12008552 03 01 01 JB code JB John Benjamins Publishing Company 01 JB code TBLT 6 Hb 15 9789027207272 06 10.1075/tblt.6 13 2014010413 00 BB 01 245 mm 02 174 mm 08 815 gr 10 01 JB code TBLT 02 1877-346X 02 6.00 01 02 Task-Based Language Teaching Task-Based Language Teaching 01 01 Technology-mediated TBLT Researching Technology and Tasks Technology-mediated TBLT: Researching Technology and Tasks 1 B01 01 JB code 527131035 Marta González-Lloret González-Lloret, Marta Marta González-Lloret University of Hawai`i at Manoa 07 https://benjamins.com/catalog/persons/527131035 2 B01 01 JB code 252131036 Lourdes Ortega Ortega, Lourdes Lourdes Ortega Georgetown University 07 https://benjamins.com/catalog/persons/252131036 01 eng 11 342 03 03 vi 03 00 336 03 01 23 418.0078/5 03 2014 P53.28 04 Language and languages--Computer-assisted instruction. 04 Language and languages--Study and teaching--Methodology. 04 Task analysis in education. 10 LAN009000 12 CFDC 24 JB code LIN.APPL Applied linguistics 24 JB code LIN.LA Language acquisition 24 JB code LIN.EDUC Language teaching 01 06 02 00 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. 03 00 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. 01 00 03 01 01 D503 https://benjamins.com/covers/475/tblt.6.png 01 01 D502 https://benjamins.com/covers/475_jpg/9789027207272.jpg 01 01 D504 https://benjamins.com/covers/475_tif/9789027207272.tif 01 01 D503 https://benjamins.com/covers/1200_front/tblt.6.hb.png 01 01 D503 https://benjamins.com/covers/125/tblt.6.png 02 00 03 01 01 D503 https://benjamins.com/covers/1200_back/tblt.6.hb.png 03 00 03 01 01 D503 https://benjamins.com/covers/3d_web/tblt.6.hb.png 01 01 JB code tblt.6.01gon 06 10.1075/tblt.6.01gon 1 22 22 Article 1 01 04 Chapter 1. Towards technology-mediated TBLT Chapter 1. Towards technology-mediated TBLT 01 04 An introduction An introduction 1 A01 01 JB code 275215197 Marta González-Lloret González-Lloret, Marta Marta González-Lloret 07 https://benjamins.com/catalog/persons/275215197 2 A01 01 JB code 474215198 Lourdes Ortega Ortega, Lourdes Lourdes Ortega 07 https://benjamins.com/catalog/persons/474215198 01 eng 03 00 Computer and online-communication technologies have given rise to new tasks in the real world. The present collection* is based on two premises: (a) that rapid digital technological change fuels constant transformations in learning and language use, continually creating new language education needs, and (b) that these developments in turn demand suitable curricular and instructional responses, whereby tasks and technology are genuinely and productively integrated. In this introduction, we present our vision for how the canonical principles of task-based language teaching (TBLT) can be fitted integrally into the new language education and digital technology realities, and we outline a new framework that we call “technology-mediated TBLT” and which the book seeks to open up for new research. We also introduce each chapter and highlight connections among them as they provide relevant empirical evidence and help envision future needed research into technology-mediated TBLT. 01 01 JB code tblt.6.02gon 06 10.1075/tblt.6.02gon 23 50 28 Article 2 01 04 Chapter 2. The need for needs analysis in technology-mediated TBLT Chapter 2. The need for needs analysis in technology-mediated TBLT 1 A01 01 JB code 111215199 Marta González-Lloret González-Lloret, Marta Marta González-Lloret 07 https://benjamins.com/catalog/persons/111215199 01 eng 03 00 Needs analysis (NA) is an important component of any well-developed language curriculum and an essential component of a task-based language curriculum (Long & Crookes 1993; Long & Norris 2000). It is actually “the first stage in the design of a TBLT program” (Long 2007, p. 124). In this chapter, the tasks that make up such a program are understood in real-world terms, as something that the “learners need to do with the language” (Norris 2009, p. 578) in order to function in a certain situation which is based on authentic needs (Long & Norris 2000). It is through a NA that the tasks to be included in the program are identified, as well as the language needed to be able to conduct them effectively and appropriately. In a technology-mediated TBLT program, the NA should address not just the language necessities (linguistic and pragmatic) to complete the tasks, but also the informational and multimodal digital skills needed to effectively engage with the technology. In addition, a NA should help us gather information about what innovations and technological tools are most appropriate for the curriculum, as well as inform us about the necessary training for students and teachers to be able to use them successfully. Although NAs have been reported in the literature in the field of language teaching since the early 1980s, they are not yet a systematic practice in language educational curriculum development. This chapter defends the importance of such a practice, especially for technology-mediated language teaching. It presents the steps necessary to conduct a well-balanced, reliable NA for a technology-mediated TBLT program that would target not only the language needs and wants of students, teachers, and administrators, but also their multimodal, digital and informational needs. The chapter includes examples of several NAs conducted for task-based technology curricula and discusses the possible challenges of conducting such NAs. 01 01 JB code tblt.6.03ada 06 10.1075/tblt.6.03ada 51 78 28 Article 3 01 04 Chapter 3. Prior knowledge and second language task production in text chat Chapter 3. Prior knowledge and second language task production in text chat 1 A01 01 JB code 668215200 Rebecca Adams Adams, Rebecca Rebecca Adams University of Auckland 07 https://benjamins.com/catalog/persons/668215200 2 A01 01 JB code 846215201 Nik Aloesnita Nik Mohd Alwi Nik Mohd Alwi, Nik Aloesnita Nik Aloesnita Nik Mohd Alwi 07 https://benjamins.com/catalog/persons/846215201 01 eng 03 00 The Cognition Hypothesis framed by Robinson (2001; 2003; 2005) has generated a large body of research on how varying task complexity may influence second language (L2) production and learning opportunities; however, most of these studies were conducted in a face-to-face setting (e.g. Gilabert 2007; Gilabert, Baron & Llanes 2009; Kim 2009; Michel, Kuiken & Vedder 2007; Nuevo 2006; Nuevo, Adams & Ross-Feldman 2011). As computer-mediated communication becomes more pervasive in educational contexts, research that extends current understandings of principles of second language learning is increasingly important to help learners and teachers understand how best to make use of this technology to promote specific learning goals (see Kern 2006). The role of task complexity in computer-mediated environments may be particularly important, as this may influence how learners commit attentional resources to language processing during communication (Robinson 2005; Skehan 1998). This study examines the role of one task complexity factor, prior knowledge, on second language production in text-based chat. Analysis of the language produced by first language Malay engineering students engaged in text-based chat group tasks in English indicated that prior knowledge of the task subject area had a limited effect on the complexity and accuracy of language production. We conclude with a critical discussion of the applicability of the Cognition Hypothesis to task-based communication via text chat. We also provide suggestions for how L2 tasks can be implemented in computer-mediated contexts in order to promote attention to form, noting that considering language production and learning in CMC tasks challenges task-based theories and requires transformation of research methods and analysis. 01 01 JB code tblt.6.04sol 06 10.1075/tblt.6.04sol 79 114 36 Article 4 01 04 Chapter 4. Textbooks, tasks, and technology Chapter 4. Textbooks, tasks, and technology 01 04 An action research study in a textbook-bound EFL context An action research study in a textbook-bound EFL context 1 A01 01 JB code 831433216 Maria-Elena Solares-Altamirano Solares-Altamirano, Maria-Elena Maria-Elena Solares-Altamirano 07 https://benjamins.com/catalog/persons/831433216 01 eng 03 00 This chapter reports on an action research study conducted in the context of English as a foreign language (EFL) tertiary education in Mexico. It examines the educational value of blending technology into a task-based instruction module that was designed around a pre-during-post-task model, following the main tenets of task-based language teaching (Ellis 2003; Van den Branden,Bygate & Norris 2009). The participants were three intact classes of pre-intermediate-level EFL students at the National Autonomous University of Mexico (UNAM) who completed 8 two-hour classes on a module of their textbook targeting grammar learning (simple past, past continuous, and used to). The module culminated with a writing activity, which served as the springboard for the design of an innovative Story Telling Contest task online. At the end of the textbook module, Group A (N = 25) engaged in this task-based, technology-mediated instructional design, Group B (N = 23) experienced the same task-based design but with no digital tools, and Group C (N = 25) did the writing activity in the original design offered in the textbook. The three groups were compared by collecting student perceptions through questionnaires and by measuring grammar learning via a pre- and post-test of narrative past tense use. A subset of 7 learners who experienced the task with the support of technology was also interviewed a few months later. The triangulated evidence suggests that, while all three instructional approaches led to similar linguistic gains in the use of narrative tenses, Groups A and B perceived the task design to have helped them develop rich new competencies, more so than the technological element. Students in Group A reported some additional value in the technology-mediated TBLT experience, including the improvement of their digital skills and the easy delivery of instructional material to carry out the task. This action research study contributes to the understanding of ways in which a task mediated by digital tools can enhance language learning in the context of traditional textbook-bound curricula. 01 01 JB code tblt.6.05osk 06 10.1075/tblt.6.05osk 115 148 34 Article 5 01 04 Chapter 5. Promoting foreign language collaborative writing through the use of Web 2.0 tools and tasks Chapter 5. Promoting foreign language collaborative writing through the use of Web 2.0 tools and tasks 1 A01 01 JB code 70215203 Ana Oskoz Oskoz, Ana Ana Oskoz 07 https://benjamins.com/catalog/persons/70215203 2 A01 01 JB code 382215204 Idoia Elola Elola, Idoia Idoia Elola 07 https://benjamins.com/catalog/persons/382215204 01 eng 03 00 This chapter reports on the benefits of embedding chats and wikis, two Web 2.0 social tools, within a module designed to teach the process model of writing with argumentative and expository essays. Sixteen learners enrolled in an advanced Spanish writing course at a mid-sized, east-coast university in the United States completed two three-week essay writing modules working collaboratively in pairs: the first writing piece was in the argumentative genre and the second concerned expository writing. In each module, the same sequence of pedagogic tasks scaffolded the learners through the writing stages of planning, drafting, getting feedback, revising, and publishing. Students were asked to use chats and wikis at specific points during the completion of the modules. Content analysis of the chat and wiki data showed that the synchronous nature of the chats encouraged learners to focus on the content and structure of their writing, while the wikis allowed learners to focus more on localized aspects of text production, such as grammar, fine-tuning of chosen vocabulary, and editing. Comparison of data across the two genres further indicated that while working on the argumentative essay learners focused on syntactic complexity, whereas for the expository essay (completed later in the same semester) learners focused more on accuracy. We conclude that the task-based collaborative approach to teaching process writing, with the mediation of the social tools, allowed learners to construct and reconstruct their content knowledge, to engage with various writing conventions, and to adopt an appropriate, genre-specific language register. 01 01 JB code tblt.6.06syk 06 10.1075/tblt.6.06syk 149 182 34 Article 6 01 04 Chapter 6. TBLT and synthetic immersive environments Chapter 6. TBLT and synthetic immersive environments 01 04 What can in-game task restarts tell us about design and implementation? What can in-game task restarts tell us about design and implementation? 1 A01 01 JB code 920215205 Julie M. Sykes Sykes, Julie M. Julie M. Sykes 07 https://benjamins.com/catalog/persons/920215205 01 eng 03 00 While previous work has identified a strong connection between tasks and digital games, very little empirical evidence exists to aid in our understanding of how tasks within these complex digital spaces should be designed, implemented, and evaluated so as to optimally support language learning. This chapter synthesizes evidence from 120 hours of in-game behavior data and 30 hours of interview data, collected in a larger study (Sykes 2008), in which 53 advanced learners of Spanish participated in Croquelandia, a synthetic immersive environment (SIE) explicitly designed for learning how to appropriately perform requests and apologies in Spanish. The chapter focuses on quest restarts, a design capability of SIEs that allows a player to repeat a task by resetting the conditions prior to a follow-up attempt. Through the empirical examination of how quest restarts were or were not actualized in participants’ choices while playing the SIE, I will demonstrate that restart elements of in-game tasks for language learning are critical to the successful design of SIEs. My discussion includes attention to designer intentions versus player actualization and a focus on ‘playing to learn’ versus ‘learning to play’ perspectives. 01 01 JB code tblt.6.07can 06 10.1075/tblt.6.07can 183 212 30 Article 7 01 04 Chapter 7. Collaborative tasks for negotiation of intercultural meaning in virtual worlds and video-web communication Chapter 7. Collaborative tasks for negotiation of intercultural meaning in virtual worlds and video-web communication 1 A01 01 JB code 542215206 Silvia Canto Canto, Silvia Silvia Canto 07 https://benjamins.com/catalog/persons/542215206 2 A01 01 JB code 736215207 Rick Graaff Graaff, Rick Rick Graaff 07 https://benjamins.com/catalog/persons/736215207 3 A01 01 JB code 876215208 Kristi Jauregi Jauregi, Kristi Kristi Jauregi 07 https://benjamins.com/catalog/persons/876215208 01 eng 03 00 In many foreign language education settings, communication tasks in the target language mostly take place between nonnative-speaker classmates sharing the same mother tongue. ‘Networked’ environments such as voice-enabled 3D virtual worlds or video-web communication may have an added value in creating opportunities for language learners to synchronously communicate outside the classroom. As such, these tools may facilitate intercultural communication and collaboration with other (native) speakers of the target language. In the European Networked Interaction in Foreign Language Acquisition and Research (NIFLAR) project,* innovative e-learning environments were designed and studied for their potential to create authentic and interactive contexts that support the development of intercultural competence in foreign language learning contexts. The technology-mediated pedagogical tasks targeted intercultural communicative competence (following, e.g. Byram 1997; and Müller-Jacquier 2003), in which intercultural awareness and social interaction seek to play a much larger role than it is possible in current classroom-based foreign language education. The NIFLAR design also took into consideration the set of design principles that have emerged from TBLT research (Ellis 2003; Doughty & Long 2003; Long 2009; Norris 2009; Van den Branden 2006; Willis 1996). In this chapter we present NIFLAR’s technology-mediated, task-based framework for the development of intercultural competence and discuss its application to both video-web task-based communication and the virtual world Second Life by Dutch learners of Spanish communicating with native-speaker teachers of Spanish. We offer qualitative and quantitative data gleaned from the completion of two tasks and discuss the potential effects of technology-mediated TBLT in such environments, focusing on negotiation of intercultural meaning in communication between language learners and native speakers. 01 01 JB code tblt.6.08gan 06 10.1075/tblt.6.08gan 213 238 26 Article 8 01 04 Chapter 8. The third dimension Chapter 8. The third dimension 01 04 A sociocultural theory approach to the design and evaluation of 3D virtual worlds tasks A sociocultural theory approach to the design and evaluation of 3D virtual worlds tasks 1 A01 01 JB code 504215209 Gabriela Adela Gánem-Gutiérrez Gánem-Gutiérrez, Gabriela Adela Gabriela Adela Gánem-Gutiérrez 07 https://benjamins.com/catalog/persons/504215209 01 eng 03 00 This chapter describes a theoretical framework for the design and evaluation of pedagogical tasks for 3D virtual world environments. The proposed framework is informed by Vygotskian Sociocultural Theory (SCT) and Activity Theory, two related sociocultural approaches to second (L2) language learning which, I argue, offer a particularly suitable paradigm for the design, implementation, and evaluation of technology-mediated tasks. Firstly, I provide an overview of what characterises 3D virtual worlds (3D VWs) and of current research into the potential of this technological application in the service of second language learning and teaching, and the range of tasks that this research has thus far inspected. Secondly, I briefly review core SCT concepts underlying the proposed framework and point out how they apply to 3D VW tasks. I then identify pedagogical principles derived from this approach to L2 learning and discuss their relevance in the context of technology-mediated task-based language teaching (TBLT) with specific reference to the current state and capabilities of 3D VWs. I also outline a task example designed to capitalise on the potential of 3D VWs for L2 learning. I conclude with a proposal for the application of Activity Theory to the evaluation of 3D VWs tasks. At a theoretical level, my goal in the chapter is to bring key sociocultural perspectives to TBLT and show how SCT can inform theoretically sound pedagogical design in TBLT. At a practical level, I hope to offer a framework for practitioners to support the design and evaluation of technology-mediated tasks in general and 3D VWs tasks in particular. 01 01 JB code tblt.6.09sau 06 10.1075/tblt.6.09sau 239 262 24 Article 9 01 04 Chapter 9. Lessons from the fandom Chapter 9. Lessons from the fandom 01 04 Technology-mediated tasks for language learning Technology-mediated tasks for language learning 1 A01 01 JB code 12215210 Shannon Sauro Sauro, Shannon Shannon Sauro Malmö University 07 https://benjamins.com/catalog/persons/12215210 01 eng 03 00 This chapter builds upon work in media and fandom studies to explore the use of fandoms (online networks of fans of books, movies, bands, etc.) and fandom tasks as pedagogical tools in technology-enhanced language classes. This fandom-oriented task-based approach to computer-assisted language learning (CALL) looks at the creative and practical work of several online fandoms, and focuses on examples of four different technology-mediated language tasks that offer both technological and linguistic continuity with language learners’ target online activities. The chapter explores the linguistic skills and proficiency levels targeted by each of the four tasks and discusses curriculum implications. Finally, this chapter concludes with a discussion of specific technology-influenced pedagogical considerations associated with fandom tasks. 01 01 JB code tblt.6.10win 06 10.1075/tblt.6.10win 263 294 32 Article 10 01 04 Chapter 10. Formative, task-based oral assessments in an advanced Chinese-language class Chapter 10. Formative, task-based oral assessments in an advanced Chinese-language class 1 A01 01 JB code 315215211 Paula Winke Winke, Paula Paula Winke 07 https://benjamins.com/catalog/persons/315215211 01 eng 03 00 This chapter reports on task-based, formative assessments of oral proficiency that were designed to help students self-monitor their oral development in a fourth-year, university foreign-language Chinese classroom. Seventeen advanced learners of Chinese completed two group role-play tasks two times during their 15-week semester. Both tasks were designed to follow a pre-task, main-task, post-task cycle and culminated within the same 90-minute lesson in individual oral assessments. Computerized tools aided in the design and delivery of both tasks and assessments. Immediately after completing each formative assessment, the learners were asked to self-rate their performances, which were then rated by two Chinese language experts as well. Finally, for each task and assessment cycle, a 30-minute reflective lesson was conducted by the teacher subsequently in class, in which students discussed their self-ratings and compared them to the expert ratings. The statistical comparison of student and expert ratings on the two task cycles suggests that students were realistic judges in their self-assessment and largely agreed with the expert raters in their estimations of the quality (i.e. accuracy, fluency, complexity, and accent/tones) of their task-based assessment performances. The chapter closes with a discussion of pedagogical implications and a call for oral formative assessments that are brought into the language classroom on a regular basis as part of task work, so as to support learners’ self-regulation and to increase their chances of language improvement. 01 01 JB code tblt.6.11nie 06 10.1075/tblt.6.11nie 295 322 28 Article 11 01 04 Chapter 11. Evaluation of an online, task-based Chinese course Chapter 11. Evaluation of an online, task-based Chinese course 1 A01 01 JB code 892215212 Katharine Brown Nielson Brown Nielson, Katharine Katharine Brown Nielson University of Maryland 07 https://benjamins.com/catalog/persons/892215212 01 eng 03 00 This chapter describes and evaluates an intermediate online, task-based Chinese course through an analysis of learner performance on the course tasks and assessments, including the performance-based assessments (PBAs) developed specifically for the course. After a brief consideration of online instruction and task-based language teaching (TBLT), the online TBLT course is described in some depth and the technology-mediated pedagogic tasks and associated PBAs are presented. The findings from these tasks and assessments are then reported, followed by a discussion of what the outcomes data revealed about online language instruction, TBLT, and technology-mediated tasks. The goal of this research is to evaluate this particular course in order to provide insights into how best to structure and assess learners during online foreign language classes, offering a model for instruction as well as empirical findings related to the effectiveness of both online and task-based foreign language courses. 01 01 JB code tblt.6.12cha 06 10.1075/tblt.6.12cha 323 334 12 Article 12 01 04 Chapter 12. Afterword Chapter 12. Afterword 01 04 Technology-mediated TBLT and the evolving role of the innovator Technology-mediated TBLT and the evolving role of the innovator 1 A01 01 JB code 358215213 Carol A. Chapelle Chapelle, Carol A. Carol A. Chapelle 07 https://benjamins.com/catalog/persons/358215213 01 eng 01 01 JB code tblt.6.13ind 06 10.1075/tblt.6.13ind 335 336 2 Miscellaneous 13 01 04 index index 01 eng 01 JB code JBENJAMINS John Benjamins Publishing Company 01 01 JB code JB John Benjamins Publishing Company 01 https://benjamins.com 02 https://benjamins.com/catalog/tblt.6 Amsterdam NL 00 John Benjamins Publishing Company Marketing Department / Karin Plijnaar, Pieter Lamers onix@benjamins.nl 04 01 00 20140724 C 2014 John Benjamins Publishing Company D 2014 John Benjamins Publishing Company 02 WORLD WORLD US CA MX 09 01 JB 1 John Benjamins Publishing Company +31 20 6304747 +31 20 6739773 bookorder@benjamins.nl 01 https://benjamins.com 21 14 14 01 00 Unqualified price 02 JB 1 02 99.00 EUR 02 00 Unqualified price 02 83.00 01 Z 0 GBP GB US CA MX 01 01 JB 2 John Benjamins Publishing Company +1 800 562-5666 +1 703 661-1501 benjamins@presswarehouse.com 01 https://benjamins.com 21 14 14 01 00 Unqualified price 02 JB 1 02 149.00 USD 172008553 03 01 01 JB code JB John Benjamins Publishing Company 01 JB code TBLT 6 Eb 15 9789027270191 06 10.1075/tblt.6 00 EA E107 10 01 JB code TBLT 02 1877-346X 02 6.00 01 02 Task-Based Language Teaching Task-Based Language Teaching 11 01 JB code jbe-all 01 02 Full EBA collection (ca. 4,200 titles) 11 01 JB code jbe-2015-all 01 02 Complete backlist (3,208 titles, 1967–2015) 05 02 Complete backlist (1967–2015) 11 01 JB code jbe-2015-linguistics 01 02 Subject collection: Linguistics (2,773 titles, 1967–2015) 05 02 Linguistics (1967–2015) 01 01 Technology-mediated TBLT Researching Technology and Tasks Technology-mediated TBLT: Researching Technology and Tasks 1 B01 01 JB code 527131035 Marta González-Lloret González-Lloret, Marta Marta González-Lloret University of Hawai`i at Manoa 07 https://benjamins.com/catalog/persons/527131035 2 B01 01 JB code 252131036 Lourdes Ortega Ortega, Lourdes Lourdes Ortega Georgetown University 07 https://benjamins.com/catalog/persons/252131036 01 eng 11 342 03 03 vi 03 00 336 03 01 23 418.0078/5 03 2014 P53.28 04 Language and languages--Computer-assisted instruction. 04 Language and languages--Study and teaching--Methodology. 04 Task analysis in education. 10 LAN009000 12 CFDC 24 JB code LIN.APPL Applied linguistics 24 JB code LIN.LA Language acquisition 24 JB code LIN.EDUC Language teaching 01 06 02 00 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. 03 00 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. 01 00 03 01 01 D503 https://benjamins.com/covers/475/tblt.6.png 01 01 D502 https://benjamins.com/covers/475_jpg/9789027207272.jpg 01 01 D504 https://benjamins.com/covers/475_tif/9789027207272.tif 01 01 D503 https://benjamins.com/covers/1200_front/tblt.6.hb.png 01 01 D503 https://benjamins.com/covers/125/tblt.6.png 02 00 03 01 01 D503 https://benjamins.com/covers/1200_back/tblt.6.hb.png 03 00 03 01 01 D503 https://benjamins.com/covers/3d_web/tblt.6.hb.png 01 01 JB code tblt.6.01gon 06 10.1075/tblt.6.01gon 1 22 22 Article 1 01 04 Chapter 1. Towards technology-mediated TBLT Chapter 1. Towards technology-mediated TBLT 01 04 An introduction An introduction 1 A01 01 JB code 275215197 Marta González-Lloret González-Lloret, Marta Marta González-Lloret 07 https://benjamins.com/catalog/persons/275215197 2 A01 01 JB code 474215198 Lourdes Ortega Ortega, Lourdes Lourdes Ortega 07 https://benjamins.com/catalog/persons/474215198 01 eng 03 00 Computer and online-communication technologies have given rise to new tasks in the real world. The present collection* is based on two premises: (a) that rapid digital technological change fuels constant transformations in learning and language use, continually creating new language education needs, and (b) that these developments in turn demand suitable curricular and instructional responses, whereby tasks and technology are genuinely and productively integrated. In this introduction, we present our vision for how the canonical principles of task-based language teaching (TBLT) can be fitted integrally into the new language education and digital technology realities, and we outline a new framework that we call “technology-mediated TBLT” and which the book seeks to open up for new research. We also introduce each chapter and highlight connections among them as they provide relevant empirical evidence and help envision future needed research into technology-mediated TBLT. 01 01 JB code tblt.6.02gon 06 10.1075/tblt.6.02gon 23 50 28 Article 2 01 04 Chapter 2. The need for needs analysis in technology-mediated TBLT Chapter 2. The need for needs analysis in technology-mediated TBLT 1 A01 01 JB code 111215199 Marta González-Lloret González-Lloret, Marta Marta González-Lloret 07 https://benjamins.com/catalog/persons/111215199 01 eng 03 00 Needs analysis (NA) is an important component of any well-developed language curriculum and an essential component of a task-based language curriculum (Long & Crookes 1993; Long & Norris 2000). It is actually “the first stage in the design of a TBLT program” (Long 2007, p. 124). In this chapter, the tasks that make up such a program are understood in real-world terms, as something that the “learners need to do with the language” (Norris 2009, p. 578) in order to function in a certain situation which is based on authentic needs (Long & Norris 2000). It is through a NA that the tasks to be included in the program are identified, as well as the language needed to be able to conduct them effectively and appropriately. In a technology-mediated TBLT program, the NA should address not just the language necessities (linguistic and pragmatic) to complete the tasks, but also the informational and multimodal digital skills needed to effectively engage with the technology. In addition, a NA should help us gather information about what innovations and technological tools are most appropriate for the curriculum, as well as inform us about the necessary training for students and teachers to be able to use them successfully. Although NAs have been reported in the literature in the field of language teaching since the early 1980s, they are not yet a systematic practice in language educational curriculum development. This chapter defends the importance of such a practice, especially for technology-mediated language teaching. It presents the steps necessary to conduct a well-balanced, reliable NA for a technology-mediated TBLT program that would target not only the language needs and wants of students, teachers, and administrators, but also their multimodal, digital and informational needs. The chapter includes examples of several NAs conducted for task-based technology curricula and discusses the possible challenges of conducting such NAs. 01 01 JB code tblt.6.03ada 06 10.1075/tblt.6.03ada 51 78 28 Article 3 01 04 Chapter 3. Prior knowledge and second language task production in text chat Chapter 3. Prior knowledge and second language task production in text chat 1 A01 01 JB code 668215200 Rebecca Adams Adams, Rebecca Rebecca Adams University of Auckland 07 https://benjamins.com/catalog/persons/668215200 2 A01 01 JB code 846215201 Nik Aloesnita Nik Mohd Alwi Nik Mohd Alwi, Nik Aloesnita Nik Aloesnita Nik Mohd Alwi 07 https://benjamins.com/catalog/persons/846215201 01 eng 03 00 The Cognition Hypothesis framed by Robinson (2001; 2003; 2005) has generated a large body of research on how varying task complexity may influence second language (L2) production and learning opportunities; however, most of these studies were conducted in a face-to-face setting (e.g. Gilabert 2007; Gilabert, Baron & Llanes 2009; Kim 2009; Michel, Kuiken & Vedder 2007; Nuevo 2006; Nuevo, Adams & Ross-Feldman 2011). As computer-mediated communication becomes more pervasive in educational contexts, research that extends current understandings of principles of second language learning is increasingly important to help learners and teachers understand how best to make use of this technology to promote specific learning goals (see Kern 2006). The role of task complexity in computer-mediated environments may be particularly important, as this may influence how learners commit attentional resources to language processing during communication (Robinson 2005; Skehan 1998). This study examines the role of one task complexity factor, prior knowledge, on second language production in text-based chat. Analysis of the language produced by first language Malay engineering students engaged in text-based chat group tasks in English indicated that prior knowledge of the task subject area had a limited effect on the complexity and accuracy of language production. We conclude with a critical discussion of the applicability of the Cognition Hypothesis to task-based communication via text chat. We also provide suggestions for how L2 tasks can be implemented in computer-mediated contexts in order to promote attention to form, noting that considering language production and learning in CMC tasks challenges task-based theories and requires transformation of research methods and analysis. 01 01 JB code tblt.6.04sol 06 10.1075/tblt.6.04sol 79 114 36 Article 4 01 04 Chapter 4. Textbooks, tasks, and technology Chapter 4. Textbooks, tasks, and technology 01 04 An action research study in a textbook-bound EFL context An action research study in a textbook-bound EFL context 1 A01 01 JB code 831433216 Maria-Elena Solares-Altamirano Solares-Altamirano, Maria-Elena Maria-Elena Solares-Altamirano 07 https://benjamins.com/catalog/persons/831433216 01 eng 03 00 This chapter reports on an action research study conducted in the context of English as a foreign language (EFL) tertiary education in Mexico. It examines the educational value of blending technology into a task-based instruction module that was designed around a pre-during-post-task model, following the main tenets of task-based language teaching (Ellis 2003; Van den Branden,Bygate & Norris 2009). The participants were three intact classes of pre-intermediate-level EFL students at the National Autonomous University of Mexico (UNAM) who completed 8 two-hour classes on a module of their textbook targeting grammar learning (simple past, past continuous, and used to). The module culminated with a writing activity, which served as the springboard for the design of an innovative Story Telling Contest task online. At the end of the textbook module, Group A (N = 25) engaged in this task-based, technology-mediated instructional design, Group B (N = 23) experienced the same task-based design but with no digital tools, and Group C (N = 25) did the writing activity in the original design offered in the textbook. The three groups were compared by collecting student perceptions through questionnaires and by measuring grammar learning via a pre- and post-test of narrative past tense use. A subset of 7 learners who experienced the task with the support of technology was also interviewed a few months later. The triangulated evidence suggests that, while all three instructional approaches led to similar linguistic gains in the use of narrative tenses, Groups A and B perceived the task design to have helped them develop rich new competencies, more so than the technological element. Students in Group A reported some additional value in the technology-mediated TBLT experience, including the improvement of their digital skills and the easy delivery of instructional material to carry out the task. This action research study contributes to the understanding of ways in which a task mediated by digital tools can enhance language learning in the context of traditional textbook-bound curricula. 01 01 JB code tblt.6.05osk 06 10.1075/tblt.6.05osk 115 148 34 Article 5 01 04 Chapter 5. Promoting foreign language collaborative writing through the use of Web 2.0 tools and tasks Chapter 5. Promoting foreign language collaborative writing through the use of Web 2.0 tools and tasks 1 A01 01 JB code 70215203 Ana Oskoz Oskoz, Ana Ana Oskoz 07 https://benjamins.com/catalog/persons/70215203 2 A01 01 JB code 382215204 Idoia Elola Elola, Idoia Idoia Elola 07 https://benjamins.com/catalog/persons/382215204 01 eng 03 00 This chapter reports on the benefits of embedding chats and wikis, two Web 2.0 social tools, within a module designed to teach the process model of writing with argumentative and expository essays. Sixteen learners enrolled in an advanced Spanish writing course at a mid-sized, east-coast university in the United States completed two three-week essay writing modules working collaboratively in pairs: the first writing piece was in the argumentative genre and the second concerned expository writing. In each module, the same sequence of pedagogic tasks scaffolded the learners through the writing stages of planning, drafting, getting feedback, revising, and publishing. Students were asked to use chats and wikis at specific points during the completion of the modules. Content analysis of the chat and wiki data showed that the synchronous nature of the chats encouraged learners to focus on the content and structure of their writing, while the wikis allowed learners to focus more on localized aspects of text production, such as grammar, fine-tuning of chosen vocabulary, and editing. Comparison of data across the two genres further indicated that while working on the argumentative essay learners focused on syntactic complexity, whereas for the expository essay (completed later in the same semester) learners focused more on accuracy. We conclude that the task-based collaborative approach to teaching process writing, with the mediation of the social tools, allowed learners to construct and reconstruct their content knowledge, to engage with various writing conventions, and to adopt an appropriate, genre-specific language register. 01 01 JB code tblt.6.06syk 06 10.1075/tblt.6.06syk 149 182 34 Article 6 01 04 Chapter 6. TBLT and synthetic immersive environments Chapter 6. TBLT and synthetic immersive environments 01 04 What can in-game task restarts tell us about design and implementation? What can in-game task restarts tell us about design and implementation? 1 A01 01 JB code 920215205 Julie M. Sykes Sykes, Julie M. Julie M. Sykes 07 https://benjamins.com/catalog/persons/920215205 01 eng 03 00 While previous work has identified a strong connection between tasks and digital games, very little empirical evidence exists to aid in our understanding of how tasks within these complex digital spaces should be designed, implemented, and evaluated so as to optimally support language learning. This chapter synthesizes evidence from 120 hours of in-game behavior data and 30 hours of interview data, collected in a larger study (Sykes 2008), in which 53 advanced learners of Spanish participated in Croquelandia, a synthetic immersive environment (SIE) explicitly designed for learning how to appropriately perform requests and apologies in Spanish. The chapter focuses on quest restarts, a design capability of SIEs that allows a player to repeat a task by resetting the conditions prior to a follow-up attempt. Through the empirical examination of how quest restarts were or were not actualized in participants’ choices while playing the SIE, I will demonstrate that restart elements of in-game tasks for language learning are critical to the successful design of SIEs. My discussion includes attention to designer intentions versus player actualization and a focus on ‘playing to learn’ versus ‘learning to play’ perspectives. 01 01 JB code tblt.6.07can 06 10.1075/tblt.6.07can 183 212 30 Article 7 01 04 Chapter 7. Collaborative tasks for negotiation of intercultural meaning in virtual worlds and video-web communication Chapter 7. Collaborative tasks for negotiation of intercultural meaning in virtual worlds and video-web communication 1 A01 01 JB code 542215206 Silvia Canto Canto, Silvia Silvia Canto 07 https://benjamins.com/catalog/persons/542215206 2 A01 01 JB code 736215207 Rick Graaff Graaff, Rick Rick Graaff 07 https://benjamins.com/catalog/persons/736215207 3 A01 01 JB code 876215208 Kristi Jauregi Jauregi, Kristi Kristi Jauregi 07 https://benjamins.com/catalog/persons/876215208 01 eng 03 00 In many foreign language education settings, communication tasks in the target language mostly take place between nonnative-speaker classmates sharing the same mother tongue. ‘Networked’ environments such as voice-enabled 3D virtual worlds or video-web communication may have an added value in creating opportunities for language learners to synchronously communicate outside the classroom. As such, these tools may facilitate intercultural communication and collaboration with other (native) speakers of the target language. In the European Networked Interaction in Foreign Language Acquisition and Research (NIFLAR) project,* innovative e-learning environments were designed and studied for their potential to create authentic and interactive contexts that support the development of intercultural competence in foreign language learning contexts. The technology-mediated pedagogical tasks targeted intercultural communicative competence (following, e.g. Byram 1997; and Müller-Jacquier 2003), in which intercultural awareness and social interaction seek to play a much larger role than it is possible in current classroom-based foreign language education. The NIFLAR design also took into consideration the set of design principles that have emerged from TBLT research (Ellis 2003; Doughty & Long 2003; Long 2009; Norris 2009; Van den Branden 2006; Willis 1996). In this chapter we present NIFLAR’s technology-mediated, task-based framework for the development of intercultural competence and discuss its application to both video-web task-based communication and the virtual world Second Life by Dutch learners of Spanish communicating with native-speaker teachers of Spanish. We offer qualitative and quantitative data gleaned from the completion of two tasks and discuss the potential effects of technology-mediated TBLT in such environments, focusing on negotiation of intercultural meaning in communication between language learners and native speakers. 01 01 JB code tblt.6.08gan 06 10.1075/tblt.6.08gan 213 238 26 Article 8 01 04 Chapter 8. The third dimension Chapter 8. The third dimension 01 04 A sociocultural theory approach to the design and evaluation of 3D virtual worlds tasks A sociocultural theory approach to the design and evaluation of 3D virtual worlds tasks 1 A01 01 JB code 504215209 Gabriela Adela Gánem-Gutiérrez Gánem-Gutiérrez, Gabriela Adela Gabriela Adela Gánem-Gutiérrez 07 https://benjamins.com/catalog/persons/504215209 01 eng 03 00 This chapter describes a theoretical framework for the design and evaluation of pedagogical tasks for 3D virtual world environments. The proposed framework is informed by Vygotskian Sociocultural Theory (SCT) and Activity Theory, two related sociocultural approaches to second (L2) language learning which, I argue, offer a particularly suitable paradigm for the design, implementation, and evaluation of technology-mediated tasks. Firstly, I provide an overview of what characterises 3D virtual worlds (3D VWs) and of current research into the potential of this technological application in the service of second language learning and teaching, and the range of tasks that this research has thus far inspected. Secondly, I briefly review core SCT concepts underlying the proposed framework and point out how they apply to 3D VW tasks. I then identify pedagogical principles derived from this approach to L2 learning and discuss their relevance in the context of technology-mediated task-based language teaching (TBLT) with specific reference to the current state and capabilities of 3D VWs. I also outline a task example designed to capitalise on the potential of 3D VWs for L2 learning. I conclude with a proposal for the application of Activity Theory to the evaluation of 3D VWs tasks. At a theoretical level, my goal in the chapter is to bring key sociocultural perspectives to TBLT and show how SCT can inform theoretically sound pedagogical design in TBLT. At a practical level, I hope to offer a framework for practitioners to support the design and evaluation of technology-mediated tasks in general and 3D VWs tasks in particular. 01 01 JB code tblt.6.09sau 06 10.1075/tblt.6.09sau 239 262 24 Article 9 01 04 Chapter 9. Lessons from the fandom Chapter 9. Lessons from the fandom 01 04 Technology-mediated tasks for language learning Technology-mediated tasks for language learning 1 A01 01 JB code 12215210 Shannon Sauro Sauro, Shannon Shannon Sauro Malmö University 07 https://benjamins.com/catalog/persons/12215210 01 eng 03 00 This chapter builds upon work in media and fandom studies to explore the use of fandoms (online networks of fans of books, movies, bands, etc.) and fandom tasks as pedagogical tools in technology-enhanced language classes. This fandom-oriented task-based approach to computer-assisted language learning (CALL) looks at the creative and practical work of several online fandoms, and focuses on examples of four different technology-mediated language tasks that offer both technological and linguistic continuity with language learners’ target online activities. The chapter explores the linguistic skills and proficiency levels targeted by each of the four tasks and discusses curriculum implications. Finally, this chapter concludes with a discussion of specific technology-influenced pedagogical considerations associated with fandom tasks. 01 01 JB code tblt.6.10win 06 10.1075/tblt.6.10win 263 294 32 Article 10 01 04 Chapter 10. Formative, task-based oral assessments in an advanced Chinese-language class Chapter 10. Formative, task-based oral assessments in an advanced Chinese-language class 1 A01 01 JB code 315215211 Paula Winke Winke, Paula Paula Winke 07 https://benjamins.com/catalog/persons/315215211 01 eng 03 00 This chapter reports on task-based, formative assessments of oral proficiency that were designed to help students self-monitor their oral development in a fourth-year, university foreign-language Chinese classroom. Seventeen advanced learners of Chinese completed two group role-play tasks two times during their 15-week semester. Both tasks were designed to follow a pre-task, main-task, post-task cycle and culminated within the same 90-minute lesson in individual oral assessments. Computerized tools aided in the design and delivery of both tasks and assessments. Immediately after completing each formative assessment, the learners were asked to self-rate their performances, which were then rated by two Chinese language experts as well. Finally, for each task and assessment cycle, a 30-minute reflective lesson was conducted by the teacher subsequently in class, in which students discussed their self-ratings and compared them to the expert ratings. The statistical comparison of student and expert ratings on the two task cycles suggests that students were realistic judges in their self-assessment and largely agreed with the expert raters in their estimations of the quality (i.e. accuracy, fluency, complexity, and accent/tones) of their task-based assessment performances. The chapter closes with a discussion of pedagogical implications and a call for oral formative assessments that are brought into the language classroom on a regular basis as part of task work, so as to support learners’ self-regulation and to increase their chances of language improvement. 01 01 JB code tblt.6.11nie 06 10.1075/tblt.6.11nie 295 322 28 Article 11 01 04 Chapter 11. Evaluation of an online, task-based Chinese course Chapter 11. Evaluation of an online, task-based Chinese course 1 A01 01 JB code 892215212 Katharine Brown Nielson Brown Nielson, Katharine Katharine Brown Nielson University of Maryland 07 https://benjamins.com/catalog/persons/892215212 01 eng 03 00 This chapter describes and evaluates an intermediate online, task-based Chinese course through an analysis of learner performance on the course tasks and assessments, including the performance-based assessments (PBAs) developed specifically for the course. After a brief consideration of online instruction and task-based language teaching (TBLT), the online TBLT course is described in some depth and the technology-mediated pedagogic tasks and associated PBAs are presented. The findings from these tasks and assessments are then reported, followed by a discussion of what the outcomes data revealed about online language instruction, TBLT, and technology-mediated tasks. The goal of this research is to evaluate this particular course in order to provide insights into how best to structure and assess learners during online foreign language classes, offering a model for instruction as well as empirical findings related to the effectiveness of both online and task-based foreign language courses. 01 01 JB code tblt.6.12cha 06 10.1075/tblt.6.12cha 323 334 12 Article 12 01 04 Chapter 12. Afterword Chapter 12. Afterword 01 04 Technology-mediated TBLT and the evolving role of the innovator Technology-mediated TBLT and the evolving role of the innovator 1 A01 01 JB code 358215213 Carol A. Chapelle Chapelle, Carol A. Carol A. Chapelle 07 https://benjamins.com/catalog/persons/358215213 01 eng 01 01 JB code tblt.6.13ind 06 10.1075/tblt.6.13ind 335 336 2 Miscellaneous 13 01 04 index index 01 eng 01 JB code JBENJAMINS John Benjamins Publishing Company 01 01 JB code JB John Benjamins Publishing Company 01 https://benjamins.com 02 https://benjamins.com/catalog/tblt.6 Amsterdam NL 00 John Benjamins Publishing Company Marketing Department / Karin Plijnaar, Pieter Lamers onix@benjamins.nl 04 01 00 20140724 C 2014 John Benjamins Publishing Company D 2014 John Benjamins Publishing Company 02 WORLD 13 15 9789027207272 WORLD 09 01 JB 3 John Benjamins e-Platform 03 https://jbe-platform.com 29 https://jbe-platform.com/content/books/9789027270191 21 01 06 Corporate / Library / Education price 02 99.00 EUR 01 05 Consumer price 02 33.00 EUR 01 06 Corporate / Library / Education price 02 83.00 GBP GB 01 05 Consumer price 02 28.00 GBP GB 01 06 Corporate / Library / Education price 02 149.00 USD 01 05 Consumer price 02 49.95 USD 324015710 03 01 01 JB code JB John Benjamins Publishing Company 01 JB code TBLT 6 GE 15 9789027270191 06 10.1075/tblt.6 00 EA E133 10 01 JB code TBLT 02 JB code 1877-346X 02 6.00 01 02 Task-Based Language Teaching Task-Based Language Teaching 01 01 Technology-mediated TBLT Technology-mediated TBLT 1 B01 01 JB code 527131035 Marta González-Lloret González-Lloret, Marta Marta González-Lloret University of Hawai`i at Manoa 2 B01 01 JB code 252131036 Lourdes Ortega Ortega, Lourdes Lourdes Ortega Georgetown University 01 eng 11 342 03 03 vi 03 00 336 03 24 JB code LIN.APPL Applied linguistics 24 JB code LIN.LA Language acquisition 24 JB code LIN.EDUC Language teaching 10 LAN009000 12 CFDC 01 06 02 00 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. 03 00 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. 01 00 03 01 01 D503 https://benjamins.com/covers/475/tblt.6.png 01 01 D502 https://benjamins.com/covers/475_jpg/9789027207272.jpg 01 01 D504 https://benjamins.com/covers/475_tif/9789027207272.tif 01 01 D503 https://benjamins.com/covers/1200_front/tblt.6.hb.png 01 01 D503 https://benjamins.com/covers/125/tblt.6.png 02 00 03 01 01 D503 https://benjamins.com/covers/1200_back/tblt.6.hb.png 03 00 03 01 01 D503 https://benjamins.com/covers/3d_web/tblt.6.hb.png 01 01 JB code tblt.6.01gon 06 10.1075/tblt.6.01gon 1 22 22 Article 1 01 04 Chapter 1. Towards technology-mediated TBLT Chapter 1. Towards technology-mediated TBLT 01 04 An introduction An introduction 1 A01 01 JB code 275215197 Marta González-Lloret González-Lloret, Marta Marta González-Lloret 2 A01 01 JB code 474215198 Lourdes Ortega Ortega, Lourdes Lourdes Ortega 01 01 JB code tblt.6.02gon 06 10.1075/tblt.6.02gon 23 50 28 Article 2 01 04 Chapter 2. The need for needs analysis in technology-mediated TBLT Chapter 2. The need for needs analysis in technology-mediated TBLT 1 A01 01 JB code 111215199 Marta González-Lloret González-Lloret, Marta Marta González-Lloret 01 01 JB code tblt.6.03ada 06 10.1075/tblt.6.03ada 51 78 28 Article 3 01 04 Chapter 3. Prior knowledge and second language task production in text chat Chapter 3. Prior knowledge and second language task production in text chat 1 A01 01 JB code 668215200 Rebecca Adams Adams, Rebecca Rebecca Adams University of Auckland 2 A01 01 JB code 846215201 Nik Aloesnita Nik Mohd Alwi Nik Mohd Alwi, Nik Aloesnita Nik Aloesnita Nik Mohd Alwi 01 01 JB code tblt.6.04sol 06 10.1075/tblt.6.04sol 79 114 36 Article 4 01 04 Chapter 4. Textbooks, tasks, and technology Chapter 4. Textbooks, tasks, and technology 01 04 An action research study in a textbook-bound EFL context An action research study in a textbook-bound EFL context 1 A01 01 JB code 831433216 Maria-Elena Solares-Altamirano Solares-Altamirano, Maria-Elena Maria-Elena Solares-Altamirano 01 01 JB code tblt.6.05osk 06 10.1075/tblt.6.05osk 115 148 34 Article 5 01 04 Chapter 5. Promoting foreign language collaborative writing through the use of Web 2.0 tools and tasks Chapter 5. Promoting foreign language collaborative writing through the use of Web 2.0 tools and tasks 1 A01 01 JB code 70215203 Ana Oskoz Oskoz, Ana Ana Oskoz 2 A01 01 JB code 382215204 Idoia Elola Elola, Idoia Idoia Elola 01 01 JB code tblt.6.06syk 06 10.1075/tblt.6.06syk 149 182 34 Article 6 01 04 Chapter 6. TBLT and synthetic immersive environments Chapter 6. TBLT and synthetic immersive environments 01 04 What can in-game task restarts tell us about design and implementation? What can in-game task restarts tell us about design and implementation? 1 A01 01 JB code 920215205 Julie M. Sykes Sykes, Julie M. Julie M. Sykes 01 01 JB code tblt.6.07can 06 10.1075/tblt.6.07can 183 212 30 Article 7 01 04 Chapter 7. Collaborative tasks for negotiation of intercultural meaning in virtual worlds and video-web communication Chapter 7. Collaborative tasks for negotiation of intercultural meaning in virtual worlds and video-web communication 1 A01 01 JB code 542215206 Silvia Canto Canto, Silvia Silvia Canto 2 A01 01 JB code 736215207 Rick Graaff Graaff, Rick Rick Graaff 3 A01 01 JB code 876215208 Kristi Jauregi Jauregi, Kristi Kristi Jauregi 01 01 JB code tblt.6.08gan 06 10.1075/tblt.6.08gan 213 238 26 Article 8 01 04 Chapter 8. The third dimension Chapter 8. The third dimension 01 04 A sociocultural theory approach to the design and evaluation of 3D virtual worlds tasks A sociocultural theory approach to the design and evaluation of 3D virtual worlds tasks 1 A01 01 JB code 504215209 Gabriela Adela Gánem-Gutiérrez Gánem-Gutiérrez, Gabriela Adela Gabriela Adela Gánem-Gutiérrez 01 01 JB code tblt.6.09sau 06 10.1075/tblt.6.09sau 239 262 24 Article 9 01 04 Chapter 9. Lessons from the fandom Chapter 9. Lessons from the fandom 01 04 Technology-mediated tasks for language learning Technology-mediated tasks for language learning 1 A01 01 JB code 12215210 Shannon Sauro Sauro, Shannon Shannon Sauro Malmö University 01 01 JB code tblt.6.10win 06 10.1075/tblt.6.10win 263 294 32 Article 10 01 04 Chapter 10. Formative, task-based oral assessments in an advanced Chinese-language class Chapter 10. Formative, task-based oral assessments in an advanced Chinese-language class 1 A01 01 JB code 315215211 Paula Winke Winke, Paula Paula Winke 01 01 JB code tblt.6.11nie 06 10.1075/tblt.6.11nie 295 322 28 Article 11 01 04 Chapter 11. Evaluation of an online, task-based Chinese course Chapter 11. Evaluation of an online, task-based Chinese course 1 A01 01 JB code 892215212 Katharine Brown Nielson Brown Nielson, Katharine Katharine Brown Nielson University of Maryland 01 01 JB code tblt.6.12cha 06 10.1075/tblt.6.12cha 323 334 12 Article 12 01 04 Chapter 12. Afterword Chapter 12. Afterword 01 04 Technology-mediated TBLT and the evolving role of the innovator Technology-mediated TBLT and the evolving role of the innovator 1 A01 01 JB code 358215213 Carol A. Chapelle Chapelle, Carol A. Carol A. Chapelle 01 01 JB code tblt.6.13ind 06 10.1075/tblt.6.13ind 335 336 2 Miscellaneous 13 01 04 index index 01 JB code JBENJAMINS John Benjamins Publishing Company 01 01 JB code JB John Benjamins Publishing Company 01 https://benjamins.com Amsterdam NL 00 John Benjamins Publishing Company Marketing Department / Karin Plijnaar, Pieter Lamers onix@benjamins.nl 04 01 00 20140724 C 2014 John Benjamins Publishing Company D 2014 John Benjamins Publishing Company 02 WORLD 13 15 9789027207289 WORLD 03 01 JB 17 Google 03 https://play.google.com/store/books 21 01 00 Unqualified price 00 33.00 EUR 01 00 Unqualified price 00 28.00 GBP 01 00 Unqualified price 00 49.95 USD 983008554 03 01 01 JB code JB John Benjamins Publishing Company 01 JB code TBLT 6 Pb 15 9789027207289 06 10.1075/tblt.6 13 2014010413 00 BC 01 240 mm 02 170 mm 08 635 gr 10 01 JB code TBLT 02 1877-346X 02 6.00 01 02 Task-Based Language Teaching Task-Based Language Teaching 01 01 Technology-mediated TBLT Researching Technology and Tasks Technology-mediated TBLT: Researching Technology and Tasks 1 B01 01 JB code 527131035 Marta González-Lloret González-Lloret, Marta Marta González-Lloret University of Hawai`i at Manoa 07 https://benjamins.com/catalog/persons/527131035 2 B01 01 JB code 252131036 Lourdes Ortega Ortega, Lourdes Lourdes Ortega Georgetown University 07 https://benjamins.com/catalog/persons/252131036 01 eng 11 342 03 03 vi 03 00 336 03 01 23 418.0078/5 03 2014 P53.28 04 Language and languages--Computer-assisted instruction. 04 Language and languages--Study and teaching--Methodology. 04 Task analysis in education. 10 LAN009000 12 CFDC 24 JB code LIN.APPL Applied linguistics 24 JB code LIN.LA Language acquisition 24 JB code LIN.EDUC Language teaching 01 06 02 00 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. 03 00 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. 01 00 03 01 01 D503 https://benjamins.com/covers/475/tblt.6.png 01 01 D502 https://benjamins.com/covers/475_jpg/9789027207272.jpg 01 01 D504 https://benjamins.com/covers/475_tif/9789027207272.tif 01 01 D503 https://benjamins.com/covers/1200_front/tblt.6.pb.png 01 01 D503 https://benjamins.com/covers/125/tblt.6.png 02 00 03 01 01 D503 https://benjamins.com/covers/1200_back/tblt.6.pb.png 03 00 03 01 01 D503 https://benjamins.com/covers/3d_web/tblt.6.pb.png 01 01 JB code tblt.6.01gon 06 10.1075/tblt.6.01gon 1 22 22 Article 1 01 04 Chapter 1. Towards technology-mediated TBLT Chapter 1. Towards technology-mediated TBLT 01 04 An introduction An introduction 1 A01 01 JB code 275215197 Marta González-Lloret González-Lloret, Marta Marta González-Lloret 07 https://benjamins.com/catalog/persons/275215197 2 A01 01 JB code 474215198 Lourdes Ortega Ortega, Lourdes Lourdes Ortega 07 https://benjamins.com/catalog/persons/474215198 01 eng 03 00 Computer and online-communication technologies have given rise to new tasks in the real world. The present collection* is based on two premises: (a) that rapid digital technological change fuels constant transformations in learning and language use, continually creating new language education needs, and (b) that these developments in turn demand suitable curricular and instructional responses, whereby tasks and technology are genuinely and productively integrated. In this introduction, we present our vision for how the canonical principles of task-based language teaching (TBLT) can be fitted integrally into the new language education and digital technology realities, and we outline a new framework that we call “technology-mediated TBLT” and which the book seeks to open up for new research. We also introduce each chapter and highlight connections among them as they provide relevant empirical evidence and help envision future needed research into technology-mediated TBLT. 01 01 JB code tblt.6.02gon 06 10.1075/tblt.6.02gon 23 50 28 Article 2 01 04 Chapter 2. The need for needs analysis in technology-mediated TBLT Chapter 2. The need for needs analysis in technology-mediated TBLT 1 A01 01 JB code 111215199 Marta González-Lloret González-Lloret, Marta Marta González-Lloret 07 https://benjamins.com/catalog/persons/111215199 01 eng 03 00 Needs analysis (NA) is an important component of any well-developed language curriculum and an essential component of a task-based language curriculum (Long & Crookes 1993; Long & Norris 2000). It is actually “the first stage in the design of a TBLT program” (Long 2007, p. 124). In this chapter, the tasks that make up such a program are understood in real-world terms, as something that the “learners need to do with the language” (Norris 2009, p. 578) in order to function in a certain situation which is based on authentic needs (Long & Norris 2000). It is through a NA that the tasks to be included in the program are identified, as well as the language needed to be able to conduct them effectively and appropriately. In a technology-mediated TBLT program, the NA should address not just the language necessities (linguistic and pragmatic) to complete the tasks, but also the informational and multimodal digital skills needed to effectively engage with the technology. In addition, a NA should help us gather information about what innovations and technological tools are most appropriate for the curriculum, as well as inform us about the necessary training for students and teachers to be able to use them successfully. Although NAs have been reported in the literature in the field of language teaching since the early 1980s, they are not yet a systematic practice in language educational curriculum development. This chapter defends the importance of such a practice, especially for technology-mediated language teaching. It presents the steps necessary to conduct a well-balanced, reliable NA for a technology-mediated TBLT program that would target not only the language needs and wants of students, teachers, and administrators, but also their multimodal, digital and informational needs. The chapter includes examples of several NAs conducted for task-based technology curricula and discusses the possible challenges of conducting such NAs. 01 01 JB code tblt.6.03ada 06 10.1075/tblt.6.03ada 51 78 28 Article 3 01 04 Chapter 3. Prior knowledge and second language task production in text chat Chapter 3. Prior knowledge and second language task production in text chat 1 A01 01 JB code 668215200 Rebecca Adams Adams, Rebecca Rebecca Adams University of Auckland 07 https://benjamins.com/catalog/persons/668215200 2 A01 01 JB code 846215201 Nik Aloesnita Nik Mohd Alwi Nik Mohd Alwi, Nik Aloesnita Nik Aloesnita Nik Mohd Alwi 07 https://benjamins.com/catalog/persons/846215201 01 eng 03 00 The Cognition Hypothesis framed by Robinson (2001; 2003; 2005) has generated a large body of research on how varying task complexity may influence second language (L2) production and learning opportunities; however, most of these studies were conducted in a face-to-face setting (e.g. Gilabert 2007; Gilabert, Baron & Llanes 2009; Kim 2009; Michel, Kuiken & Vedder 2007; Nuevo 2006; Nuevo, Adams & Ross-Feldman 2011). As computer-mediated communication becomes more pervasive in educational contexts, research that extends current understandings of principles of second language learning is increasingly important to help learners and teachers understand how best to make use of this technology to promote specific learning goals (see Kern 2006). The role of task complexity in computer-mediated environments may be particularly important, as this may influence how learners commit attentional resources to language processing during communication (Robinson 2005; Skehan 1998). This study examines the role of one task complexity factor, prior knowledge, on second language production in text-based chat. Analysis of the language produced by first language Malay engineering students engaged in text-based chat group tasks in English indicated that prior knowledge of the task subject area had a limited effect on the complexity and accuracy of language production. We conclude with a critical discussion of the applicability of the Cognition Hypothesis to task-based communication via text chat. We also provide suggestions for how L2 tasks can be implemented in computer-mediated contexts in order to promote attention to form, noting that considering language production and learning in CMC tasks challenges task-based theories and requires transformation of research methods and analysis. 01 01 JB code tblt.6.04sol 06 10.1075/tblt.6.04sol 79 114 36 Article 4 01 04 Chapter 4. Textbooks, tasks, and technology Chapter 4. Textbooks, tasks, and technology 01 04 An action research study in a textbook-bound EFL context An action research study in a textbook-bound EFL context 1 A01 01 JB code 831433216 Maria-Elena Solares-Altamirano Solares-Altamirano, Maria-Elena Maria-Elena Solares-Altamirano 07 https://benjamins.com/catalog/persons/831433216 01 eng 03 00 This chapter reports on an action research study conducted in the context of English as a foreign language (EFL) tertiary education in Mexico. It examines the educational value of blending technology into a task-based instruction module that was designed around a pre-during-post-task model, following the main tenets of task-based language teaching (Ellis 2003; Van den Branden,Bygate & Norris 2009). The participants were three intact classes of pre-intermediate-level EFL students at the National Autonomous University of Mexico (UNAM) who completed 8 two-hour classes on a module of their textbook targeting grammar learning (simple past, past continuous, and used to). The module culminated with a writing activity, which served as the springboard for the design of an innovative Story Telling Contest task online. At the end of the textbook module, Group A (N = 25) engaged in this task-based, technology-mediated instructional design, Group B (N = 23) experienced the same task-based design but with no digital tools, and Group C (N = 25) did the writing activity in the original design offered in the textbook. The three groups were compared by collecting student perceptions through questionnaires and by measuring grammar learning via a pre- and post-test of narrative past tense use. A subset of 7 learners who experienced the task with the support of technology was also interviewed a few months later. The triangulated evidence suggests that, while all three instructional approaches led to similar linguistic gains in the use of narrative tenses, Groups A and B perceived the task design to have helped them develop rich new competencies, more so than the technological element. Students in Group A reported some additional value in the technology-mediated TBLT experience, including the improvement of their digital skills and the easy delivery of instructional material to carry out the task. This action research study contributes to the understanding of ways in which a task mediated by digital tools can enhance language learning in the context of traditional textbook-bound curricula. 01 01 JB code tblt.6.05osk 06 10.1075/tblt.6.05osk 115 148 34 Article 5 01 04 Chapter 5. Promoting foreign language collaborative writing through the use of Web 2.0 tools and tasks Chapter 5. Promoting foreign language collaborative writing through the use of Web 2.0 tools and tasks 1 A01 01 JB code 70215203 Ana Oskoz Oskoz, Ana Ana Oskoz 07 https://benjamins.com/catalog/persons/70215203 2 A01 01 JB code 382215204 Idoia Elola Elola, Idoia Idoia Elola 07 https://benjamins.com/catalog/persons/382215204 01 eng 03 00 This chapter reports on the benefits of embedding chats and wikis, two Web 2.0 social tools, within a module designed to teach the process model of writing with argumentative and expository essays. Sixteen learners enrolled in an advanced Spanish writing course at a mid-sized, east-coast university in the United States completed two three-week essay writing modules working collaboratively in pairs: the first writing piece was in the argumentative genre and the second concerned expository writing. In each module, the same sequence of pedagogic tasks scaffolded the learners through the writing stages of planning, drafting, getting feedback, revising, and publishing. Students were asked to use chats and wikis at specific points during the completion of the modules. Content analysis of the chat and wiki data showed that the synchronous nature of the chats encouraged learners to focus on the content and structure of their writing, while the wikis allowed learners to focus more on localized aspects of text production, such as grammar, fine-tuning of chosen vocabulary, and editing. Comparison of data across the two genres further indicated that while working on the argumentative essay learners focused on syntactic complexity, whereas for the expository essay (completed later in the same semester) learners focused more on accuracy. We conclude that the task-based collaborative approach to teaching process writing, with the mediation of the social tools, allowed learners to construct and reconstruct their content knowledge, to engage with various writing conventions, and to adopt an appropriate, genre-specific language register. 01 01 JB code tblt.6.06syk 06 10.1075/tblt.6.06syk 149 182 34 Article 6 01 04 Chapter 6. TBLT and synthetic immersive environments Chapter 6. TBLT and synthetic immersive environments 01 04 What can in-game task restarts tell us about design and implementation? What can in-game task restarts tell us about design and implementation? 1 A01 01 JB code 920215205 Julie M. Sykes Sykes, Julie M. Julie M. Sykes 07 https://benjamins.com/catalog/persons/920215205 01 eng 03 00 While previous work has identified a strong connection between tasks and digital games, very little empirical evidence exists to aid in our understanding of how tasks within these complex digital spaces should be designed, implemented, and evaluated so as to optimally support language learning. This chapter synthesizes evidence from 120 hours of in-game behavior data and 30 hours of interview data, collected in a larger study (Sykes 2008), in which 53 advanced learners of Spanish participated in Croquelandia, a synthetic immersive environment (SIE) explicitly designed for learning how to appropriately perform requests and apologies in Spanish. The chapter focuses on quest restarts, a design capability of SIEs that allows a player to repeat a task by resetting the conditions prior to a follow-up attempt. Through the empirical examination of how quest restarts were or were not actualized in participants’ choices while playing the SIE, I will demonstrate that restart elements of in-game tasks for language learning are critical to the successful design of SIEs. My discussion includes attention to designer intentions versus player actualization and a focus on ‘playing to learn’ versus ‘learning to play’ perspectives. 01 01 JB code tblt.6.07can 06 10.1075/tblt.6.07can 183 212 30 Article 7 01 04 Chapter 7. Collaborative tasks for negotiation of intercultural meaning in virtual worlds and video-web communication Chapter 7. Collaborative tasks for negotiation of intercultural meaning in virtual worlds and video-web communication 1 A01 01 JB code 542215206 Silvia Canto Canto, Silvia Silvia Canto 07 https://benjamins.com/catalog/persons/542215206 2 A01 01 JB code 736215207 Rick Graaff Graaff, Rick Rick Graaff 07 https://benjamins.com/catalog/persons/736215207 3 A01 01 JB code 876215208 Kristi Jauregi Jauregi, Kristi Kristi Jauregi 07 https://benjamins.com/catalog/persons/876215208 01 eng 03 00 In many foreign language education settings, communication tasks in the target language mostly take place between nonnative-speaker classmates sharing the same mother tongue. ‘Networked’ environments such as voice-enabled 3D virtual worlds or video-web communication may have an added value in creating opportunities for language learners to synchronously communicate outside the classroom. As such, these tools may facilitate intercultural communication and collaboration with other (native) speakers of the target language. In the European Networked Interaction in Foreign Language Acquisition and Research (NIFLAR) project,* innovative e-learning environments were designed and studied for their potential to create authentic and interactive contexts that support the development of intercultural competence in foreign language learning contexts. The technology-mediated pedagogical tasks targeted intercultural communicative competence (following, e.g. Byram 1997; and Müller-Jacquier 2003), in which intercultural awareness and social interaction seek to play a much larger role than it is possible in current classroom-based foreign language education. The NIFLAR design also took into consideration the set of design principles that have emerged from TBLT research (Ellis 2003; Doughty & Long 2003; Long 2009; Norris 2009; Van den Branden 2006; Willis 1996). In this chapter we present NIFLAR’s technology-mediated, task-based framework for the development of intercultural competence and discuss its application to both video-web task-based communication and the virtual world Second Life by Dutch learners of Spanish communicating with native-speaker teachers of Spanish. We offer qualitative and quantitative data gleaned from the completion of two tasks and discuss the potential effects of technology-mediated TBLT in such environments, focusing on negotiation of intercultural meaning in communication between language learners and native speakers. 01 01 JB code tblt.6.08gan 06 10.1075/tblt.6.08gan 213 238 26 Article 8 01 04 Chapter 8. The third dimension Chapter 8. The third dimension 01 04 A sociocultural theory approach to the design and evaluation of 3D virtual worlds tasks A sociocultural theory approach to the design and evaluation of 3D virtual worlds tasks 1 A01 01 JB code 504215209 Gabriela Adela Gánem-Gutiérrez Gánem-Gutiérrez, Gabriela Adela Gabriela Adela Gánem-Gutiérrez 07 https://benjamins.com/catalog/persons/504215209 01 eng 03 00 This chapter describes a theoretical framework for the design and evaluation of pedagogical tasks for 3D virtual world environments. The proposed framework is informed by Vygotskian Sociocultural Theory (SCT) and Activity Theory, two related sociocultural approaches to second (L2) language learning which, I argue, offer a particularly suitable paradigm for the design, implementation, and evaluation of technology-mediated tasks. Firstly, I provide an overview of what characterises 3D virtual worlds (3D VWs) and of current research into the potential of this technological application in the service of second language learning and teaching, and the range of tasks that this research has thus far inspected. Secondly, I briefly review core SCT concepts underlying the proposed framework and point out how they apply to 3D VW tasks. I then identify pedagogical principles derived from this approach to L2 learning and discuss their relevance in the context of technology-mediated task-based language teaching (TBLT) with specific reference to the current state and capabilities of 3D VWs. I also outline a task example designed to capitalise on the potential of 3D VWs for L2 learning. I conclude with a proposal for the application of Activity Theory to the evaluation of 3D VWs tasks. At a theoretical level, my goal in the chapter is to bring key sociocultural perspectives to TBLT and show how SCT can inform theoretically sound pedagogical design in TBLT. At a practical level, I hope to offer a framework for practitioners to support the design and evaluation of technology-mediated tasks in general and 3D VWs tasks in particular. 01 01 JB code tblt.6.09sau 06 10.1075/tblt.6.09sau 239 262 24 Article 9 01 04 Chapter 9. Lessons from the fandom Chapter 9. Lessons from the fandom 01 04 Technology-mediated tasks for language learning Technology-mediated tasks for language learning 1 A01 01 JB code 12215210 Shannon Sauro Sauro, Shannon Shannon Sauro Malmö University 07 https://benjamins.com/catalog/persons/12215210 01 eng 03 00 This chapter builds upon work in media and fandom studies to explore the use of fandoms (online networks of fans of books, movies, bands, etc.) and fandom tasks as pedagogical tools in technology-enhanced language classes. This fandom-oriented task-based approach to computer-assisted language learning (CALL) looks at the creative and practical work of several online fandoms, and focuses on examples of four different technology-mediated language tasks that offer both technological and linguistic continuity with language learners’ target online activities. The chapter explores the linguistic skills and proficiency levels targeted by each of the four tasks and discusses curriculum implications. Finally, this chapter concludes with a discussion of specific technology-influenced pedagogical considerations associated with fandom tasks. 01 01 JB code tblt.6.10win 06 10.1075/tblt.6.10win 263 294 32 Article 10 01 04 Chapter 10. Formative, task-based oral assessments in an advanced Chinese-language class Chapter 10. Formative, task-based oral assessments in an advanced Chinese-language class 1 A01 01 JB code 315215211 Paula Winke Winke, Paula Paula Winke 07 https://benjamins.com/catalog/persons/315215211 01 eng 03 00 This chapter reports on task-based, formative assessments of oral proficiency that were designed to help students self-monitor their oral development in a fourth-year, university foreign-language Chinese classroom. Seventeen advanced learners of Chinese completed two group role-play tasks two times during their 15-week semester. Both tasks were designed to follow a pre-task, main-task, post-task cycle and culminated within the same 90-minute lesson in individual oral assessments. Computerized tools aided in the design and delivery of both tasks and assessments. Immediately after completing each formative assessment, the learners were asked to self-rate their performances, which were then rated by two Chinese language experts as well. Finally, for each task and assessment cycle, a 30-minute reflective lesson was conducted by the teacher subsequently in class, in which students discussed their self-ratings and compared them to the expert ratings. The statistical comparison of student and expert ratings on the two task cycles suggests that students were realistic judges in their self-assessment and largely agreed with the expert raters in their estimations of the quality (i.e. accuracy, fluency, complexity, and accent/tones) of their task-based assessment performances. The chapter closes with a discussion of pedagogical implications and a call for oral formative assessments that are brought into the language classroom on a regular basis as part of task work, so as to support learners’ self-regulation and to increase their chances of language improvement. 01 01 JB code tblt.6.11nie 06 10.1075/tblt.6.11nie 295 322 28 Article 11 01 04 Chapter 11. Evaluation of an online, task-based Chinese course Chapter 11. Evaluation of an online, task-based Chinese course 1 A01 01 JB code 892215212 Katharine Brown Nielson Brown Nielson, Katharine Katharine Brown Nielson University of Maryland 07 https://benjamins.com/catalog/persons/892215212 01 eng 03 00 This chapter describes and evaluates an intermediate online, task-based Chinese course through an analysis of learner performance on the course tasks and assessments, including the performance-based assessments (PBAs) developed specifically for the course. After a brief consideration of online instruction and task-based language teaching (TBLT), the online TBLT course is described in some depth and the technology-mediated pedagogic tasks and associated PBAs are presented. The findings from these tasks and assessments are then reported, followed by a discussion of what the outcomes data revealed about online language instruction, TBLT, and technology-mediated tasks. The goal of this research is to evaluate this particular course in order to provide insights into how best to structure and assess learners during online foreign language classes, offering a model for instruction as well as empirical findings related to the effectiveness of both online and task-based foreign language courses. 01 01 JB code tblt.6.12cha 06 10.1075/tblt.6.12cha 323 334 12 Article 12 01 04 Chapter 12. Afterword Chapter 12. Afterword 01 04 Technology-mediated TBLT and the evolving role of the innovator Technology-mediated TBLT and the evolving role of the innovator 1 A01 01 JB code 358215213 Carol A. Chapelle Chapelle, Carol A. Carol A. 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