An Investigation Into College EFL Teachers' Perceptions And Implementation Of Technology-Mediated Task-based Language Teaching

The issue of Educational Informatization 2.0 Action Plan(2018)aims to transfer external factors such as information technology and technology application in educational informatization 1.0 into internal variables like information literacy and technology integration,which is in concordance with the instruction practice of college EFL teachers.Afterward,the publication of China Education Modernization 2035(2019)regards highly professional teachers and informatization of education as indispensable components of modern education.Likewise,the methodological prescription on college EFL teachers mentioned in Guidelines for College English Teaching(2017)also includes web technology.Technology-mediated TBLT has its merits in task-based approach proposed in Guidelines for College English Teaching as well as ICT integrated instruction,which fits in the modern instruction paradigm.However,as a novel teaching method,its implementation meets some obstacles in college English instruction.Building on that,the study attempts to probe the status quo of college EFL teachers' perceptions and implementation of technology-mediated TBLT,the discrepancy between implementation and perceptions as well as factors influencing its implementation in college English instruction.This study puts forward the following research questions:1)What is the status quo of college EFL teachers' perceptions and implementation of technology-mediated TBLT?2)What are the discrepancies between college EFL teachers' implementation and perceptions of technology-mediated TBLT?3)What are the factors influencing the implementation of technology-mediated TBLT in college English course?This study is quantitative-based,and qualitative data are used as supplementary evidence.Based on the language teaching method framework put forward by Richard and Rodgers,online questionnaires,semi-structured interviews,and classroom observation are adopted to conduct the study.191 questionnaires,35 college EFL teachers' classroom observation,and 3 college EFL teachers' interviews are collected and analyzed to reach the following conclusions: 1)College EFL teachers show a high perceptual understanding among all three levels,but there is a gap between approach level and design level.The primary discrepancy between those two levels is language form and meaning.2)On implementation,most college EFL teachers can use tasks and technological tool-aid for their instruction.However,traditional tasks with technological tool-aid are in dominant proportion(84.72%)while technology-mediated tasks only take a small proportion(15.27%).3)The discrepancies between perceptions and implementation are mainly on “meaning orientation”,“learner-centeredness” and “reflective learning opportunity”.4)College EFL teachers' initiatives and ICT knowledge and skills are the main internal factors while the completeness of digital devices and resources and the number of participants are the main external factors affecting its implementation.Finally,a few optimization suggestions are put forward to facilitate the implementation of technology-mediated TBLT.College EFL teachers should clarify the basic principles of “task” and expand their ICT knowledge and skills.Meanwhile,they can use technology to enhance their initiatives thus facilitating professional development.For curriculum policymakers,they can explore school-based,tailored teacher training programs to scaffold teachers in service,and securing appropriate application of ICT through official guidance.