Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-5b777bbd6c-cp4x8 Total loading time: 0 Render date: 2025-06-19T16:42:25.677Z Has data issue: false hasContentIssue false

23 - Task-Based Language Teaching

from Part V - Practice

Published online by Cambridge University Press:  15 June 2025

By
Sima Khezrlou
Edited by
Glenn Stockwell  and
Yijen Wang
Glenn Stockwell
Affiliation:
Waseda University, Japan
Yijen Wang
Affiliation:
Waseda University, Japan
Get access

Summary

The powerful pedagogical affordances of technologies enable new forms of learning that can serve contemporary pedagogies such as task-based language teaching (TBLT) in different educational contexts. Indeed, technology and TBLT mutually nurture one another as technology sets a natural and authentic context for the realization of the methodological principles of TBLT, and TBLT offers a rationale and pedagogical framework for the selection and use of technology. Given the unique learning potential of technology-mediated TBLT and the relative newness of the field, it is essential to advance this area to fulfill the fruitful interface between the two fields of TBLT and technology. This chapter presents how this fusion offers language learning opportunities that would otherwise be difficult to orchestrate in traditional classroom contexts. It then provides a brief review of recent work in this area, paving the way toward an outline of future research and practice directions in the implementation of technology-mediated TBLT.

Keywords

computer-mediated communicationcurriculuminteractionsecond language acquisitionTBLTtechnological innovationvirtual worldWeb 2.0
Type
Chapter
Information
The Cambridge Handbook of Technology in Language Teaching and Learning , pp. 377 - 392
Publisher: Cambridge University Press
Print publication year: 2025

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Book purchase

Temporarily unavailable

References

References

Abdi Tabari, M., Khezrlou, S., & Tian, Y. (2024). Task complexity, task repetition, and L2 writing complexity: Exploring interactions in the TBLT domain. International Review of Applied Linguistics in Language Teaching, 62(2), 871–901. https://doi.org/10.1515/iral-2022-0123CrossRefGoogle Scholar
Abdi Tabari, M., Khezrlou, S., & Tian, Y. (2024). Verb argument construction complexity indices and L2 written production: Effects of task complexity and task repetition. Innovation in Language Learning and Teaching, 18(1), 1–16. https://doi.org/10.1080/17501229.2023.2211955CrossRefGoogle Scholar
Adams, R., & Nik, A. M. N. (2014). Prior knowledge and second language task production in text chat. In González‐Lloret, M. & Ortega, L. (Eds.), Technology‐mediated TBLT: Researching technology and tasks (pp. 51–78). John Benjamins.CrossRefGoogle Scholar
Baralt, M. (2013). The impact of cognitive complexity on feedback efficacy during online versus face‐to‐face interactive tasks. Studies in Second Language Acquisition, 35, 689–725. https://doi.org/10.1017/S0272263113000429CrossRefGoogle Scholar
Baralt, M., & Gómez, J. M. (2017). Task-based language teaching online: A guide for teachers. Language Learning & Technology, 21(3), 28–43.Google Scholar
Blake, R. (2000). Computer-mediated communication: A window on L2 Spanish interlanguage. Language Learning & Technology, 4, 120–136.Google Scholar
Blyth, C. (2018). Immersive technologies and language learning. Foreign Language Annals, 51(1), 225–232. https://doi.org/10.1111/flan.12327CrossRefGoogle Scholar
Canals, L. (2020). The effects of virtual exchanges on oral skills and motivation. Language Learning & Technology, 24(3), 103–119. http://hdl.handle.net/10125/44742Google Scholar
Canals, L. (2021). Multimodality and translanguaging in negotiation of meaning. Foreign Language Annals, 54, 647–670. https://doi.org/10.1111/flan.12547CrossRefGoogle Scholar
Castañeda, D. A. (2021). Improving conversational interactions with task-based activities in a Spanish as a second language class. Computer Assisted Language Learning, 34(8), 1154–1181. https://doi.org/10.1080/09588221.2019.1666149CrossRefGoogle Scholar
Chapelle, C. (2001). Computer applications in second language acquisition: Foundations for teaching, testing, and research. Cambridge University Press.CrossRefGoogle Scholar
Chen, J. (2020). The effects of pre-task planning on EFL learners’ oral performance in a 3D multi-user virtual environment. ReCALL, 32(3), 232–249. https://doi.org/10.1017/S0958344020000026CrossRefGoogle Scholar
Chen, W., Shih, Y., & Liu, G. (2015). Task design and its induced learning effects in a cross-institutional blog-mediated telecollaboration. Computer Assisted Language Learning, 28(4), 285–305. https://doi.org/10.1080/09588221.2013.818557CrossRefGoogle Scholar
Chong, S. W., & Reinders, H. (2020). Technology-mediated task-based language teaching: A qualitative research synthesis. Language Learning & Technology, 24(3), 70–86.Google Scholar
Chun, D., Kern, R., & Smith, B. (2016). Technology in language use, language teaching, and language learning. The Modern Language Journal, 100(S1), 64–80. https://doi.org/10.1111/modl.12302CrossRefGoogle Scholar
Churchill, D., Lu, J., & Chiu, T. K. F. (2014). Integrating mobile technologies, social media and learning design. Educational Media International, 51(3), 163–165. https://doi.org/10.1080/09523987.2014.969895CrossRefGoogle Scholar
Daniel, J., Hunter Quartz, K., & Oakes, J. (2019). Teaching in community schools: Creating conditions for deeper learning. Review of Research in Education, 43(1), 453–480. https://doi.org/10.3102/0091732X18821126CrossRefGoogle Scholar
Deng, R., Benckendorff, P., & Gannaway, D., (2019). Progress and new directions for teaching and learning in MOOCs. Computers & Education, 129, 48–60. https://doi.org/10.1016/j.compedu.2018.10.019CrossRefGoogle Scholar
Doughty, C. J., & Long, M. H. (2003). The handbook of second language acquisition. Blackwell Publishing.CrossRefGoogle Scholar
Duran, G., & Ramaut, G. (2006). Tasks for absolute beginners and beyond: Developing and sequencing tasks at basic proficiency levels. In Van den Branden, K. (Ed.), Task-based language education: From theory to practice (pp. 47–75). Cambridge University Press.CrossRefGoogle Scholar
Ellis, R., Skehan, P., Li, S., Shintani, N., & Lambert, C. (2020). Task-based language teaching: Theory and practice. Cambridge University Press.Google Scholar
Ertmer, P. A., & Ottenbreit-Leftwich, A. (2013). Removing obstacles to the pedagogical changes required by Jonassen’s vision of authentic technology-enabled learning. Computers & Education, 64, 175–182. https://doi.org/10.1016/j.compedu.2012.10.008CrossRefGoogle Scholar
Fernández-García, M., & Martínez-Arbelaiz, A. (2002). Negotiation of meaning in non-native speaker–non-native speaker synchronous discussions. CALICO Journal, 19(2), 279–224. https://doi.org/10.1558/cj.v19i2.279-284CrossRefGoogle Scholar
González-Lloret, M. (2017). Technology for task-based language teaching. In Chapelle, C. A. & Sauro, S. (Eds.), The handbook of technology and second language teaching and learning (pp. 234–247). Wiley Publishing.CrossRefGoogle Scholar
González‐Lloret, M., & Nielson, K. B. (2014). Evaluating TBLT: The case of a task‐based Spanish program. Language Teaching Research, 19(5), 525–549. https://doi.org/10.1177/1362168814541745CrossRefGoogle Scholar
González-Lloret, M., & Ortega, L. (2014). Technology-mediated TBLT: Researching technology and tasks. John Benjamins.CrossRefGoogle Scholar
Herring, S. C. (1996). Computer‐mediated communication: Linguistic, social, and cross‐cultural perspectives. John Benjamins.CrossRefGoogle Scholar
Hung, H.-T., Yang, J. C., Hwang, G.-J., Chu, H.-C., & Wang, C.-C. (2018). A scoping review of research on digital game-based language learning. Computers & Education, 126, 89–104. https://doi.org/10.1016/j.compedu.2018.07.001CrossRefGoogle Scholar
Iwasaki, N., & Oliver, R. (2003). Chat-line interaction and negative feedback. Australian Review of Applied Linguistics, 17, 60–73. https://doi.org/10.1075/aralss.17.05iwaGoogle Scholar
Jenkins, H., Purushotma, R., Weigel, M., Clinton, K., & Robison, A. J. (2009). Confronting the challenges of participatory culture: Media education for the 21st century. MIT Press.CrossRefGoogle Scholar
Jepson, K. (2005). Conversations – and negotiated interaction – in text and voice chat rooms. Language Learning & Technology, 9(3), 79–98.Google Scholar
Keller‐Lally, A. M. (2006). Effect of task‐type and group size on foreign language learner output in synchronous computer‐mediated communication. Doctoral dissertation, University of Texas at Austin.Google Scholar
Khezrlou, S. (2019). Form-focussed instruction in CALL: What do learners think? RELC Journal, 50(2), 235–251. https://doi.org/10.1177/0033688217738820CrossRefGoogle Scholar
Khezrlou, S. (2022). Effects of task repetition with consciousness-raising in wiki-mediated collaborative writing on the development of explicit and implicit knowledge. Computer Assisted Language Learning. 37(1–2), 243–278. https://doi.org/10.1080/09588221.2022.2033789CrossRefGoogle Scholar
Khezrlou, S. (2023). Focus on form in task repetition through oral and written task modelling. International Review of Applied Linguistics in Language Teaching, 61(2), 479–518. https://doi.org/10.1515/iral-2020-0125CrossRefGoogle Scholar
Khezrlou, S., Ellis, R., & Sadeghi, K. (2017). Effects of computer-assisted glosses on EFL learners’ vocabulary acquisition and reading comprehension in three learning conditions. System, 65, 104–116. https://doi.org/10.1016/j.system.2017.01.009CrossRefGoogle Scholar
Lai, C., & Li, G. (2011). Technology and task-based language teaching: A critical review. CALICO Journal, 28(2), 498–521. https://doi.org/10.11139/cj.28.2.498-521CrossRefGoogle Scholar
Lantolf, J., & Thorne, S. (2006). Sociocultural theory and the genesis of second language development. Oxford University Press.Google Scholar
Lee, H., Hampel, R., & Kukulska-Hulme, A. (2019). Gesture in speaking tasks beyond the classroom: An exploration of the multimodal negotiation of meaning via Skype videoconferencing on mobile devices. System, 81, 26–38. https://doi.org/10.1016/j.system.2018.12.013CrossRefGoogle Scholar
Lee, L. (2001). Online interaction: Negotiation of meaning and strategies used among learners of Spanish. ReCALL, 13(2), 232–244. https://doi.org/10.1017/S0958344001000829aCrossRefGoogle Scholar
Lim, C. P., & Churchill, D. (2016). Mobile learning. Interactive Learning Environments, 24(2), 273–276. https://doi.org/10.1080/10494820.2015.1113705CrossRefGoogle Scholar
Long, M. (1996). The role of the linguistic environment in second language acquisition. In Ritchie, W. & Bhatia, T. (Eds.), Handbook of second language acquisition (pp. 121–58). Academic Press.Google Scholar
Marek, M. W., & Wu, P. N. (2020). Digital learning curriculum design. In Daniela, L. (Ed.), Pedagogies of digital learning in higher education (pp. 163–182). Routledge.CrossRefGoogle Scholar
Michelson, K. (2019). Global simulation as a mediating tool for teaching and learning language and culture as discourse. Foreign Language Annals, 52(2), 284–313. https://doi-org.uaccess.univie.ac.at/10.1111/flan.12392CrossRefGoogle Scholar
Mohamadi Zenouzagh, Z. (2022). Language-related episodes and feedback in synchronous voiced-based and asynchronous text-based computer-mediated communications. Journal of Computer Education, 9, 515–547. https://doi.org/10.1007/s40692–021-00212-wCrossRefGoogle Scholar
Monteiro, K. (2014). An experimental study of corrective feedback during video‐conferencing. Language Learning & Technology, 18, 56–79.Google Scholar
Moradi, A., & Farvardin, M. T. (2020). Negotiation of meaning by mixed-proficiency dyads in face-to-face and synchronous computer-mediated communication. TESOL Journal, 11(1). https://doi.org/10.1002/tesj.446CrossRefGoogle Scholar
Nik, N. A. N. M., Adams, R., & Newton, J. (2012). Writing to learn via text chat: Task implementation and focus on form. Journal of Second Language Writing, 21(1), 23–39. https://doi.org/10.1016/j.jslw.2011.12.001Google Scholar
Nikolenko, S. I. (2021). Synthetic simulated environments: In synthetic data for deep learning. Springer Optimization and Its Applications. https://doi.org/10.1007/978-3-030-75178-4_7CrossRefGoogle Scholar
Ockey, G. J., & Neiriz, R. (2021). Evaluating technology-mediated second language oral communication assessment delivery models. Assessment in Education: Principles, Policy & Practice, 28(4), 350–368. https://doi.org/10.1080/0969594X.2021.1976106Google Scholar
O’Dowd, R., & Waire, P. (2009). Critical issues in telecollaborative task design. Computer Assisted Language Learning, 22(2), 173–188. https://doi.org/10.1080/09588220902778369CrossRefGoogle Scholar
Ortega, L. (1997). Processes and outcomes in network classroom interaction: Defining the research agenda for L2 computer‐assisted classroom discussion. Language Learning & Technology, 1(1), 82–93.Google Scholar
Ortega, L. (2009). Interaction and attention to form in L2 text-based computer-mediated communication. In Mackey, A. & Polio, C. (Eds.), Multiple perspectives on interaction in SLA: Research in honor of Susan M. Gass (pp. 226–253). Routledge.Google Scholar
Pellettieri, J. (1999). Why-talk? Investigating the role of task-based interaction through synchronous network-based communication among classroom learners of Spanish. Unpublished doctoral dissertation. University of California at Davis.Google Scholar
Pellettieri, J. (2000). Negotiation in cyberspace: The role of chatting in the development of grammatical competence. In Warschauer, M. & Kern, R. (Eds.), Network-based language teaching: Concepts and practice (pp. 59–86). Cambridge University Press.CrossRefGoogle Scholar
Pica, T., Kang, H.-S., & Sauro, S. (2006). Information gap tasks: Their multiple roles and contributions to interaction research methodology. Studies in Second Language Acquisition, 28(2), 301–338. https://doi.org/10.1017/S027226310606013XCrossRefGoogle Scholar
Prabhu, N. (1987). Second language pedagogy. Oxford University Press.Google Scholar
Reinhardt, J. (2019). Social media in second and foreign language teaching and learning: Blogs, wikis, and social networking. Language Teaching, 52(1), 1–39. https://doi.org/10.1017/S0261444818000356CrossRefGoogle Scholar
Ribeiro, A., & Eslami, Z. R. (2022). Second language development in face-to-face versus synchronous computer-mediated interactions: Dyadic type and language proficiency. Language Teaching Research. Advance online publication. https://doi.org/10.1177/13621688221098379CrossRefGoogle Scholar
Robinson, P. (2015). The cognition hypothesis, second language task demands, and the SSARC model of pedagogic task sequencing. In Bygate, M. (Ed.), Domains and directions in the development of TBLT (pp. 87–122). John Benjamins.CrossRefGoogle Scholar
Sauro, S. (2011). SCMC for SLA: A research synthesis. CALICO Journal, 28(2), 369–391. https://doi.org/10.11139/cj.28.2.369-391CrossRefGoogle Scholar
Shekary, M., & Tahririan, M. H. (2006). Negotiation of meaning and noticing in text-based online chat. The Modern Language Journal, 90(4), 557–573. https://doi.org/10.1111/j.1540-4781.2006.00504.xCrossRefGoogle Scholar
Smith, B. (2003). Computer-mediated negotiated interaction: An expanded model. The Modern Language Journal, 87(1), 38–57. https://doi.org/10.1111/1540–4781.00177CrossRefGoogle Scholar
Smith, B. (2004). Computer-mediated negotiated interaction and lexical acquisition. Studies in Second Language Acquisition, 26(3), 365–398. https://doi.org/10.1017/S027226310426301XCrossRefGoogle Scholar
Smith, B. (2009). Task-based learning in the computer-mediated communicative ESL/EFL classroom. CALL-EJ Online, 11(1).Google Scholar
Taghizadeh, M., & Ejtehadi, A. (2021). Investigating pre-service EFL teachers’ and teacher educators’ experience and attitudes towards online interaction tools. Computer Assisted Language Learning, 36(8), 1663–1667. https://doi.org/10.1080/09588221.2021.2011322Google Scholar
Thomas, M., & Reinders, H. (2015). Contemporary task-based teaching in Asia. Continuum.Google Scholar
Van den Branden, K., Bygate, M., & Norris, J. M. (2009). Task-based language teaching: A reader. John Benjamins.Google Scholar
van der Zwaard, R., & Bannink, A. (2016). Nonoccurrence of negotiation of meaning in task-based synchronous computer-mediated communication. The Modern Language Journal, 100(3), 625–640. https://doi.org/10.1111/modl.12341CrossRefGoogle Scholar
Wang, C.-P., Lan, Y.-J., Tseng, W.-T., Lin, Y.-T. R., & Gupta, K. C.-L. (2020). On the effects of 3D virtual worlds in language learning: A meta-analysis. Computer Assisted Language Learning, 33(8), 891–915. https://doi.org/10.1080/09588221.2019.1598444CrossRefGoogle Scholar
Willis, J. (1996). A framework for task-based language teaching. Longman.Google Scholar
Yilmaz, Y., & Granena, G. (2010). The effects of task type in synchronous computer-mediated communication. ReCALL, 22(1), 20–38. https://doi.org/10.1017/S0958344009990176CrossRefGoogle Scholar
Yüksel, D., & İnan, B. (2014). The effects of communication mode on negotiation of meaning and its noticing. ReCALL, 26(3), 333–354. https://doi.org/10.1017/S0958344014000147CrossRefGoogle Scholar
Zhang, R., & Zou, D. (2022). Types, purposes, and effectiveness of state-of-the-art technologies for second and foreign language learning. Computer Assisted Language Learning, 35(4), 696–742. https://doi.org/10.1080/09588221.2020.1744666CrossRefGoogle Scholar
Ziegler, N. (2016). Taking technology to task: Technology-mediated TBLT, performance, and production. Annual Review of Applied Linguistics, 36, 136–163. https://doi.org/10.1017/S0267190516000039CrossRefGoogle Scholar
Ziegler, N., & Phung, H. (2019). Technology-mediated task-based interaction: The role of modality. ITL-International Journal of Applied Linguistics, 170(2), 251–276. https://doi.org/10.1075/itl.19014.zieCrossRefGoogle Scholar

Further Reading

Outlining the theoretical framework, pedagogical development, and application of TBLT, this book serves as a fundamental and comprehensive resource for understanding and researching TBLT.

This book gathers empirical research on TBLT from pedagogical, cognitive, and sociocultural perspectives, focusing on the design and implementation of diverse tasks for writing, interaction, and assessment, facilitated by technological tools.

With a focus on technology-mediated task-based language teaching, this article proposes specific research tasks that build on previous studies and aims to deepen our understanding of how tasks and technologies can enhance language learning.

This review article presents an updated overview of the role of technology-mediated task-based language teaching in promoting L2 development and performance. Additionally, it explores how technology can contribute to our understanding of various aspects of TBLT and offers suggestions for potential research directions in the field.

Ellis, R., Skehan, P., Li, S., Shintani, N., & Lambert, C. (2020). Task-based language teaching: Theory and practice. Cambridge University Press. https://doi.org/10.1017/9781108643689Google Scholar
González-Lloret, M., & Ortega, L. (2014). Technology-mediated TBLT: Researching technology and tasks. John Benjamins. https://doi.org/10.1075/tblt.6CrossRefGoogle Scholar
Smith, B., & González-Lloret, M. (2021). Technology-mediated task-based language teaching: A research agenda. Language Teaching, 54(4), 518–534. https://doi.org/10.1017/S0261444820000233CrossRefGoogle Scholar
Ziegler, N. (2016). Taking technology to task: Technology-mediated TBLT, performance, and production. Annual Review of Applied Linguistics, 36, 136–163. https://doi.org/10.1017/S0267190516000039CrossRefGoogle Scholar

Save book to Kindle

To save this book to your Kindle, first ensure no-reply@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×