Task-Based Language Learning and Teaching with Technology

Description

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, 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 practioners and researchers in applied linguistics, second language acquisition and education studies.

Michael Thomas is Senior Lecturer in Language Learning Technologies at the University of Central Lancashire, UK, and Editor of International Journal of Virtual and Personal Learning Environments. Hayo Reinders (www.innovationinteaching.org) is Head of Language and Learning Support at Middlesex University, London, UK, and Editor of Innovation in Language Learning and Teaching.

'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 [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, Vol. 42, No. 5 '[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.' -- Dr. Lina Lee, University of New Hampshire, USA. ReCALL, 24(1), 108-112. Cambridge University Press '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.' -- Jim Ranalli, Iowa State University, USA. Language Learning & Technology, October 2011, 15(3) "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