This title examines widespread interest in new technology-enhanced learning environments and how they are being used to promote task-based learning. This edited collection considers the relationship between task-based language teaching (TBLT) and technology-enhanced learning. TBLT is concerned with a number of macro-tasks such as information gathering and problem-solving as well as evaluative tasks, all of which are increasingly available via online and Web-based technologies. "Technology Enhanced Learning" refers to a broad conception of technology use in the language classroom and incorporates a range of interactive learning technologies such as Interactive Whiteboards and mobile learning devices. The popularity of Web 2.0 technologies (blogs, wikis, social networking sites, podcasting, and virtual worlds), as well as practical applications of mobile learning, place a fresh emphasis on creating project-orientated language learning tasks with a clear real-world significance for learners of foreign languages. This book examines the widespread interest in these new technology-enhanced learning environments and looks at how they are being used to promote task-based learning. This book will appeal to practitioners and researchers in applied linguistics, second language acquisition and education studies.
This title examines widespread interest in new technology-enhanced learning environments and how they are being used to promote task-based learning. This edited collection considers the relationship between task-based language teaching (TBLT) and technology-enhanced learning. TBLT is concerned with a number of macro-tasks such as information gathering and problem-solving as well as evaluative tasks, all of which are increasingly available via online and Web-based technologies. "Technology Enhanced Learning" refers to a broad conception of technology use in the language classroom and incorporates a range of interactive learning technologies such as Interactive Whiteboards and mobile learning devices. The popularity of Web 2.0 technologies (blogs, wikis, social networking sites, podcasting, and virtual worlds), as well as practical applications of mobile learning, place a fresh emphasis on creating project-orientated language learning tasks with a clear real-world significance for learners of foreign languages. This book examines the widespread interest in these new technology-enhanced learning environments and looks at how they are being used to promote task-based learning. This book will appeal to practitioners and researchers in applied linguistics, second language acquisition and education studies.
List of Abbreviations List of Figures and Tables List of
Contributors Foreword Rod Ellis
1. Introduction Michael Thomas and Hayo Reinders
PART I. RESEARCH ON TASKS IN CALL
2. Research on the Use of Technology in Task-Based Language
Teaching
Andreas Müller-Hartmann and Marita Schocker-v. Ditfurth
3. Task-Based Language Teaching in Networked-Based CALL: An
Analysis of Research on Learner Interaction in Synchronous CMC
Mark Peterson
4. Taking Intelligent CALL to Task
Matthias Schulze
5. Effects of Multimodality in Computer-Mediated Communication
Tasks
Glenn Stockwell
6. Measuring Complexity in Task-Based Synchronous Computer-Mediated
Communication
Karina Collentine
PART II. APPLYING TECHNOLOGY-MEDIATED TASKS
7. Task Design for a Virtual Learning Environment in a Distance
Language Course
Regine Hampel
8. Teacher Development, TBLT and Technology
Thomas Raith and Volker Hegelheimer
9. Edubba: Real-world Writing Tasks in a Virtual World
Kenneth Reeder
10. The Enactment of Task Design in Telecollaboration 2.0
Mirjam Hauck
11. Afterword: Future Directions for Technology-Mediated Tasks
Gary Motteram and Michael Thomas
Index
Examines widespread interest in new technology-enhanced learning environments and how they are being used to promote task-based learning.
Michael Thomas is Professor of Education and Social Justice and Chair of the Centre for Educational Research (CERES) at Liverpool John Moores University, UK. Hayo Reinders is Professor of Education and Head of Department at Unitec Institute of Technology, New Zealand, and TESOL Professor and Director of the doctoral program at Anaheim University, USA.
An enlightening collection of research papers ... The value of this
book lies in its provision of the most recent empirical findings
and theoretical foundations to realize the potential synergies of
CALL and TBLT.
*Asian EFL Journal*
[This] book is interesting and stimulating, thanks to the variety
of aspects analysed and contexts considered, as well as for the
accuracy and richness of its discussion. I enjoyed and appreciated
reading it and recommend it both to language teachers wishing to
apply [task-based language learning and teaching] and to
researchers working in this field, since it has much useful insight
to offer to both groups.
*British Journal of Educational Technology*
[This book] is a welcome addition to the range of computer-assisted
language learning (CALL) resources ... the chapters of this edited
book combine both strong theoretical frameworks and practical
pedagogical applications. Given the depth and breadth of topics
discussed in the book, it has made a solid contribution to the
field of TBLT with technology. The book offers new insights into
our understanding of online task-based learning and teaching
through reviews of current CALL research and discussions on
empirical studies using available CMC tools within a variety of L2
learning contexts. This book should be of immediate interest to
language educators, and it will be an extremely valuable resource
for those who are working with the 21st century technologically
savvy language learners. Language educators who are interested in
using TBI for virtual learning environments will find the book
informative and useful.
*ReCALL*
While this collection makes a very persuasive case that task-based
research can no longer afford to marginalize technology-mediated
tasks, it also demonstrates that CALL research must do more to
burnish its task- based credentials. ... it is recommended reading
for anyone interested in research from a CALL or TBLT
perspective.
*Language Learning & Technology*
Task-Based Language Learning and Teaching with Technology makes a
number of useful contributions to the literature on tasks in CALL
and TBLT... the volume provides a useful starting point for raising
the TBLT community's awareness of CALL and vice versa and paves the
way for the development of a common research agenda.
*The LINGUIST List*
"Though task-based and technology-mediated language instruction are
a natural match, no works before this edited collected have
explained the relationship so clearly. Highly recommended for
researchers and practitioners alike who are interested in how
authentic interaction via digital media can improve second language
learning."
*Professor Mark Warschauer, Department of Education, University of
California, Irvine, USA*
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