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Additional Info

  • Course Title: Find your own path through TBLT by means of ICT tools
  • Rationale and justification for the course: This course, prepared and offered within the coverage of PETALL (530863-LLP-1-2012-1-NL-KA2-KA2MP), is designed to; • Disseminate the PETALL project • Encourage in-service and provisional teachers to make use of the project’s products • Circulate the teaching of foreign languages through task-based language teaching (TBLT) through PETALL • Encourage the participants to contribute to the enrichment of the national and international content in TBLT • Increase language teachers’ awareness of teacher-friendly ICT tools • Improve language teaching methodology in EFL classes • Equip in-service and provisional teachers with the necessary competences to design and implement TBLT activities with ICT. • Exemplify the design and implementation of TBLT activities with good practices
  • Investigation of the field (state of the art) and innovative character: This course aims to inspire and motivate both in-service teachers and teacher trainees to get access into the gist of task-based language teaching (TBLT) mediated by ICT tools. It offers an alternative way to traditional teaching methodologies by also encouraging the design and implementation of TBLT activities with the use of ICT in order to create a more motivating and challenging teaching-learning environment.
  • Target groups: Primary and secondary school in-service Foreign Language teachers, MA and PhD students and teacher trainees
  • Outcomes: changes in practices, procedures or didactic materials: • Disseminate the PETALL project • Flash on the main principles of TBLT • Integrate ICT tools into TBLT • Design and implement TBLT activities by using ICT • Awareness of PETALL project products • Contribute to PETALL TBLT tasks • Use and design tasks to transcend national borders
  • Contents: Theory • Basics of TBLT – theoretical framework • The use of ICT in TBLT • PETALL Project Practice • Good Practices workshop o Water Pollution o Myths and Legends o Advantages and disadvantages of cell phones • Design of task-based activities by the participants Discussion and comments
  • Methodologies: Theoretical Part Lecture Practice Workshops Discussion
  • Evaluation procedures: Participants fill in a feedback questionnaire to comment on and contribute to the strengths and weaknesses of the course by also adding their suggestions for the improvement of the course.
  • Follow-up strategy: Participants will be asked to prepare a. a reflection report b. design a task based activity for the classroom and implement it in order to receive a certificate of attendance. Participants will also be invited to join and contribute the PETALL platform and the international PETALL Conference.
  • Schedule: Timeframe : 9.30 – 17.30 Number of sessions: 2 Total number of hours for each type of session: 3
  • Approval by the national body: n/a
  • Scientific advisor: Assoc. Prof. Dr. Kadriye Dilek AKPINAR Affiliation: Gazi University / Department of ELT
  • Bibliography and other resources: Candlin, C.N. (1987). Towards task-based language learning. In CANDLIN & MURPHY 1987a, 5-22 Ellis, R. (2003) Task-based Language Learning and Teaching. Oxford: Oxford University Press. Gonzales-Lloret, M. & Ortega, L. (2014).Technology-mediated TBLT. ResearchingTechnology and Tasks. John Benjamins. Lopes, A. (2012). Changing teachers’ attitudes towards ICT-based language learning tasks: the ETALAGE Comenius project (the Portuguese case). The EUROCALL Review 20(1): 100-103. Lopes, A. (2014). PETALL: A European project on technology-mediated TBLT. In S. Jager, L. Bradley, E. Meima and S. Thouësny (eds.), CALL Design: Principles and Practice - Proceedings of the 2014 EUROCALL Conference, Groningen, The Netherlands. Dublin: 209-213. Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge: CUP. Nunan, D. (2004) Task-based language teaching. Cambridge: Cambridge University Press Schrooten, W. (2006). Task-based language teaching and ICT: Developing and assessing interactive multimedia for task-based language teaching. In: K. van den Thanh, N. & Huan, B. (2012) Task-Based Language Learning and Student Motivation in Vocabulary Acquisition. Language Education in Asia 3(1). pp. 106-120 Thomas, M. and Reinders, H. (2010).Task-Based Language Learning and Teaching with Technology. Continuum Publishing Corporation. Willis, J. (1996) A Framework for Task-Based Learning. Harlow: Longman. Willis, D., & Willis, J. (2007) Doing task based teaching. Oxford: Oxford University Press.