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Review article published In: Language Teaching for Young Learners
Vol. 1:2 (2019) ► pp.139–160

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Agency and technology-mediated task repetition with young learners

Research and implications for primary classroom practice

 | University of Warwick
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Available under the Creative Commons Attribution-NonCommercial (CC BY-NC) 4.0 license.

For any use beyond this license, please contact the publisher at rights@benjamins.nl.

Published online: 17 September 2019
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https://doi.org/10.1075/ltyl.00010.pin
Abstract
This paper offers a review of the TBLT literature for young learners with an aim to identify some gaps where future research and classroom practice could be targeted. The specific focus of this review is on procedural task repetition for children, arguing that in addition to the linguistic benefits, task repetition is associated with important gains in the affective domain. It is suggested that technology-mediated task repetition, via tablet devices, can further enhance both opportunities for learning and confidence building and enjoyment. Due to the technological affordances, the learners are firmly in charge of creating dynamic, fluid tasks through cycles of reflection and practice, polishing their performance along the way, stretching towards their ‘upper potential’. To date research within TBLT with children has not explored yet what types of tasks children enjoy working with and why and how task repetition is realised when using tablet devices to record their own performances. This paper suggests steps that can be taken in this direction both in research and classroom practice.
Article outline
  • 1.Introduction
  • 2.Tasks and young learners
  • 3.Agency and control
  • 4.Task-based studies with young learners
  • 5.Task repetition and its benefits
  • 6.Repetition, agency and technology-mediation
  • 7.Positive psychological states
  • 8.Implications for classroom practice
  • References
References (105)
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