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Article published In: Language Teaching for Young Learners
Vol. 7:2 (2025) ► pp.177–201

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Integrating technology-mediated language learning tasks into the young learner English as a foreign language classroom

Unravelling a pre-service teacher’s competence development

ORCiD logo with link | University of Education Schwäbisch Gmünd
 | University of Education Schwäbisch Gmünd
Published online: 24 March 2025
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https://doi.org/10.1075/ltyl.24006.cut
Abstract
This article presents findings from a case study within a broader research project that explored the impact of a teacher education module on the development of six pre-service teachers’ (PSTs) competencies for integrating technology-mediated language learning tasks into young learner English as a foreign language (EFL) classrooms. Conducted over a 15-week undergraduate course, the module followed the principles of a sociocultural approach to L2 teacher education (Johnson, K. E. (2015). Reclaiming the relevance of L2 teacher education. The Modern Language Journal. 99(3), 515–528. Google Scholar logo with link to Google Scholar) and was offered consecutively for two semesters at a German university specializing in teacher education. Specifically, this article spotlights the development of Julia, one of the participants, detailing her evolving understanding of technology-mediated language learning tasks through various assignments within the module. The objectives of the study were: first, to trace Julia’s evolving understanding of the concept of technology-mediated language learning tasks and, secondly, to discuss how the teacher education activities created space for strategic mediation that facilitated her learning processes. Data were collected through in-depth individual interviews, video-recorded school lessons, audio recordings of seminar sessions, and analysis of an 80-page reflective report submitted by Julia. The findings indicate Julia’s shift from solely concentrating on technology to recognizing the crucial role of pedagogical design in maximizing technology-mediated task-based language teaching (TBLT) benefits.
Article outline
  • 1.Introduction
  • 2.The integration of technology-mediated TBLT in the young learner classroom
  • 3.Research context
  • 4.Research questions and research methodology
  • 5.Research findings
    • 5.1Understanding the concepts of authenticity and relevance in the design of technology-mediated language learning tasks
    • 5.2Finding the appropriate balance between meaning and form in technology-mediated TBLT
    • 5.3Realizing the vital role of instructional design in making the most of technology-mediated TBLT
  • 6.Conclusion
  • Note
  • References
References (46)
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