Task-based language teaching online: A guide for teachers

TLDR

Technology‑mediated task‑based language teaching merges technology with TBLT and is increasingly essential, yet teacher training resources for online implementation remain scarce and no methodological guide has been published. The article proposes a methodology framework to guide teachers in conducting task‑based language teaching online. The framework adapts Willis’s task‑based methodology for synchronous online video interaction, illustrates its application with examples, and offers solutions to common challenges to support socialization and community building.

Abstract

Technology-mediated task-based language teaching is the merger between technology and task-based language teaching (TBLT; González-Lloret & Ortega, 2014) and is arguably now an imperative for language education. As language classrooms are being redefined, training for how to set learners up to successfully do tasks online must be part of teachers’ professional development. However, while multiple resources have been written on tasks, technology, and task-based language courses online (e.g., Chapelle, 2014; Doughty & Long, 2003; González-Lloret, 2016; Nielson, González-Lloret, & Pinckney, 2009; Thomas & Reinders, 2012), teacher training for this purpose has largely been ignored. To date, no methodological guide for how to do TBLT via online video interactive tutorials has been published for teachers. In this article, we address this need by proposing a methodology framework for doing TBLT online. We begin with a brief review of TBLT fundamentals and demonstrate how to adapt the Willis (1996, 2012) task-based methodology framework for synchronous, online video-based interaction. We describe the framework and show examples of how to apply it while fostering socialization and community building (Hampel & Stickler, 2005). We also discuss unique challenges that teachers face when doing TBLT online, and propose solutions for how these can be overcome to maximize language learning.