Campus Units
World Languages and Cultures
Document Type
Article
Publication Version
Published Version
Publication Date
2019
Journal or Book Title
Applied Language Learning
Volume
29
Issue
1-2
First Page
73
Last Page
94
Abstract
This article examines the use of technology-mediated, task-based language teaching (TBLT) in a hybrid environment as an instructional approach in an intermediate-level Spanish course. It (a) evaluates elements of a hybrid course that was developed with computer-assisted language learning (CALL) materials to help learners improve their Spanish, focusing on two areas of specialization––engineering and business; (b) examines the effectiveness of the course materials and curriculum with a focus on CALL readings; (c) demonstrates that the technology-mediated TBLT approach in the hybrid learning environment was successful in linking content and language; and (d) establishes that the learners’ speaking skills had improved over the course with a computerized oral assessment. Language assessment results indicate that the technology-mediated TBLT program not only had an impact on intermediate Spanish learners’ speaking skills, but also prepared learners to perform tasks in both the target language and their fields of interest (i.e., business and engineering). The results contribute to the research of the effectiveness of technology-mediated TBLT.
Copyright Owner
Defense Language Institute Foreign Language Center
Copyright Date
2019
Language
en
File Format
application/pdf
Recommended Citation
Pardo-Ballester, Cristina, "Technology-mediated TBLT in a Hybrid Environment: Bridging Content and Language Production" (2019). World Languages and Cultures Publications. 191.
https://lib.dr.iastate.edu/language_pubs/191
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Higher Education Commons, Latin American Literature Commons, Spanish Literature Commons
Comments
This article is published as Ballester, C.P. Technology-mediated TBLT in a Hybrid Environment: Bridging Content and Language Production. Applied Language Learning; 2019 29(1-2); 73-94. Posted with permission.