McLellan, G., Kartchava, E., & Rodgers, M. (2021). Technology-Mediated Language Training: Developing and Assessing a Module for a Blended Curriculum for Newcomers. Canadian Journal of Applied Linguistics, 24(2), 177–202.
This paper reports on a study done in partnership with a Canadian program that includes networking, employment and second language training. It investigates the development of a blended second language curriculum for high beginner learners employed in customer service, using a task-based framework. The study looked specifically at learners who cannot consistently attend face-to-face classes and therefore provided support on mobile devices for convenient access when needed. Newcomers in the program meet with a volunteer teacher weekly with a focus on workplace language, but there was a need for more occupation-specific language training needed in addition to these meetings with the understanding that it would build on the face-to-face meetings.
The paper includes a literature review of Computer-Assisted Language Learning, Mobile-Assisted Language Learning, Technology-Mediated Task-Based Language Teaching and Needs Analysis and Technology-Mediated TBLT. This is followed by a description of a module focused on greetings and requests used in customer service, with examples of questions, video examples and comments from learners and teachers.
Egbert, J.(2020). Engagement, Technology, and Language Tasks: Optimizing Student Learning. International Journal of TESOL Studies, 2 (4) 110-118.
This paper presents six engagement facilitators that promote increased learner achievement and demonstrates how technology can be used to help with implementing the facilitators. Two examples of these facilitators are authenticity, i.e., that the task is relevant to learners’ lives; and the level of difficulty or challenge in a task, i.e., the perception that a task is doable but requires some effort. The author elaborates on each one of these. A model of language task engagement is accompanied by the suggestion that instructors start with one or more of the facilitators in their planning. The author also provides suggestions for creating tasks and using the facilitators in classroom settings.
Retrievable from: https://www.tesolunion.org/journal/details/info/8NzcudYWRh/Engagement,-Technology,-and-Language-Tasks:-Optimizing-Student-Learning
Chong S.W., & Reinders H. (2020). Technology-mediated task-based language teaching: A qualitative research synthesis. Language Learning & Technology, 24(3), 70–86.
This report synthesizes data from 16 (14 of the 16 focus on ESL or EFL studies) research studies that examined technology-mediated task-based language teaching, in second and foreign language classrooms between 2002 and 2017. Results of a literature search using identified keywords on digital libraries, major refereed journals and the World Wide Web; and a reference list that identifies the 16 research studies are provided in addition to the descriptions of the findings of each research study. The findings are presented as five affordances noted across the studies, e.g., Facilitating Collaborations, Interactions, and Communications.