Abstract
Within English language teaching (ELT), the task-based language teaching (TBLT) approach has been widely used for over thirty years. Questions have focused on the effectiveness, benefits and challenges of a TBLT approach. Out of this debate, a number of TBLT frameworks have emerged. At the same time, the parallel growth of technology enhanced learning (TEL) has provoked debate on the effective implementation of TBLT frameworks within TEL contexts. To this end, this research was conducted with a view towards the construction of a framework to inform effective implementation. This study includes findings from a phenomenographic PhD study situated in a Canadian institute of higher education. The research findings, based on data from semi-structured interviews with teachers and students, focus on adaptations to acknowledged TBLT frameworks, associated benefits and challenges, as well as implications for teacher training. Adaptations relate to all stages of the task cycle and include factors dealing with convenience, enrichment, communicative processes, digital literacies, and the nature of feedback.
| Original language | English |
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| Publication status | Not published / presented only - 14 Jul 2020 |
| Event | Twenty-seventh International Conference on Learning - Universitat de València - Facultat de Magisteri, Valencia, Spain Duration: 13 Jul 2020 → 15 Jul 2020 |
Conference
| Conference | Twenty-seventh International Conference on Learning |
|---|---|
| Country/Territory | Spain |
| City | Valencia |
| Period | 13/07/20 → 15/07/20 |