Task-Based Language Teaching (TBLT) in the Digital Age

Pisan  Pankeaw; Natsuda  Satayaban

doi:10.60027/iarj.2025.281796

Authors

Pisan Pankeaw Phetchaburi Rajabhat University, Phetchaburi, Thailand https://orcid.org/0009-0002-8625-1048
Natsuda Satayaban Phetchaburi Rajabhat University, Phetchaburi, Thailand https://orcid.org/0009-0007-8505-5711

DOI:

https://doi.org/10.60027/iarj.2025.281796

Keywords:

Task-Based Language, Teaching, Digital Age

Abstract

Background and Aim: In the evolving landscape of education, Task-Based Language Teaching (TBLT) has gained prominence for promoting real-world communication skills. However, the rapid transition to digital learning during and after the COVID-19 pandemic highlights the need to explore the role of digital tools in enhancing TBLT’s collaborative and interactive dimensions. Despite numerous studies focusing on digital tools in education, a critical gap remains in understanding how these tools specifically support meaningful task completion, engagement, and teamwork within TBLT frameworks in post-pandemic educational settings. This study aims to address this gap by examining the effectiveness of digital tools in promoting interaction and collaboration, which are core elements of TBLT.

Methodology: This qualitative study draws on a comprehensive review of peer-reviewed journal articles, books, and research reports published between 2010 and 2023. The selected literature focuses on the intersection of TBLT, educational technology, and digital tools. Using a thematic content analysis framework, the study identifies recurring themes, insights, and challenges related to the use of learning management systems (LMS), video conferencing platforms, mobile applications, and collaborative tools in TBLT environments. Emphasis is placed on evaluating these tools' capacity to facilitate student engagement, foster teamwork, and personalize learning experiences.

Results: The findings demonstrate that digital tools, particularly LMSs such as Moodle and Blackboard, and video conferencing platforms such as Zoom and Google Meet, play a vital role in enhancing students' engagement and interaction. These tools enable synchronous and asynchronous communication, provide access to diverse resources, and support real-time collaboration through features like breakout rooms and shared documents. Collaborative tools such as Google Docs and Padlet further enhance task completion by enabling students to work together, regardless of location. However, challenges remain, including varying levels of students’ digital literacy, unequal access to technology, information overload, and difficulties in maintaining language authenticity during digital interactions.

Conclusion: The study underscores the importance of integrating a combination of learning management systems, real-time communication platforms, and collaborative tools to create effective TBLT environments. Educators are encouraged to design tasks that leverage these tools while maintaining a focus on language-learning objectives. Careful scaffolding and ongoing feedback are essential to ensure meaningful participation and language development. Policymakers should also prioritize equitable access to digital resources to bridge the digital divide among learners. While this study provides valuable insights into the use of digital tools in TBLT, it is limited by the lack of direct empirical data from classroom implementations. Future research should focus on longitudinal and mixed-method studies to measure the sustained impact of digital tools on language acquisition, especially in diverse educational contexts. Additionally, investigating how different tools support specific language skills, such as speaking and writing, would provide deeper insights into optimizing TBLT practices.

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