Technology-mediated task-based language teaching: A qualitative research synthesis

• Published in: Language learning & technology Vol. 24; no. 3; pp. 70 - 86
• Main Authors: Chong, Sin Wang, Reinders, Hayo
• Format: Journal Article
• Language: English
• Published: Honolulu National Foreign Language Resource Center at University of Hawaii 01.10.2020; University of Hawaii, National Foreign Language Resource Center
• Subjects: Classroom Research; Computer Assisted Instruction; Computer assisted language learning; Educational technology; English (Second Language); Faculty Development; Grounded Theory; Influence of Technology; Instructional Design; Instructional Effectiveness; Language instruction; Language Skills; Language Teachers; Positive Attitudes; Qualitative research; Research Reports; Second Language Instruction; Second Language Learning; Student Attitudes; Student Centered Learning; Task Analysis; Task-based language teaching; Teaching Methods; Technology Integration
• ISSN: 1094-3501; 1094-3501
• DOI: 10.64152/10125/44739

In the past 10 to 15 years, researchers have begun to explore the possibility of synthesizing research on task-based language teaching (TBLT) and computer-assisted language learning (CALL) in the interests of advancing the development of both fields as well as informing practice. In particular, there has been an increasing number of naturalistic, classroom-based studies, which have demonstrated the affordances of TBLT in particular contexts, but whose findings may be less generalizable. Against this backdrop, a qualitative research synthesis of these classroom-based studies is warranted. The current study adopts grounded theory (GT) as the methodology to systematically synthesize qualitative findings from 16 technology-mediated TBLT studies published between 2002 and 2017 in second and foreign language contexts. This resulted in the identification of (a) the characteristics of technology-mediated TBLT, (b) the affordances and limitations of technology-mediated TBLT, and (c) the factors affecting the effectiveness of technology-mediated TBLT. Following this synthesis, a possible research agenda is proposed and practical implications are suggested.