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

Feb. 11, 2022, 10:30 p.m.
Feb. 14, 2022, 11:51 p.m.
Feb. 14, 2022, 11:51 p.m.
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Volume 24 Number 3, October 2020
Chong, Sin Wang Reinders, Hayo
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.
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Chong S.W., & Reinders H. (2020). Technology-mediated task-based language teaching: A qualitative research synthesis. Language Learning & Technology, 24(3), 70–86.
Language Learning & Technology
University of Hawaii National Foreign Language Resource Center Center for Language & Technology (co-sponsored by Center for Open Educational Resources and Language Learning, University of Texas at Austin)
technology-mediated task-based language teaching task-based language teaching SL/FL qualitative research synthesis
Technology-mediated task-based language teaching: A qualitative research synthesis