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However exciting new technologies and educational tools may seem, they can become solely for entertainment unless their design, use, and evaluation are guided by principles of education and language development. Task-based Language Teaching (TBLT) provides an excellent approach for teachers who want to realize the potential of technology to engage learners and improve language learning inside and outside the classroom. This practical guide shows teachers how to successfully incorporate technology into TBLT in the classroom and to develop technology-mediated materials. Whether the goal is to conduct a needs analysis, to develop classroom or homework materials, or to implement a new approach of student assessment, A Practical Guide to Integrating Technology into Task-Based Language Teaching will be a welcome resource for language teachers at all levels. Designed for use in the classroom as well as for independent study, the book includes reflective questions, activities, and further reading at the end of each chapter. Examples of units in Chinese, Spanish, ESL, and the hospitality industry are provided. Georgetown Digital Shorts—longer than an article, shorter than a book—deliver timely works of peer-reviewed scholarship for a fast-paced world. They present new ideas and original content that are easily digestable for students, scholars, and general readers.
However exciting new technologies and educational tools may seem, they can become solely for entertainment unless their design, use, and evaluation are guided by principles of education and language development. Task-based Language Teaching (TBLT) provides an excellent approach for teachers who want to realize the potential of technology to engage learners and improve language learning inside and outside the classroom. This practical guide shows teachers how to successfully incorporate technology into TBLT in the classroom and to develop technology-mediated materials. Whether the goal is to conduct a needs analysis, to develop classroom or homework materials, or to implement a new approach of student assessment, A Practical Guide to Integrating Technology into Task-Based Language Teaching will be a welcome resource for language teachers at all levels. Designed for use in the classroom as well as for independent study, the book includes reflective questions, activities, and further reading at the end of each chapter. Examples of units in Chinese, Spanish, ESL, and the hospitality industry are provided. Georgetown Digital Shorts—longer than an article, shorter than a book—deliver timely works of peer-reviewed scholarship for a fast-paced world. They present new ideas and original content that are easily digestable for students, scholars, and general readers.
This book is available Open Access. This book introduces readers to the concept of task-based language teaching (TBLT), a learner-centred and experiential approach to language teaching and learning. Based on the premise that language learners can enhance their second language acquisition (SLA) through engagement in communicative tasks that compel them to use language for themselves, TBLT stands in contrast to more traditional approaches. Accessible and comprehensive, this book provides a foundational overview of the principles and practice of TBLT and demystifies what TBLT looks like in the classroom. Complete with questions for reflection, pedagogical extensions for application in real classrooms and further reading suggestions in every chapter, this valuable and informative text is vital for anyone interested in TBLT, whether as students, researchers or teachers.
This book examines the use of tasks in second language instruction in a variety of international contexts, and addresses the need for a better understanding of how tasks are used in teaching and program-level decision-making. The chapters consider the key issues, examples, benefits and challenges that teachers, program designers and researchers face in using tasks in a diverse range of contexts around the world, and aim to understand practitioners’ concerns with the relationship between tasks and performance. They provide examples of how tasks are used with learners of different ages and different proficiency levels, in both face-to-face and online contexts. In documenting these uses of tasks, the authors of the various chapters illuminate cultural, educational and institutional factors that can make the effective use of tasks more or less difficult in their particular context.
This book provides interdisciplinary perspectives on task-based language teaching (TBLT) and task-based language assessment (TBLA) in English as a second language (ESL) context. It discusses theoretical and experimental insights of TBLT and TBLA from cognitive, cognitive linguistic, and psycholinguistic viewpoints. The chapters, written by leading language teaching specialists in the field, introduce the reader to a comprehensive range of issues related to TBLT and TBLA such as curriculum design, materials development, and classroom teaching & testing. With interdisciplinary appeal, the book is a valuable resource for researchers in task-based language teaching and assessment. It is equally useful for teachers to whom it offers practical suggestions for designing tasks for teaching and testing.
Written by leading international experts, this handbook provides an accessible resource to task-based language teaching for teachers, as well as academic researchers. Chapters in the volume are presented in a reader-friendly style, with ideas made accessible through case studies, questions for discussion, and suggested further readings.
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.
The linguistics and language education world has recently experienced a rapidly proliferating interest in applying technology. This interdisciplinary area bridges the gap between two previously separate fields. Innovations and Applications of Technology in Language Education is a collection of 12 chapters by an international group of language and linguistics education experts. Although technology in language education is a global interest, its practices should be contextualized. This book covers how language educational technology is currently applied, discusses how it should be applied, and gives directions for its future development. Providing a critical review of respective current practices and perspectives, this book begins by presenting a set of research‐based principles for developing second language teachers’ professionalism. It then examines the use of technology to enhance students’ English language skills. Acknowledging the advantages and disadvantages of AI‐mediated communication, this book argues for the use of AI to facilitate communication in language education. It also proposes the use of AI to develop and administer language tests and suggests guidelines for practitioners to deploy AI in developing and administering language tests efficiently. This book concludes by discussing technology for specific purposes in second language education and the potential of computer‐mediated communication (CMC) to enhance interaction between students.
Technology- mediated language learning has matured over the past few decades, with various tools and contexts now widely used in language education for all ages and levels. Many of today’s language learners have experienced technology as an ever- present feature both within and beyond the classroom, highlighting how the role of technology has expanded into many daily activities, and underscoring how research in Second Language Acquisition (SLA) can inform and support the use of established and emerging technologies. The role of technology in language learning has continued to grow, with the recent COVID- 19 global pandemic further demonstrating the potential contributions of technology for supporting and facilitating second language development. Answering this increasing interest, this Handbook provides students, teachers, and scholars with a comprehensive collection of chapters on foundational topics and key issues related to technology, SLA, and where relevant, pedagogical applications. Chapter 25 of this book is freely available as a downloadable Open Access PDF under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license available at http://www.taylorfrancis.com
This book illustrates the developments of task-based language teaching (TBLT) approaches in relation to the evolution of digital technologies. It highlights how technology-mediated TBLT principles can support English as a Foreign Language (EFL) learning and contribute to understanding new classroom dynamics. Drawing from the key theoretical concepts of TBLT, the author discusses the integration of tasks and technologies from a secondary education perspective, which is often under-represented in the TBLT literature. Morgana looks at how the EFL secondary classroom has been recently re-conceptualised as a social place whose boundaries go far behind the traditional school settings. This book provides theoretical approaches and classroom implementation practices by presenting four case studies on the different L2 skills (reading, writing, listening and speaking). The volume is organised into two main sections. The first section focuses on the theoretical approaches to TBLT and highlights the key concepts behind this methodology. This section also looks at the recent development of a technology-mediated TBLT framework and its implementations in various EFL educational contexts. The second section presents four case studies of secondary-school EFL learners in Italy. Each case study focuses on a different language skill, providing examples of classroom practices in both blended and online learning settings. Pedagogical recommendations for teachers are provided at the end of each case study. The book adopts a multimodal approach and aims at providing scholars in applied linguistics and TBLT practitioners with theories and implementation practices to understand the ways technologies are shaping tasks and mediating students' learning processes.