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Technology-mediated task-based language teaching : a qualitative research synthesis
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dc.contributor.author | Chong, Sin Wang | |
dc.contributor.author | Reinders, Hayo | |
dc.date.accessioned | 2022-03-02T17:30:01Z | |
dc.date.available | 2022-03-02T17:30:01Z | |
dc.date.issued | 2020-10-01 | |
dc.identifier.citation | Chong , S W & Reinders , H 2020 , ' Technology-mediated task-based language teaching : a qualitative research synthesis ' , Language Learning and Technology , vol. 24 , no. 3 , pp. 70-86 . https://doi.org/10125/44739 | en |
dc.identifier.issn | 1094-3501 | |
dc.identifier.other | PURE: 277588112 | |
dc.identifier.other | PURE UUID: 383a0b23-906e-4de7-bef6-bfae97256c1f | |
dc.identifier.other | Bibtex: a762badc5e5649efaaaa4da4b3c6d2b0 | |
dc.identifier.other | Scopus: 85107400698 | |
dc.identifier.other | ORCID: /0000-0002-4519-0544/work/107287450 | |
dc.identifier.uri | https://hdl.handle.net/10023/24982 | |
dc.description.abstract | In the past 10 to 15 years, researchers have begun to explore the possibility of synthesizing research on task-based language teaching (TBLT) and computer-assisted language learning (CALL) in the interests of advancing the development of both fields as well as informing practice. In particular, there has been an increasing number of naturalistic, classroom-based studies, which have demonstrated the affordances of TBLT in particular contexts, but whose findings may be less generalizable. Against this backdrop, a qualitative research synthesis of these classroom-based studies is warranted. The current study adopts grounded theory (GT) as the methodology to systematically synthesize qualitative findings from 16 technology-mediated TBLT studies published between 2002 and 2017 in second and foreign language contexts. This resulted in the identification of (a) the characteristics of technology-mediated TBLT, (b) the affordances and limitations of technology-mediated TBLT, and (c) the factors affecting the effectiveness of technology-mediated TBLT. Following this synthesis, a possible research agenda is proposed and practical implications are suggested. | |
dc.format.extent | 17 | |
dc.language.iso | eng | |
dc.relation.ispartof | Language Learning and Technology | en |
dc.rights | This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. | en |
dc.subject | Technology-mediated task-based language learning | en |
dc.subject | Task-based language teaching | en |
dc.subject | SL/FL | en |
dc.subject | Qualitative research synthesis | en |
dc.subject | LB Theory and practice of education | en |
dc.subject | DOAE | en |
dc.subject.lcc | LB | en |
dc.title | Technology-mediated task-based language teaching : a qualitative research synthesis | en |
dc.type | Journal article | en |
dc.description.version | Publisher PDF | en |
dc.contributor.institution | University of St Andrews. International Education Institute | en |
dc.identifier.doi | https://doi.org/10125/44739 | |
dc.description.status | Peer reviewed | en |
dc.identifier.url | https://www.lltjournal.org/item/970/ | en |
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