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Examining the Intersection between Task-Based Learning and Technology

Akbar, Farah Sultana

Less than two decades ago most of the activities in Computer Assisted Language Learning (CALL) were created with a “one-size-fits-all” understanding of how computers could enhance language learning. Across the board, the sole rationale for using technology, mostly computer- based, was that it was useful and motivating for learners. The obvious lack of a solid research base for such practice gradually led both CALL researchers to approach the use of technology in language teaching and learning more empirically. Only recently has the field of CALL begun to undergo self-evaluation (Gónzalez-Lloret & Ortega, 2014), and researchers are now claiming that in order for the field to progress, it is necessary to look to SLA principles that make language teaching effective (Chapelle, 1998; Levy, 1999).

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Title
Working Papers in Applied Linguistics & TESOL
DOI
https://doi.org/10.7916/D82Z1J5J

More About This Work

Academic Units
Applied Linguistics and Teaching English to Speakers of Other Languages
Published Here
January 26, 2018
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