Tuesday, March 27
12:10-12:30 PM

When at Crossroads of L2 Tasks and Technology: A Critical Review of Implementing Technology-mediated Task-Based Language Teaching.

Brief Paper ID: 51752
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    Nadia Jaramillo Cherrez
    Iowa State University

Abstract: Task-Based Language Teaching (TBLT) and Computer Assisted-Language Learning (CALL) have both received considerable attention as potential approaches to facilitate foreign or second language (L2) development. TBLT has focused on promoting the use of tasks for real and authentic uses of the L2. Whereas, CALL has integrated computers and technology innovations for L2 teaching and learning. A growing body of research has examined the interconnections between these two fields suggesting that their synergies can maximize the integration of technology and tasks for language teaching and learning (Chapelle, 2003, 2014; Gonzalez-Lloret & Ortega, 2014), and capitalize mutual benefits (Gonzalez-Lloret & Ortega, 2014). In light of expanding our understanding of the integration of technology and tasks, this critical review examines how L2 instructors' implement technology-mediated TBLT. This review also discusses the implications, challenges, and further research for integrating tasks and technology.

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