Technology-mediated task-based language teaching: a systematic review

Within the recent surge in technology-mediated task-based language teaching (TBLT) research, this article employs the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) framework to review existing research studies (n = 17) conducted across English language teaching contexts that employed qualitative method (n = 8), quantitative method (n = 8), and mixed methods research method (n = 1) under empirical (n = 12), and review (n = 5) studies. The analysis revealed that the studies on learner motivation and engagement in technology-mediated TBLT have explored a limited scope of teachers’ and students’ perceptions and understandings of this approach with regard to fluency, accuracy, and complexity of the English language. Regarding tools used to investigate student engagement, motivation, and the effectiveness of technology-mediated TBLT, the research has heavily relied on questionnaires and verbal reports. In addition, a lack of technological accessibility for both teachers and students, their reluctance to learn technological tools, and a lack of teacher training were revealed as challenges experienced. Finally, the findings suggest a need for more longitudinal research on technology-mediated task design, implementation, and assessment in English language teaching. This study makes a valuable contribution by synthesizing a growing yet still fragmented body of research in this emerging area of language education.