Technology-mediated Task-Based Language Teaching in a Virtual Reality learning environment
Date Issued
December 19, 2024
Author(s)
DOI
https://doi.org/10.4995/EuroCALL2024.2024.19028
Abstract
Task-based language teaching (TBLT) emphasizes interaction in the target language, bridging
classroom learning with real-world language use (Nunan, 2004). TBLT focuses on meaningful,
purposeful tasks that reflect authentic language use outside the classroom. With the integration of
Web 2.0 technologies, the TBLT framework evolved into Technology-mediated task-based language
teaching (TMTBLT) to better incorporate technological advancements (González-Lloret & Ortega,
2014). Recently, emergent technologies like Virtual Reality (VR) have influenced TMTBLT by
enhancing the authenticity of language use in realistic, immersive contexts (Smith & McCurrach,
2021). This paper applies the TMTBLT framework to analyze a series of language tasks carried out
in VR, focusing on how certain affordances of VR can enhance TMTBLT. The tasks come from an
8-week case study involving six Japanese adult learners. Each week, participants engaged in 30-
minute English lessons on the VR language learning platform, Immerse. These lessons were
designed according to TBLT principles and included real-world tasks such as ordering food in a
virtual restaurant. Video recordings of the lessons (254 minutes) were analyzed to assess task
alignment with TMTBLT principles and their impact on learning and interaction. This paper aims
to offer practitioners insights on effectively integrating VR into TMTBLT by discussing both the
successful and unsuccessful aspects of tasks.
classroom learning with real-world language use (Nunan, 2004). TBLT focuses on meaningful,
purposeful tasks that reflect authentic language use outside the classroom. With the integration of
Web 2.0 technologies, the TBLT framework evolved into Technology-mediated task-based language
teaching (TMTBLT) to better incorporate technological advancements (González-Lloret & Ortega,
2014). Recently, emergent technologies like Virtual Reality (VR) have influenced TMTBLT by
enhancing the authenticity of language use in realistic, immersive contexts (Smith & McCurrach,
2021). This paper applies the TMTBLT framework to analyze a series of language tasks carried out
in VR, focusing on how certain affordances of VR can enhance TMTBLT. The tasks come from an
8-week case study involving six Japanese adult learners. Each week, participants engaged in 30-
minute English lessons on the VR language learning platform, Immerse. These lessons were
designed according to TBLT principles and included real-world tasks such as ordering food in a
virtual restaurant. Video recordings of the lessons (254 minutes) were analyzed to assess task
alignment with TMTBLT principles and their impact on learning and interaction. This paper aims
to offer practitioners insights on effectively integrating VR into TMTBLT by discussing both the
successful and unsuccessful aspects of tasks.
File(s)![Thumbnail Image]()
Name
2024_Technology-mediated Task-Based Language Teaching in a Virtual Reality learning environment.pdf
Size
1.21 MB
Format
Adobe PDF
Checksum (MD5)
48a14f1e909bbfa322e0b71c0979793d