2025
NOVEMBER
NEW RENAISSANCE
INTERNATIONAL SCIENTIFIC AND PRACTICAL CONFERENCE
VOLUME 2
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ISSUE 11
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THE IMPACT OF TECHNOLOGY ON TASK-BASED LANGUAGE TEACHING: A
PEDAGOGICAL SHIFT
Ugiloy Xakimova Orifjonovna
Yangi Asr University
Teacher of the Department of Languages
https://doi.org/10.5281/zenodo.17526823
Abstract
. This article explores the transformative role of technology in Task-Based
Language Teaching (TBLT), emphasizing how digital tools have redefined task design, learner
interaction, and classroom dynamics. As language education continues to evolve in response to
technological advances, integrating digital platforms, mobile applications, and virtual
collaboration tools into TBLT has become increasingly relevant. Drawing on recent research, this
paper examines the pedagogical implications of technology-enhanced TBLT, highlighting both its
potential and challenges in fostering meaningful language use and communicative competence.
Key words:
Task-Based Language Teaching (TBLT), educational technology, digital
pedagogy, language learning, communicative competence, online language instruction,
interactive learning tasks; second language acquisition (SLA).
Introduction
In recent years, technology has significantly reshaped the landscape of language education.
With the rise of digital learning environments and online communication tools, language teachers
are rethinking traditional instructional models, particularly those rooted in communicative
methodologies such as Task-Based Language Teaching (TBLT). TBLT, which emphasizes
learning through authentic language tasks, naturally aligns with the affordances of digital tools
that facilitate interaction, collaboration, and learner autonomy (González-Lloret & Ortega, 2014).
This paper explores the integration of technology into TBLT and argues that such a shift marks a
significant evolution in pedagogical practice.
Task-Based Language Teaching is a learner-centered approach that focuses on the use of
language as a tool for achieving communicative goals. Tasks in TBLT are defined as activities that
involve real-world meaning and require learners to use language authentically and purposefully
(Ellis, 2003). A typical TBLT framework includes three phases: pre-task, task performance, and
post-task reflection (Willis & Willis, 2007). This structure supports interaction, negotiation of
meaning, and the integration of form-focused instruction within communicative contexts.
1.
The Role of Technology in Modern Language Classrooms
Technology in language education has expanded far beyond traditional language labs.
Today, tools such as learning management systems (LMS), video conferencing platforms,
language learning apps, and AI-powered feedback systems have introduced new dimensions of
flexibility and interactivity. For TBLT, these tools enable task-based activities to take place in
both synchronous and asynchronous formats, inside and outside the classroom (Chapelle, 2001).
Furthermore, digital tools can provide authentic materials, facilitate real-time collaboration, and
generate learner data that can inform pedagogical decisions.
1.
Technology-Enhanced TBLT:
Opportunities AuthenticCommunication One of
the key benefits of technology in TBLT is its ability to simulate real-world communication. Tools
2025
NOVEMBER
NEW RENAISSANCE
INTERNATIONAL SCIENTIFIC AND PRACTICAL CONFERENCE
VOLUME 2
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ISSUE 11
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like Zoom, Microsoft Teams, and Google Meet enable learners to complete tasks collaboratively,
often with participants from different linguistic and cultural backgrounds, thereby enhancing the
authenticity of the task (Hampel & Stickler, 2012). The integration of digital tools into Task-
Based Language Teaching (TBLT) has significantly transformed classroom dynamics, fostering
greater collaboration and learner autonomy. Platforms such as Padlet.com and Jamboard
exemplify how technology can support the pedagogical shift toward more interactive and student-
centered learning environments. Padlet.com, a digital bulletin board, enables learners to post texts,
images, and multimedia content in response to task prompts, encouraging meaningful interaction
and multimodal communication. Similarly, Jamboard offers a virtual whiteboard space where
students can brainstorm, plan, and co-construct language outputs during collaborative tasks. These
tools align with key principles of TBLT, particularly the emphasis on communication, problem-
solving, and real-world language use. By enabling synchronous and asynchronous participation,
they also accommodate diverse learner needs and promote continued engagement beyond the
physical classroom. As such, incorporating these platforms into language instruction exemplifies
how technology can enhance both the design and execution of tasks in TBLT contexts.
2.Learner Autonomy and Flexibility .
Mobile applications and digital platforms empower
learners to engage in tasks at their own pace. Apps like Duolingo, Memrise, Kahoot and Quizlet,
though not inherently task-based, can be integrated into TBLT frameworks to support vocabulary
and grammar acquisition in preparation for more complex communicative tasks (Godwin-Jones,
2018). Platforms which mentioned above Padlet.com and Jamboard allow students to contribute
ideas asynchronously or in real time using text, images, or drawings, supporting diverse learning
styles. SmallTalk2.me, an AI-driven speaking tool, provides learners with immediate feedback on
their oral performance, encouraging independent practice. These tools empower learners to
manage their own learning and participate in tasks more actively and confidently.
3.Multimodal Interaction
Technology allows for multimodal task design, incorporating text, audio, video, and
interactive elements. This caters to diverse learning styles and supports multiliteracy development
(Lankshear & Knobel, 2006). For example, a digital storytelling task using tools like Adobe Spark
or Canva encourages learners to synthesize language, visuals, and narrative skills. Moreover,
SmallTalk2.me introduces a voice-based, AI-driven platform that facilitates real-time spoken
interaction, pronunciation practice, and individualized feedback. This tool supports oral language
development through multimodal input and output, simulating communicative situations that
mirror real-life tasks.
4. Challenges of Integrating Technology in TBLT
Despite its advantages, integrating technology into TBLT presents several challenges.
Technical issues, digital literacy gaps, and unequal access to devices can hinder participation and
task completion (Kessler, 2018). Additionally, some educators may lack the training or confidence
to design pedagogically sound, technology-enhanced tasks that align with TBLT principles.
Moreover, there is a risk of technology overshadowing communicative goals. As Reinders
and White (2011) caution, the use of digital tools should serve, not replace, pedagogical intent.
Tasks must remain meaning-focused and interaction-rich, with technology acting as a facilitator
rather than a distraction.
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5. Pedagogical Implications and Future Directions
The integration of technology into TBLT requires a rethinking of task design and
implementation. Teachers must ensure that digital tools are not merely appended to existing
lessons but are embedded meaningfully within the task cycle. Professional development should
focus on equipping educators with both technical and pedagogical skills to navigate this evolving
landscape.
Looking ahead, advancements in artificial intelligence, virtual reality (VR), and adaptive
learning systems may further transform TBLT. For example, VR environments could offer
immersive task scenarios for role-playing, while AI-driven chatbots may serve as conversational
partners for real-time practice (Li, 2022).
Conclusion
The convergence of technology and TBLT represents a significant pedagogical shift,
offering new ways to engage learners in meaningful language use. While challenges remain,
particularly in terms of access and teacher preparation, the potential for enhancing interaction,
autonomy, and task authenticity is considerable. As digital tools continue to evolve, so too must
our understanding of how they can be used to support effective, communicative language teaching
through task-based methodologies.
References:
1.
Chapelle, C. A. (2001). Computer applications in second language acquisition:
Foundations for teaching, testing and research. Cambridge University Press.
2.
Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press.
3.
Godwin-Jones, R. (2018). Using mobile technology to develop language skills and cultural
understanding. Language Learning & Technology, 22(3), 1–17.
4.
González-Lloret, M., & Ortega, L. (Eds.). (2014). Technology-mediated TBLT:
Researching technology and tasks. John Benjamins.
5.
Hampel, R., & Stickler, U. (2012). The use of videoconferencing to support multimodal
interaction in an online language classroom. ReCALL, 24(2), 116–137. 6.Kessler, G.
(2018). Technology and the future of language teaching. Foreign Language Annals, 51(1),
205–218.
6.
Lankshear, C., & Knobel, M. (2006). New literacies: Everyday practices and classroom
learning (2nd ed.). Open University Press.
7.
Li, S. (2022). The role of artificial intelligence in second language learning. Language
Teaching Research, 26(1), 3–24.
8.
Reinders, H., & White, C. (2011). Special issue: The theory and practice of autonomy in
language learning with technology. Innovation in Language Learning and Teaching, 5(2),
101–107.
9.
Willis, D., & Willis, J. (2007). Doing task-based teaching. Oxford University Press.
