Task-based pedagogy in technology mediated writing

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With the ever-growing incorporation of technology in second language teaching across various educational contexts in recent years, the need for teachers to evaluate the learning opportunities through technology has been emphasized by exponents of technology-enhanced language learning. While Chapelle (2003) affirms that changes in information and communication technologies have expanded dramatically the options for English language learning and teaching, Warschauer (2007) highlights the profound effect that information technologies are having on written communication. On one hand, language educators are exploring the potential of technology with a readjustment of existing pedagogies in second language teaching. On the other, the potential links between technology and task-based language teaching (TBLT) along with a growing awareness of the centrality of tasks in technology-mediated environments, are giving rise
to completely new pedagogies. The current study thus explores the reciprocal relationship between technology and TBLT (Lai and Li 2011), by evaluating the effectiveness of a technology-enhanced writing program designed within a task-based pedagogic framework for English as Second Language (ESL) learners at a university in Hong Kong.
Original languageEnglish
Title of host publicationTask design and CALL
Subtitle of host publicationproceedings, Universitat Rovira i Virgili, 6-8 July 2015
EditorsJosef Colpaert, Ann Aerts, Margret Oberhofer, Mar Gutierrez-Colon Plana
Place of PublicationAntwerp
PublisherUniversity of Antwerp
ISBN (Print)9789057284786
Publication statusPublished - 6 Jul 2015
Event17 International CALL Conference: Task design and CALL - Universitat Rovira i Virgili, Tarragona, Spain
Duration: 6 Jul 20158 Jul 2015


Conference17 International CALL Conference
Internet address


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