A Conceptual Model for Integrating Affordances of Mobile Technologies into Task-Based Language Teaching

Autor/in	Xue, Sijia
Titel	A Conceptual Model for Integrating Affordances of Mobile Technologies into Task-Based Language Teaching
Quelle	In: Interactive Learning Environments, 30 (2022) 6, S.1131-1144 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Xue, Sijia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2019.1711132
Schlagwörter	Teaching Methods; Technology Integration; Telecommunications; Handheld Devices; Educational Theories; Task Analysis; Guidelines; Learning Processes; English (Second Language); Computer Software; Video Technology; Communicative Competence (Languages); Social Media; Language Proficiency; Computer Assisted Instruction; Student Attitudes; Metacognition; Peer Relationship; Instructional Design + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Telekommunikationstechnik; Educational theory; Theory of education; Bildungstheorie; Aufgabenanalyse; Richtlinien; Learning process; Lernprozess; English as second language; English; Second Language; Englisch als Zweitsprache; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Soziale Medien; Language skill; Language skills; Sprachkompetenz; Computer based training; Computerunterstützter Unterricht; Schülerverhalten; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Peer-Beziehungen; Lesson concept; Lessonplan; Unterrichtsentwurf
Abstract	Due to a range of different affordances, mobile technologies can be used pedagogically for language teaching and learning. However, the connection of technology to education needs to be grounded in theoretical frameworks and methodological principles. Task-based language teaching (TBLT), as an optimal approach to language teaching and learning, provides rationale and methodological principles for the application of mobile technologies. The Conversational Framework (Laurillard, D. (2007). Pedagogical forms for mobile learning: framing research questions. In N. Pachler (Ed.), "Mobile learning: towards a research agenda" (pp. 153-175). London: UCL university.), on the other hand, can be adapted as a framework for the design of learning process as well as for the test of affordances of mobile technologies. Based on these components, a conceptual model for integrating affordances of mobile technologies into TBLT is proposed in this study. Such a model will serve practice as well as research on the educational uses of mobile technologies in the domain of language teaching and learning. Specific procedures for the implementation of the model are illustrated and demands for teachers as well as students are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01