Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.797937
Title: Task-based language teaching frameworks in technology enhanced learning contexts
Author: Iveson, John
ISNI:       0000 0004 8505 8323
Awarding Body: Lancaster University
Current Institution: Lancaster University
Date of Award: 2019
Availability of Full Text:
Access from EThOS:
Access from Institution:
Abstract:
Task-based language teaching (TBLT) continues to be more widely applied as an approach in second language education. Benefits and challenges of TBLT have been debated over the past thirty years. The advent of technology enhanced learning (TEL) and the use of TBLT in such contexts have revealed further benefits and challenges within this approach. This study summarises TBLT history, before reviewing recent literature relating to TBLT and TEL with specific reference to such challenges as student participation, error correction, fluency, accuracy and the role of feedback. Literature that addresses the conceptualisation of the TBLT approach in TEL contexts is somewhat scant. This qualitative study, situated in the ESOL department of a Canadian higher education institution addresses this gap through phenomenographic analysis of teacher and student interview transcripts. Findings are analysed with reference to established TBLT frameworks that have been broadly used in classroombased settings. The outcome space reveals six categories of description in hierarchical sequence of complexity. These categories of description fit within three structural aspects, in which the phenomenon is experienced in three qualitatively different ways. These involve a shift from the enabling factors of the context, to needs-related skills of the individual, and to the facilitation of language acquisition in a collaborative and reflective technology-mediated environment. Findings are then discussed in terms of a wide range of recommended adaptations to existing TBLT frameworks for more effective use in online and blended contexts, and in terms of associated benefits and challenges. Key contributions to new understanding concern access to digital resources during on-task stages, further opportunities for learner choice and peer training, the incorporation of soft skills training, and the refining of task-related documentation and procedures. Findings are also applied to recommended changes to initial teacher training programmes in ELT and to ongoing aspects of professional development.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.797937  DOI:
Share: