Technology-mediated task-based language teaching: A qualitative research synthesis

TLDR

Researchers have increasingly explored synthesizing task‑based language teaching and computer‑assisted language learning to advance both fields and inform practice, noting that many naturalistic classroom studies demonstrate TBLT affordances yet may lack generalizability. A qualitative research synthesis of these classroom‑based studies is warranted. The study employs grounded theory to systematically synthesize qualitative findings from 16 technology‑mediated TBLT studies published between 2002 and 2017 in second‑ and foreign‑language contexts. The synthesis identified the characteristics, affordances and limitations, and effectiveness factors of technology‑mediated TBLT, and it proposes a research agenda and practical implications.

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.