A Conceptual Model of Integrating Mobile Technologies into Task-based Language Teaching Grounded in Conversational Framework

Abstract

Due to a variety of different affordances, mobile technologies can be employed pedagogically for language acquisition. However, the connection of technology to education needs to be grounded in theoretical framework and methodological principles. Task-based language teaching (TBLT), as an optimal instruction approach, provides rationale and methodological principles for the use of mobile technology in practice. Conversational Framework, on the other hand, can be adapted as theoretical framework for the integration of mobile technology into TBLT. Thus, a conceptual model of integrating mobile technologies into TBLT is proposed in this paper, based on Conversational Framework. Specific procedures for implementation are illustrated and demands for both teachers and students are indicated.