Abstract:
This study explores the effects of technology integration on foreign language learning in a Task-Based Language Teaching (TBLT) approach, based on a scaffolding framework. The learners’ perceptions of how the instructional design affected their own learning were also collected and analysed. The technology integrated instructional design was based on TBLT task design specifications, and scaffolding design principles recommended for educational software. The study was conducted in a real classroom setting with a total of 38 fifth grade students. While the experimental group followed a technology integrated TBLT syllabus, the control group received regular classroom instruction for five weeks. The language gains were compared via pre-test and post-test scores. The experimental group’s blog writings were evaluated, and their feedback responses were also analysed. The results showed that the experimental group significantly outscored the control group in terms of language gains, and did not fall behind in vocabulary and grammar learning. There was a significant difference in both groups’ performance from the pre- to post-test. The feedback obtained from the experimental group indicated that the implementation was well- received, and the learners felt that their learning improved. The findings provide support for technology integration in limited conditions with young learners at the beginner level. Recommendations and guidelines are offered for technology integrated TBLT employing the station rotation model.
