This book illustrates the developments of task-based language
teaching (TBLT) approaches in relation to the evolution of digital
technologies. It highlights how technology-mediated TBLT principles
can support English as a Foreign Language (EFL) learning and
contribute to understanding new classroom dynamics. Drawing from
the key theoretical concepts of TBLT, the author discusses the
integration of tasks and technologies from a secondary education
perspective, which is often under-represented in the TBLT
literature. Morgana looks at how the EFL secondary classroom has
been recently re-conceptualised as a social place whose boundaries
go far behind the traditional school settings. This book provides
theoretical approaches and classroom implementation practices by
presenting four case studies on the different L2 skills (reading,
writing, listening and speaking). The volume is organised into two
main sections. The first section focuses on the theoretical
approaches to TBLT and highlights the key concepts behind this
methodology. This section also looks at the recent development of a
technology-mediated TBLT framework and its implementations in
various EFL educational contexts. The second section presents four
case studies of secondary-school EFL learners in Italy. Each case
study focuses on a different language skill, providing examples of
classroom practices in both blended and online learning settings.
Pedagogical recommendations for teachers are provided at the end of
each case study. The book adopts a multimodal approach and aims at
providing scholars in applied linguistics and TBLT practitioners
with theories and implementation practices to understand the ways
technologies are shaping tasks and mediating students’ learning
processes.
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