Technology for a tasked-based language learning curriculum

Abstract

Computer-assisted language learning (CALL) takes place in two educational environments: (1) tutorial CALL, where students interact with and learn from digital materials and programs in a self-directed manner; and (2) social CALL, the computer provides the medium where students can interact with each other at a distance. Each mode offers specific benefits that contribute to second-language learning, especially if the activities students are asked to complete are framed within an overarching task-based learning approach (González Lloret y Ortega 2014). Digital exchanges, such as those found in social media or synchronous videoconferences, have had a profound impact on how people communicate and can be adapted to support L2 learning as well. Nevertheless, tutorial CALL still has a valued place in the curriculum when one considers the need to develop a sufficiently large L2 vocabulary and the challenges of a controlling a new morphosyntactic system. All digitally based activities need to be evaluated carefully for cultural authenticity, student-fit, teacher-fit, feasibility/cost, and learning potential (Hubbard 2006). This study will provide an overview of these issues as well as cite some specific Web 2.0 examples, along with suggestions on how to incorporate ICT digital tools into a task-based curriculum.