Task-based language teaching: an analysis of learners' perception of technology-mediated tasks in EFL contexts

Abstract

This dissertation focuses on new trends for teaching English through a communicative approach. It mainly focuses on how to apply a Task-based language teaching (TBLT) methodology to an English as a Foreign Language (EFL) classroom using Information and Communication Technologies (ICTs), especially blogs. This paper starts with a general overview of the evolution of English language teaching methods, from the Grammar Translation method to one based on Communicative Language Teaching (CLT), i.e. TBLT. Then, it focuses on the main features of TBLT and it explores how new technologies and especially blogs can be embedded into this methodology. Special attention will be paid to its potential in EFL contexts. This dissertation will conclude with a section of pedagogical implications in which a teaching proposal will be presented taking into account the different features of TBLT as well as the different implications of blogs in a foreign language classroom. Some observations after the implementation of this proposal in a real classroom with a group of 17 Spanish students will be commented. Finally, the last section will include the conclusion, limitations and ideas for further research.