. 161 ff. DOI logo
Aranha, Solange, Suzi Marques Spatti Cavalari & Jessica Nunes Caldeira Cunha
2023. Task Design Within Virtual Exchange: The Case of Institutionally Integrated Teletandem. In Language, Culture and Literature in Telecollaboration Contexts,  pp. 1 ff. DOI logo
Bahari, Akbar
2023. Affordances and challenges of technology-assisted language learning for motivation: A systematic review. Interactive Learning Environments 31:9  pp. 5853 ff. DOI logo
Balaman, Ufuk & Olcay Sert
2017. Development of L2 interactional resources for online collaborative task accomplishment. Computer Assisted Language Learning 30:7  pp. 601 ff. DOI logo
Baralt, Melissa
2019. Reflections on Task-Based Language Teaching. ELT Journal 73:2  pp. 241 ff. DOI logo
Barón, Júlia
Bashori, Muzakki, Roeland van Hout, Helmer Strik & Catia Cucchiarini
2022. Web-based language learning and speaking anxiety. Computer Assisted Language Learning 35:5-6  pp. 1058 ff. DOI logo
Bashori, Muzakki, Roeland van Hout, Helmer Strik & Catia Cucchiarini
2022. ‘Look, I can speak correctly’: learning vocabulary and pronunciation through websites equipped with automatic speech recognition technology. Computer Assisted Language Learning  pp. 1 ff. DOI logo
Bergdahl, Nina
2022. Second language learning designs in online adult education. Computer Assisted Language Learning  pp. 1 ff. DOI logo
Blattner, Geraldine, Amanda Dalola & Lara Lomicka
2016. Twitter in Foreign Language Classes. In Handbook of Research on Learning Outcomes and Opportunities in the Digital Age [Advances in Educational Technologies and Instructional Design, ],  pp. 769 ff. DOI logo
Canals, Laia & Yishay Mor
2023. Towards a signature pedagogy for technology-enhanced task-based language teaching: Defining its design principles. ReCALL 35:1  pp. 4 ff. DOI logo
Canto, Silvia & Kristi Jauregi Ondarra
2017. Language learning effects through the integration of synchronous online communication: The case of video communication and Second Life . Language Learning in Higher Education 7:1  pp. 21 ff. DOI logo
Chapelle, Carol A.
2019. Technology-Mediated Language Learning. In The Cambridge Handbook of Language Learning,  pp. 575 ff. DOI logo
Chen, Julian ChengChiang
2018. The interplay of tasks, strategies and negotiations in Second Life. Computer Assisted Language Learning 31:8  pp. 960 ff. DOI logo
Chen, Julian ChengChiang
2020. Restorying a “Newbie” Teacher’s 3D Virtual Teaching Trajectory, Resilience, and Professional Development Through Action Research: A Narrative Case Study. TESOL Quarterly 54:2  pp. 375 ff. DOI logo
Chen, Julian ChengChiang
2020. The effects of pre-task planning on EFL learners’ oral performance in a 3D multi-user virtual environment. ReCALL 32:3  pp. 232 ff. DOI logo
Chen, Kate Tzu-Ching
2021. The Effects of Technology-Mediated TBLT on Enhancing the Speaking Abilities of University Students in a Collaborative EFL Learning Environment . Applied Linguistics Review 12:2  pp. 331 ff. DOI logo
Collins, Laura & Carmen Muñoz
2016. The Foreign Language Classroom: Current Perspectives and Future Considerations. The Modern Language Journal 100:S1  pp. 133 ff. DOI logo
Colpaert, Jozef
2018. Transdisciplinarity revisited. Computer Assisted Language Learning 31:5-6  pp. 483 ff. DOI logo
Cunningham, D. Joseph
2021. Adapting an Undergraduate Multiliteracies German Curriculum for Online Instruction During the COVID-19 Pandemic. Íkala 26:3  pp. 749 ff. DOI logo
Dao, Phung, Phuong-Thao Duong & Mai Xuan Nhat Chi Nguyen
2023. Effects of SCMC mode and learner familiarity on peer feedback in L2 interaction. Computer Assisted Language Learning 36:7  pp. 1206 ff. DOI logo
Delgar-Farrés, Gemma
2017. Approche multimodale de deux types de tâches orales réalisées de face à face et à distance en L3 (français). Revista de Lingüística y Lenguas Aplicadas 12:1  pp. 23 ff. DOI logo
Dooly, Melinda & Margarita Vinagre
2022. Research into practice: Virtual exchange in language teaching and learning. Language Teaching 55:3  pp. 392 ff. DOI logo
Doughty, Catherine J. & Emilio Pascal
2021. Task-Based Simulations for Diplomatic Security Agents. In The Cambridge Handbook of Task-Based Language Teaching,  pp. 374 ff. DOI logo
Eslami, Zohreh R. & Wan-Tsai Kung
2016. Focus-on-form and EFL learners’ language development in synchronous computer-mediated communication: task-based interactions. The Language Learning Journal 44:4  pp. 401 ff. DOI logo
Fang, Wei-Chieh, Hui-Chin Yeh, Bo-Ru Luo & Nian-Shing Chen
2021. Effects of mobile-supported task-based language teaching on EFL students’ linguistic achievement and conversational interaction. ReCALL 33:1  pp. 71 ff. DOI logo
Gilabert, Roger
2023. Where SLA and Language Education Meet: The Transfer from Task-Based Needs Analysis to Task Design. Education Sciences 13:10  pp. 1015 ff. DOI logo
Gilabert, Roger & Aleksandra Malicka
2021. From Needs Analysis to Task Selection, Design, and Sequencing. In The Cambridge Handbook of Task-Based Language Teaching,  pp. 226 ff. DOI logo
Gilabert, Roger, Rosa Manchón & Olena Vasylets
2016. Mode in Theoretical and Empirical TBLT Research: Advancing Research Agendas. Annual Review of Applied Linguistics 36  pp. 117 ff. DOI logo
Giménez Moreno, Rosa
2021. Lexical-semantic configuration of ordinary relational identities in multicultural groups of university students. Language and Intercultural Communication 21:1  pp. 102 ff. DOI logo
González-Lloret, Marta
2016. Technology and Task-Based Language Teaching. In Language and Technology,  pp. 1 ff. DOI logo
González-Lloret, Marta
2017. Technology and Task-Based Language Teaching. In Language, Education and Technology,  pp. 193 ff. DOI logo
González‐Lloret, Marta
2017. Technology for Task‐based Language Teaching. In The Handbook of Technology and Second Language Teaching and Learning,  pp. 234 ff. DOI logo
González-Lloret, Marta & Lourdes Ortega
2018. Chapter 8. Pragmatics, tasks, and technology. In Task-Based Approaches to Teaching and Assessing Pragmatics [Task-Based Language Teaching, 10],  pp. 192 ff. DOI logo
González-Lloret, Marta & Nicole Ziegler
2021. Technology-Mediated Task-Based Language Teaching. In The Cambridge Handbook of Task-Based Language Teaching,  pp. 326 ff. DOI logo
Grimshaw, Jennica, Walcir Cardoso & Laura Collins
2017. Teacher perspectives on the integration of mobile-assisted language learning. In CALL in a climate of change: adapting to turbulent global conditions – short papers from EUROCALL 2017,  pp. 135 ff. DOI logo
Hautemo, Aletta Mweneni & Michele F. van der Merwe
2022. A Multimodal Approach to Language Learning: Wikipedia as a Tool for Language Translation in a Bilingual Environment. In Perspectives on Teacher Education in the Digital Age [Future Education and Learning Spaces, ],  pp. 179 ff. DOI logo
Hinkelman, Don
2018. Blended Learning. In The TESOL Encyclopedia of English Language Teaching,  pp. 1 ff. DOI logo
Huang, Heng‐Tsung Danny
2023. Examining the Effect of Digital Storytelling on English Speaking Proficiency, Willingness to Communicate, and Group Cohesion. TESOL Quarterly 57:1  pp. 242 ff. DOI logo
Iino, Atsushi, Yukiko Yabuta & Yoichi Nakamura
2016. Effects of task-based videoconferencing on speaking performance and overall proficiency. In CALL communities and culture – short papers from EUROCALL 2016,  pp. 196 ff. DOI logo
J. Blake, Robert
2018. La ELAO en el marco del enfoque por tareas. Círculo de Lingüística Aplicada a la Comunicación 76  pp. 67 ff. DOI logo
Jackson, Daniel O.
2022. Task-Based Language Teaching, DOI logo
Jauregi, Kristi
2015. Critical CALL – Proceedings of the 2015 EUROCALL Conference, Padova, Italy,  pp. 268 ff. DOI logo
Jauregi, Kristi, Leena Kuure, Pim Bastian, Dennis Reinhardt & Tuomo Koivisto
2015. Critical CALL – Proceedings of the 2015 EUROCALL Conference, Padova, Italy,  pp. 274 ff. DOI logo
Jauregi, Kristi & Sabela Melchor-Couto
2017. The TeCoLa project: pedagogical differentiation through telecollaboration and gaming for intercultural and content integrated language teaching. In CALL in a climate of change: adapting to turbulent global conditions – short papers from EUROCALL 2017,  pp. 163 ff. DOI logo
Jiang, Zilu, Babatunde Akinkuolie, Lizeng Huang & Kui Xie
2023. Designing Group Tasks in Online Task-Based Language Teaching Environments. International Journal of Computer-Assisted Language Learning and Teaching 12:1  pp. 1 ff. DOI logo
Kang, Sanghee & YouJin Kim
2021. Examining the quality of mobile-assisted, video-making task outcomes: The role of proficiency, narrative ability, digital literacy, and motivation. Language Teaching Research  pp. 136216882110479 ff. DOI logo
Kaufmann, Austin, Adam Gacs, Luca Giupponi & Koen Van Gorp
2023. A Model for Scaffolded Technology-Enhanced Oral Communicative Tasks. In Optimizing Online English Language Learning and Teaching [English Language Education, 31],  pp. 129 ff. DOI logo
Kessler, Matt, Ian Solheim & Mengfei Zhao
2021. Can task‐based language teaching be “authentic” in foreign language contexts? Exploring the case of China. TESOL Journal 12:1 DOI logo
Kharrufa, Ahmed, Müge Satar, Colin Bone Dodds & Paul Seedhouse
2022. Supporting Non-Expert Users in Authoring Tasks for Learning Language and Culture. International Journal of Computer-Assisted Language Learning and Teaching 12:1  pp. 1 ff. DOI logo
Kim, YouJin
2022. The interface between instructed L2 pragmatics and TBLT research. Applied Pragmatics 4:2  pp. 159 ff. DOI logo
Korvesi, Evgenia & Marije Michel
2022. Chatting with Your Peers across Modalities: Effects of Performing Increasingly Complex Written Computer-Mediated Tasks on Oral L2 Development. Languages 7:4  pp. 276 ff. DOI logo
Kozlova, Iryna
2021. Framework for 3D Task Design. In Implementing Augmented Reality Into Immersive Virtual Learning Environments [Advances in Educational Technologies and Instructional Design, ],  pp. 34 ff. DOI logo
Kozlova, Iryna
2022. Framework for 3D Task Design. In Research Anthology on Virtual Environments and Building the Metaverse,  pp. 570 ff. DOI logo
Levy, Mike
2018. Design. In The TESOL Encyclopedia of English Language Teaching,  pp. 1 ff. DOI logo
Li, Hongyu & Nathan Thomas
2023. Chinese EFL teachers’ understandings and implementation of task-based language teaching. TASK. Journal on Task-Based Language Teaching and Learning 3:2  pp. 305 ff. DOI logo
Li, Jiantao, Qingjia Kou & Mohammad Mosiur Rahman
2023. Designing Tasks through Second Life for CFL Learners in the UK University. Education Research International 2023  pp. 1 ff. DOI logo
Lian, Jingjing, Ching Sing Chai, Chunping Zheng & Jyh-Chong Liang
2021. Modelling the Relationship Between Chinese University Students’ Authentic Language Learning and Their English Self-efficacy During the COVID-19 Pandemic. The Asia-Pacific Education Researcher 30:3  pp. 217 ff. DOI logo
Liu, Di, Hyangeun Ji & Dominique Kliger
2023. Stealth Assessment in Game-Based and Task-Based Language Teaching. In Games as Stealth Assessments [Advances in Educational Technologies and Instructional Design, ],  pp. 289 ff. DOI logo
Lopes, António
2016. PETALL in action: latest developments and future directions of the EU-funded project Pan-European Task Activities for Language Learning. In CALL communities and culture – short papers from EUROCALL 2016,  pp. 290 ff. DOI logo
Lopes, António
2019. How different are European and American foreign language teachers regarding the use of ICT in task-based language learning? Beliefs, attitudes and practices in the classroom. In Professional development in CALL: a selection of papers,  pp. 159 ff. DOI logo
Luo, Han & Chunsheng Yang
2018. Twenty years of telecollaborative practice: implications for teaching Chinese as a foreign language. Computer Assisted Language Learning 31:5-6  pp. 546 ff. DOI logo
Martín-Laguna, Sofía
2022. The multilingual turn in pragmatics. Applied Pragmatics 4:1  pp. 63 ff. DOI logo
McMillan, Neil & Geoff Jordan
2021. Training for Tasks the Cooperative Way. In The Cambridge Handbook of Task-Based Language Teaching,  pp. 478 ff. DOI logo
Meurers, Detmar & Markus Dickinson
2017. Evidence and Interpretation in Language Learning Research: Opportunities for Collaboration With Computational Linguistics. Language Learning 67:S1  pp. 66 ff. DOI logo
Michel, Marije & Marco Cappellini
2019. Alignment During Synchronous Video Versus Written Chat L2 Interactions: A Methodological Exploration. Annual Review of Applied Linguistics 39  pp. 189 ff. DOI logo
Mihăeş, Lorena Clara
2018. Technology-Integrated Teaching and Assessment. In Applications of CALL Theory in ESL and EFL Environments [Advances in Educational Technologies and Instructional Design, ],  pp. 187 ff. DOI logo
Mihăeş, Lorena Clara
2021. English for Specific Purposes in the Digital Age. In CALL Theory Applications for Online TESOL Education [Advances in Educational Technologies and Instructional Design, ],  pp. 322 ff. DOI logo
Mora, Joan C. & Mayya Levkina
2017. TASK-BASED PRONUNCIATION TEACHING AND RESEARCH. Studies in Second Language Acquisition 39:2  pp. 381 ff. DOI logo
Morgana, Valentina
2024. Fostering English speaking and writing subskills for the Cambridge B2 First through technology-mediated tasks. ReCALL 36:2  pp. 119 ff. DOI logo
Müller-Hartmann, Andreas
2016. A task is a task is a task is a task… or is it? Researching telecollaborative teacher competence development – the need for more qualitative research. In New directions in telecollaborative research and practice: selected papers from the second conference on telecollaboration in higher education,  pp. 31 ff. DOI logo
Nielson, Katharine B.
2021. Delivering Task-Based Language Teaching at Scale. In The Cambridge Handbook of Task-Based Language Teaching,  pp. 346 ff. DOI logo
Nuzzo, Elena & Diego Cortés Velásquez
2021. Task-Based Telecollaborative Exchanges between US and Italian Students. In The Cambridge Handbook of Task-Based Language Teaching,  pp. 250 ff. DOI logo
Otaif, Fahad Ahmed
2021. Towards evaluating interactivity in video-based task design: a perspective from computer-based L2 listening. Saudi Journal of Language Studies 1:1  pp. 26 ff. DOI logo
Papin, Kevin
2021. « Avez-vous la carte de points? » : soutenir la volonté de communiquer à l’oral grâce à des tâches de simulation en ligne. La Revue de l’AQEFLS: Revue de l’Association québécoise des enseignants de français langue seconde 34:2 DOI logo
Payant, Caroline & Rachel Bright
2017. Technology‐Mediated Tasks: Affordances Considered From the Learners’ Perspectives. TESOL Journal 8:4  pp. 791 ff. DOI logo
Peng, Hongying, Sake Jager & Wander Lowie
2022. A person-centred approach to L2 learners’ informal mobile language learning. Computer Assisted Language Learning 35:9  pp. 2148 ff. DOI logo
Qiu, Xuyan & Gavin Bui
2022. “We Are Responsive on Zoom, but…”. International Journal of Computer-Assisted Language Learning and Teaching 12:2  pp. 1 ff. DOI logo
Rana, Karna, Janinka Greenwood & Robyn Henderson
2022. Teachers’ experiences of ICT training in Nepal: how teachers in rural primary schools learn and make progress in their ability to use ICT in classrooms. Technology, Pedagogy and Education 31:3  pp. 275 ff. DOI logo
Román-Mendoza, Esperanza
2014. Tecnología y enseñanza del español en los Estados Unidos: hacia un mayor protagonismo del alumno como gestor de su propio aprendizaje. Journal of Spanish Language Teaching 1:2  pp. 187 ff. DOI logo
Saearani, Muhammad Fazli Taib
2022. Collaborative learning among dance students in teaching and creative movement course: coping strategies of practical dance classes during Covid-19 pandemic. Research in Dance Education  pp. 1 ff. DOI logo
Salas Moreno, Lesdy Lileni, Sandra Patricia Luis Colorado & Karen Julio Cárdenas
2022. Tareas mediadas con TIC: una estrategia didáctica para el desarrollo de la expresión oral y producción escrita en inglés. Revista Palobra "palabra que obra" 22:1  pp. 24 ff. DOI logo
2017. Integrating Digital Technology in an Intensive, Fully Online College Course for Japanese Beginning Learners: A Standards‐Based, Performance‐Driven Approach. The Modern Language Journal 101:4  pp. 756 ff. DOI logo
Sert, Olcay & Ufuk Balaman
2018. Orientations to negotiated language and task rules in online L2 interaction. ReCALL 30:3  pp. 355 ff. DOI logo
Smith, Bryan & Marta González-Lloret
2021. Technology-mediated task-based language teaching: A research agenda. Language Teaching 54:4  pp. 518 ff. DOI logo
Song, Hongbo & Ziwei Liu
2022. Language teaching with video-based technologies: Creativity and CALL teacher education. Frontiers in Psychology 13 DOI logo
Starkey-Perret, Rebecca & Marie-Françoise Narcy-Combes
2017. Implementing a plurilingual programme in a university in France. Language, Culture and Curriculum 30:2  pp. 174 ff. DOI logo
Sánchez-Hernández, Ariadna & Júlia Barón
2022. Teaching second language pragmatics in the current era of globalization: An introduction. Language Teaching Research 26:2  pp. 163 ff. DOI logo
Taguchi, Naoko, Daniel H. Dixon, Yuqing Qin & Ying Chen
2022. Pedagogic tasks in digital games: Effects of feedback conditions and individual characteristics on learning request-making. Language Teaching Research  pp. 136216882211108 ff. DOI logo
Tavakoli, Hossein, Ahmad Reza Lotfi, Reza Biria & Shuyan Wang
2019. Effects of CALL-mediated TBLT on motivation for L2 reading. Cogent Education 6:1  pp. 1580916 ff. DOI logo
Tomlinson, Brian
2018. Materials Development. In The Encyclopedia of Applied Linguistics,  pp. 1 ff. DOI logo
Tong, Peiru, Irene Shidong An & Yijun Zhou
2020. Holistic and dynamic: teacher-researcher reflections on operating mobile-assisted learning tasks supported by WeChat for Chinese as a foreign language. Instructional Science 48:6  pp. 729 ff. DOI logo
Van Daele, Tom, Carolien Frijns & Jeroen Lievens
2017. How do students and lecturers experience the interactive use of handheld technology in large enrolment courses?. British Journal of Educational Technology 48:6  pp. 1318 ff. DOI logo
Van den Branden, Kris
2021. Task-Based Language Teaching as an Innovation. In The Cambridge Handbook of Task-Based Language Teaching,  pp. 628 ff. DOI logo
Xu, Qi, Jin Wu & Hongying Peng
2022. Chinese EFL University Students’ Self-Efficacy for Online Self-Regulated Learning: Dynamic Features and Influencing Factors. Frontiers in Psychology 13 DOI logo
Zalbidea, Janire
2024. Variability in heritage and second language writers’ linguistic complexity: Roles of proficiency and motivational beliefs. Studies in Second Language Acquisition  pp. 1 ff. DOI logo
Zhang, Yingjia
2023. Research on Technology-Mediated Task-based Teaching Approach in Oral English Teaching based on the Chinese Context. Frontiers in Humanities and Social Sciences 3:6  pp. 12 ff. DOI logo
Ziegler, Nicole
2016. Taking Technology to Task: Technology-Mediated TBLT, Performance, and Production. Annual Review of Applied Linguistics 36  pp. 136 ff. DOI logo
Ziegler, Nicole & Huy Phung
2019. Technology-mediated task-based interaction. ITL - International Journal of Applied Linguistics 170:2  pp. 251 ff. DOI logo
Özışık, B. Zeynep, Savaş Yeşilyurt & Dr. Hakan DEMİRÖZ
2019. Developing intercultural awareness in language teaching: Insights from EFL lecturers in Turkey. Dil ve Dilbilimi Çalışmaları Dergisi 15:4  pp. 1436 ff. DOI logo

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.


Main BIC Subject

CFDC: Language acquisition

Main BISAC Subject

LAN009000: LANGUAGE ARTS & DISCIPLINES / Linguistics / General
ONIX Metadata
ONIX 2.1
ONIX 3.0
U.S. Library of Congress Control Number:  2014010413 | Marc record