Technology-mediated TBLT

Researching Technology and Tasks

Editors
| University of Hawai`i at Manoa
| Georgetown University
HardboundAvailable
ISBN 9789027207272 | EUR 99.00 | USD 149.00
 
PaperbackAvailable
ISBN 9789027207289 | EUR 33.00 | USD 49.95
 
e-Book
ISBN 9789027270191 | EUR 99.00/33.00*
| USD 149.00/49.95*
 
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 78 other publications

No author info given
2016.  In Second-language Discourse in the Digital World [Language Learning & Language Teaching, 46], Crossref logo
No author info given
2022.  In How to Teach an Additional Language [Task-Based Language Teaching, 15], Crossref logo
Abbuhl, Rebekha, Nicole Ziegler, Alison Mackey & Luke Amoroso
2018.  In The TESOL Encyclopedia of English Language Teaching,  pp. 1 ff. Crossref logo
Abrams, Zsuzsanna I.
2020.  In Intercultural Communication and Language Pedagogy, Crossref logo
Abrams, Zsuzsanna Ittzes
2016. Possibilities and challenges of learning German in a multimodal environment: A case study. ReCALL 28:3  pp. 343 ff. Crossref logo
Mohammad Javad Ahmadian & Michael H. Long
2021.  In The Cambridge Handbook of Task-Based Language Teaching, Crossref logo
Alcón-Soler, Eva
2018.  In Task-Based Approaches to Teaching and Assessing Pragmatics [Task-Based Language Teaching, 10],  pp. 56 ff. Crossref logo
Aljohani, Nouf J. & Barbara E. Hanna
2021. ‘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  pp. 1 ff. Crossref 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 Crossref logo
Appel, Christine & Joan-Tomàs Pujolà
2021. Designing speaking interaction in LMOOCs: An eTandem approach. ReCALL 33:2  pp. 161 ff. Crossref logo
Bahari, Akbar
2022. Affordances and challenges of technology-assisted language learning for motivation: A systematic review. Interactive Learning Environments  pp. 1 ff. Crossref 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. Crossref logo
Baralt, Melissa
2019. Reflections on Task-Based Language Teaching. ELT Journal 73:2  pp. 241 ff. Crossref logo
Bashori, Muzakki, Roeland van Hout, Helmer Strik & Catia Cucchiarini
2020. Web-based language learning and speaking anxiety. Computer Assisted Language Learning  pp. 1 ff. Crossref logo
Blattner, Geraldine, Amanda Dalola & Lara Lomicka
2016.  In Handbook of Research on Learning Outcomes and Opportunities in the Digital Age [Advances in Educational Technologies and Instructional Design, ],  pp. 769 ff. Crossref logo
Chapelle, Carol A.
2019.  In The Cambridge Handbook of Language Learning,  pp. 575 ff. Crossref logo
Chen, Julian ChengChiang
2018. The interplay of tasks, strategies and negotiations in Second Life. Computer Assisted Language Learning 31:8  pp. 960 ff. Crossref 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. Crossref 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. Crossref 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. Crossref logo
Colpaert, Jozef
2018. Transdisciplinarity revisited. Computer Assisted Language Learning 31:5-6  pp. 483 ff. Crossref 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. Crossref logo
Dao, Phung, Phuong-Thao Duong & Mai Xuan Nhat Chi Nguyen
2021. Effects of SCMC mode and learner familiarity on peer feedback in L2 interaction. Computer Assisted Language Learning  pp. 1 ff. Crossref 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. Crossref logo
Dooly, Melinda & Margarita Vinagre
2021. Research into practice: Virtual exchange in language teaching and learning. Language Teaching  pp. 1 ff. Crossref logo
Doughty, Catherine J. & Emilio Pascal
2021.  In The Cambridge Handbook of Task-Based Language Teaching,  pp. 374 ff. Crossref 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. Crossref 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. Crossref logo
Gilabert, Roger & Aleksandra Malicka
2021.  In The Cambridge Handbook of Task-Based Language Teaching,  pp. 226 ff. Crossref 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. Crossref 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. Crossref logo
González-Lloret, Marta
2016.  In Language and Technology,  pp. 1 ff. Crossref logo
González-Lloret, Marta
2017.  In Language, Education and Technology,  pp. 193 ff. Crossref logo
González-Lloret, Marta & Lourdes Ortega
2018.  In Task-Based Approaches to Teaching and Assessing Pragmatics [Task-Based Language Teaching, 10],  pp. 192 ff. Crossref logo
González-Lloret, Marta & Nicole Ziegler
2021.  In The Cambridge Handbook of Task-Based Language Teaching,  pp. 326 ff. Crossref logo
González‐Lloret, Marta
2017.  In The Handbook of Technology and Second Language Teaching and Learning,  pp. 234 ff. Crossref logo
Grimshaw, Jennica, Walcir Cardoso & Laura Collins
2017.  In CALL in a climate of change: adapting to turbulent global conditions – short papers from EUROCALL 2017,  pp. 135 ff. Crossref logo
Iino, Atsushi, Yukiko Yabuta & Yoichi Nakamura
2016.  In CALL communities and culture – short papers from EUROCALL 2016,  pp. 196 ff. Crossref 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. Crossref logo
Jauregi, Kristi
2015.  In Critical CALL – Proceedings of the 2015 EUROCALL Conference, Padova, Italy,  pp. 268 ff. Crossref logo
Jauregi, Kristi, Leena Kuure, Pim Bastian, Dennis Reinhardt & Tuomo Koivisto
2015.  In Critical CALL – Proceedings of the 2015 EUROCALL Conference, Padova, Italy,  pp. 274 ff. Crossref logo
Jauregi, Kristi & Sabela Melchor-Couto
2017.  In CALL in a climate of change: adapting to turbulent global conditions – short papers from EUROCALL 2017,  pp. 163 ff. Crossref 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. Crossref 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 Crossref logo
Kozlova, Iryna
2021.  In Implementing Augmented Reality Into Immersive Virtual Learning Environments [Advances in Educational Technologies and Instructional Design, ],  pp. 34 ff. Crossref logo
Levy, Mike
2018.  In The TESOL Encyclopedia of English Language Teaching,  pp. 1 ff. Crossref 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. Crossref logo
Lopes, António
2016.  In CALL communities and culture – short papers from EUROCALL 2016,  pp. 290 ff. Crossref logo
Lopes, António
2019.  In Professional development in CALL: a selection of papers,  pp. 159 ff. Crossref 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. Crossref logo
Martín-Laguna, Sofía
2022. The multilingual turn in pragmatics. Applied Pragmatics 4:1  pp. 63 ff. Crossref logo
McMillan, Neil & Geoff Jordan
2021.  In The Cambridge Handbook of Task-Based Language Teaching,  pp. 478 ff. Crossref 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. Crossref logo
Mihăeş, Lorena Clara
2018.  In Applications of CALL Theory in ESL and EFL Environments [Advances in Educational Technologies and Instructional Design, ],  pp. 187 ff. Crossref logo
Mihăeş, Lorena Clara
2021.  In CALL Theory Applications for Online TESOL Education [Advances in Educational Technologies and Instructional Design, ],  pp. 322 ff. Crossref logo
Mora, Joan C. & Mayya Levkina
2017. TASK-BASED PRONUNCIATION TEACHING AND RESEARCH. Studies in Second Language Acquisition 39:2  pp. 381 ff. Crossref logo
Müller-Hartmann, Andreas
2016.  In New directions in telecollaborative research and practice: selected papers from the second conference on telecollaboration in higher education,  pp. 31 ff. Crossref logo
Nielson, Katharine B.
2021.  In The Cambridge Handbook of Task-Based Language Teaching,  pp. 346 ff. Crossref logo
Nuzzo, Elena & Diego Cortés Velásquez
2021.  In The Cambridge Handbook of Task-Based Language Teaching,  pp. 250 ff. Crossref 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. Crossref 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 Crossref logo
Payant, Caroline & Rachel Bright
2017. Technology-Mediated Tasks: Affordances Considered From the Learners’ Perspectives. TESOL Journal 8:4  pp. 791 ff. Crossref logo
Peng, Hongying, Sake Jager & Wander Lowie
2021. A person-centred approach to L2 learners’ informal mobile language learning. Computer Assisted Language Learning  pp. 1 ff. Crossref logo
Rana, Karna, Janinka Greenwood & Robyn Henderson
2021. 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  pp. 1 ff. Crossref 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. Crossref logo
SATO, ERIKO, JULIAN CHENG CHIANG CHEN & SARAH JOURDAIN
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. Crossref logo
Sert, Olcay & Ufuk Balaman
2018. Orientations to negotiated language and task rules in online L2 interaction. ReCALL 30:3  pp. 355 ff. Crossref logo
Smith, Bryan & Marta González-Lloret
2021. Technology-mediated task-based language teaching: A research agenda. Language Teaching 54:4  pp. 518 ff. Crossref 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. Crossref 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. Crossref 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. Crossref logo
Tomlinson, Brian
2018.  In The Encyclopedia of Applied Linguistics,  pp. 1 ff. Crossref 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. Crossref logo
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. Crossref logo
Van den Branden, Kris
2021.  In The Cambridge Handbook of Task-Based Language Teaching,  pp. 628 ff. Crossref logo
Ziegler, Nicole
2016. Taking Technology to Task: Technology-Mediated TBLT, Performance, and Production. Annual Review of Applied Linguistics 36  pp. 136 ff. Crossref logo
Ziegler, Nicole & Huy Phung
2019. Technology-mediated task-based interaction. ITL - International Journal of Applied Linguistics 170:2  pp. 251 ff. Crossref 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. Crossref logo

This list is based on CrossRef data as of 01 april 2022. 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.

Subjects & Metadata
BIC Subject: CFDC – Language acquisition
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