This volume contributes to the development and advancement of TBLT as a research domain by investigating the intersection between tasks and technology from a variety of theoretical perspectives (e.g., educational, cognitive, sociocultural) and by gathering empirical findings on the design and implementation of diverse tasks for writing, interaction, and assessment with the mediation of technological tools such as wikis, blogs, CMC, Fanfiction sites, and virtual and synthetic environments. The innovative blend of tasks and technology in technology-mediated communication is guided by task-based language teaching and learning principles, and the contexts of study span adult college-level education settings in the United States, Mexico, the Netherlands, and Malaysia. The volume opens up a new framework that the authors call "technology-mediated TBLT," in which tasks and technology are genuinely and productively integrated in the curriculum according to learning-by-doing philosophies of language pedagogy, new language education needs, and digital technology realities.
1. Chapter 1. Towards technology-mediated TBLT: An introduction (by Gonzalez-Lloret, Marta); 2. Chapter 2. The need for needs analysis in technology-mediated TBLT (by Gonzalez-Lloret, Marta); 3. Chapter 3. Prior knowledge and second language task production in text chat (by Adams, Rebecca); 4. Chapter 4. Textbooks, tasks, and technology: An action research study in a textbook-bound EFL context (by Solares, Maria Elena); 5. Chapter 5. Promoting foreign language collaborative writing through the use of Web 2.0 tools and tasks (by Oskoz, Ana); 6. Chapter 6. TBLT and synthetic immersive environments: What can in-game task restarts tell us about design and implementation? (by Sykes, Julie M.); 7. Chapter 7. Collaborative tasks for negotiation of intercultural meaning in virtual worlds and video-web communication (by Canto, Silvia); 8. Chapter 8. The third dimension: A sociocultural theory approach to the design and evaluation of 3D virtual worlds tasks (by Ganem-Gutierrez, Gabriela Adela); 9. Chapter 9. Lessons from the fandom: Technology-mediated tasks for language learning (by Sauro, Shannon); 10. Chapter 10. Formative, task-based oral assessments in an advanced Chinese-language class (by Winke, Paula); 11. Chapter 11. Evaluation of an online, task-based Chinese course (by Nielson, Katharine B.); 12. Chapter 12. Afterword: Technology-mediated TBLT and the evolving role of the innovator (by Chapelle, Carol A.); 13. index