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Implicit Instruction of Direct and Indirect Object Pronouns in Spanish through Technology-Mediated Task-Based Language Teaching
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Lessons from a distanced stage: embedding a Zoom-mediated drama workshop in a language classroom
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In: L2 Journal, vol 14, iss 3 (2022)
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Technology-mediated task-based language teaching : a qualitative research synthesis
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Abstract:
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. ; Publisher PDF ; Peer reviewed
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Keyword:
DOAE; LB; LB Theory and practice of education; Qualitative research synthesis; SL/FL; Task-based language teaching; Technology-mediated task-based language learning
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URL: https://www.lltjournal.org/item/970/
http://hdl.handle.net/10023/24982
https://doi.org/10125/44739
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| 4 |
Multimodal (inter)action analysis of task instructions in language teaching via videoconferencing: A case study
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In: ISSN: 0958-3440 ; EISSN: 0958-3440 ; ReCALL ; https://halshs.archives-ouvertes.fr/halshs-03266872 ; ReCALL, Cambridge University Press (CUP), 2021, pp.1 - 19. ⟨10.1017/s0958344021000070⟩ (2021)
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| 5 |
Raising Awareness about Task Assessment Rubrics in Task Based Language Teaching ...
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Intertextuality in foreign-language academic writing in English. A mixed-methods study of university students’ writing products and processes in source-based disciplinary assignments ...
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| 7 |
University Lecturers’ Task-Based Language Teaching Beliefs and Practices
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In: Education Sciences ; Volume 11 ; Issue 11 (2021)
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| 8 |
An Edutainment Implementation in an English Vocational Training Class
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How to make the most of the english language assistant in a secondary school. The case of IES Botànic Cavanilles
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A mixed-methods study of online learning in the EFL classroom
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| 11 |
TBLT in Virtual L2 Classroom: Challenges, Actions and Insights
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In: Masters Theses (2021)
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| 12 |
A Frame-Inspired Task-Based Approach to Metaphor Teaching
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In: Lexis: Journal in English Lexicology, Vol 18 (2021) (2021)
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| 13 |
Learners’ Reflective Practice between the Repeated Performances of Tasks: Effects on Second Language Development
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In: Dutch Journal of Applied Linguistics, Vol 10 (2021) (2021)
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Study on the “Task-based Language Teaching Method” of College English Classes with Aid of “Rain Classroom” Tool
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In: Studies in Literature and Language; Vol 23, No 3 (2021): Studies in Literature and Language; 11-16 ; 1923-1563 ; 1923-1555 (2021)
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Meeting the Needs of Adult Language Learners: A Focus on Communication and Literacy
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In: All Graduate Plan B and other Reports (2021)
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A mixed-methods study of online learning in the EFL classroom
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In: Revista de Lingüística y Lenguas Aplicadas, Vol 16, Iss 1, Pp 95-122 (2021) (2021)
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| 17 |
An oral approach of the passive in teaching French as a foreign language ; Aborder la diathèse passive en contextes de français langue étrangère par la voie de l'oralité
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In: La didactisation du français vernaculaire ; https://halshs.archives-ouvertes.fr/halshs-02993307 ; Pierre Larrivée et Florence Lefeuvre. La didactisation du français vernaculaire, Presses Universitaires de Caen, pp.68-111, 2020, Bibliothèque de Syntaxe & Sémantique, 978-2-84133-983-9 (2020)
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“I CAN’T BELIEVE CLASS IS OVER ALREADY!”: A STUDY OF HOW LANGUAGE-CLASS ACTIVITIES GENERATE FLOW ...
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Enseñanza de lenguas basada en tareas ; Task-based language teachingPlanning a teacher training programme ; planificación de un programa de formación de profesores
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The Development of Interactive English Speaking Abilities in a Japanese University Context ...
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