REFRAMING TASK PERFORMANCE WITH TECHNOLOGY TO PROMOTE POSITIVE INTERDEPENDENCE IN LANGUAGE LEARNING

摘要

The purpose of this study is to investigate how technology can be implemented in the task-based English language learning in order to promote learner collaboration and to build positive interdependence among EFL learners. This study examined the role of new technology in promoting learner motivation and autonomy and boosting mutual collaboration to enhance language learning task performance. The pedagogical framework to enhance task performance of English language learners in this study is based on constructivism and technology-enhanced language learning. The prevailing utilization of technology in English language learning and teaching supports sociocultural notion of learning and teaching based on constructivist perspectives. With the advantages of technology-enhanced EFL learning and teaching settings, more relevant and meaningful learning occurs through mutual social interaction with others in authentic and collaborative contexts. This study reveals that the use of technology-enhanced task performance and mutual scaffolding plays a crucial role in promoting positive interdependence among EFL learners in completing a given task. Classroom implementation to integrate new technology will be suggested as instructional procedure. This study revealed that the use of web-based or mobile-based technology integration in task-based EFL learning was effective for improving university students? English communicative competence in the metacognitive, cognitive, affective, and social levels. Technology-enhanced task-based language learning could contribute to enhancing collaborative classroom culture in order to develop positive interdependence among language learners for successful learning along with supporting the self-directed English learning ability.