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<p style="text-align:justify;">Language learning&nbsp;applications (LL Apps), especially those that can be downloaded to a mobile&nbsp;device, are popular, widely available and represent a potentially useful tool for language teachers and their students. However, concerns exist that many LL&nbsp;Apps are inadequately aligned with second language acquisition (SLA) theory,&nbsp;and/or poorly suited to the expectations and classroom requirements of language&nbsp;teachers. The current study examines these concerns by providing six language&nbsp;teachers with opportunities to use two popular LL Apps over the period of six&nbsp;weeks. During and after this period, qualitative data were gathered from the&nbsp;teachers by way of questionnaires and interviews. Teachers’ elaborations of the&nbsp;perceived affordances of the LL Apps for their language teaching were then&nbsp;coded against the methodological principles of a Task-based Language Teaching&nbsp;(TBLT) framework (Doughty &amp; Long, 2003). Analysis indicated that although&nbsp;some methodological principles central to TBLT were evident in the affordances&nbsp;offered by the LL Apps, many were not, or only minimally so. Concrete&nbsp;suggestions about how to more strongly align LL App design with the principles&nbsp;of TBLT are provided, and the important role of the teacher in the LL Apps&nbsp;design process is emphasized.</p>

Listening to Teachers’ Voices: Evaluating Language Learning Apps with a Task-based Language Teaching Framework

Original Research 

ltrq.2019.12.02.xml

Guest-editors: 
Christine Coombe, PhD, Higher Colleges of Technology, Dubai, UAE
Hassan Mohebbi, PhD, Independent Researcher, Turkey


Special Issue: Task-based Language Teaching and Testing: In Honour of Rod Ellis