When at Crossroads of L2 Tasks and Technology: A Critical Review of Implementing Technology-mediated Task-Based Language Teaching

.Jaramillo Cherrez, N. (2018). When at Crossroads of L2 Tasks and Technology: A Critical Review of Implementing Technology-mediated Task-Based Language Teaching. In E. Langran & J. Borup (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 876-882). Washington, D.C., United States: Association for the Advancement of Computing in Education (AACE)

This article focuses on the interconnections between Task-Based Language Teaching (TBLT) and Computer Assisted Language Learning (CALL) through a critical review of the relevant literature. The review examines how second language instructors currently use technology in the TBLT environment.  While the literature indicates that there are clear benefits for language learners in implementing technology mediated task-based language teaching there are potential implications and  challenges that need to be addressed in relation to access to technology, professional development, and identifying learner needs and capacity in relation to the use of technology. The article offers a useful starting point for instructors and program designers in the second-language sector as they consider, plan and work to maximize the potential of impact of  technology mediated TBLT in their programming and teaching.

 

Available for purchase ($9.95) USD at: https://www.learntechlib.org/primary/p/182623/

 

Pre-Service and In-Service English as a Second Language Teachers’ Beliefs about the Use of Digital Technology in the Classroom

 

Kartchava, E. Chung, S. Studies in English Language Teaching. Vol 3, No 4, 2015.

This Canadian study includes a literature review of research on beliefs regarding technology and learning using three interrelated influences of previous learning experiences, professional development and teaching context. The study identifies age as an additional influence. It then describes a study in Ontario of pre-service and in-service ESL teachers. The study gathered participants’ background information, used open-ended prompts at the beginning of the study to discern their actual use of digital technology and their views on ideal ways to use it in the classroom and followed these with closed questions. These are included in the report, categorized by Experience/Importance, Expertise and Context. Researchers collected additional information through follow up interviews.  There is a discussion of the benefits, limitations, concerns and possibilities that were identified for teacher educators, administrators and teachers themselves at the end of the report.

Retrievable from: http://www.scholink.org/ojs/index.php/selt/article/view/405/389

 

Technology, teachers, and training: Combining theory with Macedonia’s experience

Hosman, L. Cvetanoska, M. International Journal of Education and Development using Information and Communication Technology (IJEDICT), 2013, Vol 9. Issue 3, pp.28-49.

This article looks at the importance of teachers as stakeholder-change agents in the adoption of innovation in schools. It offers recommendations for improvements to address teacher concerns in programs like the computers-in-the-schools program described in Macedonia. It presents and uses a theoretical framework for adoption of innovation that looks at the stages of concerns experienced by teachers about their teaching skills and abilities.

Retrievable from: https://files.eric.ed.gov/fulltext/EJ1071378.pdf