Enhancing L2 English Learning through Mobile-Assisted TBLT : EFL Learners’ Perspectives

Abstract

Despite the potential benefits of mobile-assisted language learning (MALL), researchers have lamented for the failure to proposing a pedagogical design that is suited to the ‘anytime, anywhere’ affordances of mobile devices and that taps into the function(s) of mobile devices (Burston, 2015; Godwin-Jones, 2011; Stockwell & Hubbard, 2013). Task-based language teaching (TBLT), as a pedagogical framework for meaningful, real-world interaction and learning, may be an ideal solution to the problem(Burston, 2017). However, research that devotes to task-and-mobile technology integration is scarce. This study investigated the use of amobile-assisted task as a type of technology-mediated TBLTto foster second language (L2) Englishlearning in a university English as a foreign language (EFL) classfrom learners’ perspectives. Thistask-based project was designed to explore potential benefits and challenges of integrating tasks into technology-mediated language learning, with a specific focus on MALL