The Use of Computer-Mediated Tasks among ESL TeacherTrainees
MisrahHamisah MohamedFaculty of Languages and Linguistics
Universiti Sultan [email protected]
ABSTRACT
The use of ICT especially computer and the Internet match the
task based learning framework where students and teachers can
benefit from having direct access to real audiences synchronously
or asynchronously. This leads to positive perceptions and
attitudes toward technology use in language teaching among
educators especially in cultivating language tasks in learning and
teaching. However, most of the educators are more concern of their
own knowledge of the technology use. This has brought so many
issues about how computer-mediated tasks have been practiced among
teacher trainees during their teaching practicum. Therefore, this
article reports on the implementation of technology-mediated tasks
in teaching English as Second Language (ESL) among teacher
trainees pursuing a diploma in TESL from a local university in
Malaysia. A total of 57 teacher trainees were involved in a survey
and group interviews. The data collected were analysed using SPSS
version 17. Descriptive statistical analysis showed that majority
of the teacher trainees have positive perceptions toward the use
of computer-mediated tasks and the thematic analysis revealed a
contradictory result where the level of use of computer-mediated
tasks among teacher trainees is low. Finally, the data obtained
has brought in a new issue for future study related to the level
of exposure of computer-mediated tasks among future teachers.
Keywords: Task based language teaching (TBLT), information and
communication technology (ICT), computer-mediated tasks, computer-
assisted language learning (CALL), teaching English as second
language (TESL)
1.INTRODUCTION
Task based language teaching (TBLT) or task based instruction
has been implemented in language learning to promote meaningful
use of the target language and develop communicative competence
(Ellis, 2003; Nunan, 2004). It is now moving away from a
traditional approach to a communicative approach in which it
focuses more on the students’ engagement in authentic interaction
with others rather than the study of the language itself. However,
literature shows that most studies on TBLT have been conducted
mainly in face-to-face traditional classroom settings (Chapelle,
2003; Ellis, 2003; Thomas &Reinders, 2012). This is in contrast
with today’s ever evolving world of advanced technology where
students are increasingly exposed to web-based learning
environments. Therefore, the use of technology is seen crucial in
providing technology-mediated contexts in TBLT (Ellis, 2003).
Looking at various technology tools, computer technology seem
to match perfectly the current trends and needs for language
education. An example of how it fulfills these needs is presented
by Butler-Pascoe and Wiburg (2003). They explain that computer,
which have become the main medium for information and
communication technology (ICT), match the task based learning
framework where students and teachers can benefit from having
direct access to real audiences synchronously or asynchronously,
getting involved in problem-solving activities, and being in
contact with authentic language. In addition, they claimed that
the use of computer and the Internet facilitate interaction and
present language in an enhanced manner making it different from
the language traditionally presented in textbooks. These factors
have brought a new side of teaching approach among teachers.
However, the issues of teachers’ adoption and integration of
technology in language teaching have never ended (Davis, Preston
&Sahin, 2009).
Even though teachers’ perceptions and attitudes toward the
computer technology usein language teaching are apparently
positive in a way that they agree this technology is a valuable
tool to foster language learning and teaching, most of them are
more concern of their own knowledge of its use and flexibility and
capability as a tool in language teaching (Aydin, 2012;
MarliaPuteh, 2002).The lack of knowledge and doubts these teachers
have towards the use of computer technology in cultivating tasks
in their teaching have formed some issues related to the level of
practice among them during their teaching practicum. Due to this
reason, the researcher found that there is a need to see how
teacher trainees perceive the use of computer-mediated tasks
during their college years. The way they perceive the use of
computer-mediated tasks in language teaching may have influenced
the level of use of computer-mediated tasks in their own teaching.
Thus, current study aims to investigate the perceptions of
teacher trainees towards the implementation of computer-mediated
tasks in ESL classrooms and their level of use of computer-
mediated tasks during their teaching practicum. Following the
introduction, a literature review will cover the studies on TBLT,
ICT and computer-mediated tasks among English teachers. The
methods used in this study will be described in section three.
Results and discussion will be elaborated in section four and five
respectively. Finally, the conclusion will evaluate the
significance of the findings in section six and highlight its
implication to the field of education.
2. LITERATURE REVIEW
2.1 Task Based Language Teaching
TBLT constitutes a strong version of communicative language
teaching as tasks can function as a useful device for planning a
communicative curriculum, particularly in the contexts where there
are very few opportunities for more authentic communicative
experiences (Ellis, 2003). Willis and Willis(2007)state two
approaches that can expose the students with the real
communicative experiences; (1) form-based approaches and (2)
meaning-based approaches.
Both approaches of TBLT can be organized in one ‘task cycle’
consisting of three broad phases: (1) pre-task, (2) task and (3)
post-task (Skehan, 2003; Willis & Willis, 2007). The form-based or
form-focused approach begins by teacher isolating one or two
specific forms, specific grammatical structures or functional
realizations and identifying these as the target forms. Students
will go on to practice that form under careful teacher control and
they will finally be offered the opportunity to produce the target
form(s) in a communicative activity (Willis & Willis, 2007). By
implementing this approach, students are expected to produce the
form(s) that they have learnt with an acceptable level of
accuracy.
Another approach, which is the meaning-based approach, is
believed to be more effective to encourage students to use the
language as much as possible because teacher usually does not
attempt to control the learner’s language even if this means that
some of the language produced by the students is inaccurate.
However, teacher will participate in the interaction by helping
students to shape and clarify what they want to say and the
success of this stage is judged on whether or not students have
communicated successfully. In the final phase of this approach,
Ellis (2003)mentions that “students perform consciousness-raising
and practice activities directed at specific linguistic features
that occurred in the input of the task and/or in transcripts of
fluent speakers doing the task” (p.33).
Based on the above, a task-based lesson in a classroom,
therefore, involves not only a single task, but a sequence of
tasks. The tasks, however has no single definition but most
studies agree that the main feature is expressing meaning (Ellis,
2003; McDonough &Chaikitmongkol, 2007; Nunan, 2004; Richards &
Rodgers, 2001). Bygate, Skehan& Swain (2001)also claim that task
is an activity that requires the students to achieve an objective
through the use of language with the emphasis of meaning. In
addition, Nunan maintains the task as “a piece of classroom work
which involves students in comprehending, manipulating, producing
or interacting in the target language while their attention is
principally focused on meaning rather than form” (as cited in
Ellis, 2003, p. 4).
In a language lesson, Bygate (1999)suggests that tasks are
needed to improve students’ fluency, accuracy, and complexity in
communication. In addition, accomplishing open ended tasks can
also give students an opportunity to be autonomous in their
learning of the target language (Nunan, 1989). In line with his
suggestion, the implementation of TBLT in a classroom seems to be
significant and accommodating. Interestingly, its collaborative,
interactional nature and its motivational potential that have been
reported by teachers in the studies carried out by
TabatabaeiandHadi, (2011) and Jeon and Hahn (2006) give more
reasons for it to be implemented in the language teaching and
learning. However, TBLT has been implemented traditionally in a
way that it only involves a face-to-face interaction within a
single classroom. Therefore, the incorporation of ICT in TBLT
would be an extra advantage since students are currently well-
exposed to web-based environment.
2.2 Computer Technology and the Internet in Language Teaching
Information and communication technology (ICT) in language
education is now perceived as a promising language learning tool
due to its versatility and adaptability. It provides the basic
technology for assisting language teaching and learning to acquire
important communication skills especially in English language
(Hassanzadeh, Gholami, Allahyar&Noordin, 2012). ICT is defined as
a “diverse set of technological tools and resources used to
communicate, and to create, disseminate, store, and manage
information” (Ghasemi&Hashemi, 2011). These technologies include
computers, the Internet, broadcasting technologies like radio and
television, and telephony.
Among all of the above technologies, the introduction of
computer technology in language education and its inbuilt
companion, namely, the Internet has been described to be the most
potential tool in language learning. This is best illustrated by
Warschauer and Healey (1998)who stated that the computer software
is no longer purely an object of technology, rather a medium
forcommunication and negotiation of meaning. It is a powerful tool
for creating opportunities for authentic and meaningful
interaction both within and outside the classroom. Not only that,
Chapelle (2003) states that computers represent a great potential
for the facilitation of language input because of the ability to
integrate multimedia material such as videos, images and text
simultaneously into one single screen. These positive aspects of
computer are complemented by the existence of the Internet which
gives a wider range of opportunity for more authentic and
meaningful interaction.
Furthermore, it is agreeable by many that teaching via
computer or computer-assisted language learning (CALL) has many
advantages. For example, it can be used to support teachers who
lack adequate skills and content knowledge to improve the quality
of their teaching. Meanwhile, teachers who are hesitant to sit in
classrooms or feel they are too old for the formal education
system would find the interactive and asynchronous nature of
computer and the Internet helpful for their professional
development. This mode of teaching also enables teachers to
transmit more information to a larger number of students in a
shorter time. In addition, CALL can also provide stimulating
visual aids as a valuable strategy to support understanding in the
new language.
For language learning purposes, ICT is a useful tool for
students’ own social, cultural, and linguistic exploration. By
using new technologies such as computer in the language classroom,
we can better prepare students for real-life exposure to the
cultures of other people and countries where the target language
is spoken. It enables students to access and search for
information worldwide and at the same time facilitates their
interaction and communication with native speakers and other
communities by enabling them to use language for real purposes and
in real contexts. This occurs particularly when students are using
email, blogs and video conferencing. Not only that, Ghasemi and
Hashemi (2011)claim that computer and the Internet can support and
integrate literacy skills. This is due to the fact that computer
can help to enhance interactive teaching and learning styles and
provide many opportunities for creativity. It also offers a
powerful way of enabling students to be fully engaged in their own
language learning process.
Li's (2012)study on The Influence of Computer Applied Learning Environment
(CALE) on EFL or ESL Education reported that the program which was
conducted with the assistance of computer application has been
effective in intriguing students’ interests in language learning
and greatly enhanced their self-esteem. Moreover, the study also
found that when students take more control over their goals of
learning and achieved favourable results of their own decisions,
their awareness of setting a definite goal at the beginning of a
learning process increases. This study reveals that the
incorporation of technology especially computer technology in
language teaching has a positive impact on students’ performance.
Similarly, in another study that seeks to explore the
behaviour and attitudes that students display when switching from
a traditional communicative type of language instruction to the
one based on computer technology and the use of the Internet,
Galvis (2011)illustrates a positive outcome. The findings
indicate that the students were not only willing to simply use
such tools, but also to use them when English served as a means
for communication. This has become evidence that students like the
idea of using a new technology as their medium of learning. For
that reason, having computer-mediated tasks in language teaching
seems to be crucial for students’ achievement in the target
language.
2.3 Limited Studies on Computer-Mediated Tasks in LanguageTeaching
The increasing prominence of TBLT in languageeducation over
the past 15 years has occurred at the same time asthe emergence of
digital technologies or ICT. Like TBLT, digital technologieshave
been considered as ‘innovative’ and ‘transformative’,particularly
in the sphere of educational practice and classroommethodology
(Thomas, 2009).Derived from this, it is said that TBLT can no
longer proceed without greater considerationof computer-mediated
tasks.Given such a context, it is important that when confronted
withchoices about the future direction of computer-mediated
tasks,teachers make choices that are based on the practicality and
the possibility. According to Thomas and Reinders (2012), teachers
are faced with increasingly complexdecisions about the tasks they
are expected to use in current networked classrooms. The landscape
of technology is constantlychanging, and it is important that as
language-teaching professionalswith particular interests in
technology, teachers should take into considerationthe
methodological developments which are available and toexplore them
through teachers’ lenses.
Designing and implementing any real communicative tasks
through the use of ICT especially computer technology helps to
provide students with a more communicative way of learning through
authentic interaction in the target language. Furthermore, it also
offers students with autonomous learning which enables them to
take charge of their own learning (Ellis, 2003; Nunan, 2005;
Richards, & Rodgers, 2001). In other words, students are able to
take all the decisions concerning their learning. By using
computer and the Internet, students are provided with greater
freedom and flexibility to learn at their own pace and
convenience, whether within the context of a language course or
beyond it. This in a way provides evidence that computer-mediated
tasks could be an effective tool in teaching ESL.
In considering the future of computer-mediated tasks, previous
research on both TBLT and CALL together appears to have been
rather limited. At first glance, this seems ratherabnormal, as
there is an obvious link between learning technologiesand the use
of tasks. Indeed, Levy and Stockwell (2006)identified ‘task’ as
the seventh most frequently used keyword identifier in theircorpus
of major CALL research between 1999 and 2005. This suggests how
technology is powerful in providing significant opportunities for
students to engage in exactlythe kinds of authentic task-based
activities. Even so, studies that explored the pedagogical
challenges accompanying the integration of computer-mediated tasks
in Asian contextsare likely to occur, and this is surely one rich
vein of research to be pursued. Of all the challenges, the ones
related to teachers’ attitudes and their use of computer-mediated
tasks found to be crucial since teaching activities carried out in
classroom are usually depending pretty much on their knowledge and
familiarity of a particular methodology.
In line with the above, this study aims to investigate the
perceptions of teacher trainees towards the implementation of
computer-mediated tasks in ESL classrooms and their level of use
of computer-mediated tasks during their teaching practicum. To
help meet this aim, two research questions were addressed;
1. How do teacher trainees perceive the use of computer-
mediated tasks in their ESL classrooms?
2. What is the level of use of computer-mediated tasks among
teacher trainees during their teaching practicum?
3. METHODOLOGY
This study employed quantitative research method through a
semi-structured interview and online questionnaires. Data were all
collected from 57teacher trainees of the Faculty of Languages and
Communication of Sultan ZainalAbidin University (UniSZA) located
in Terengganu, Malaysia in 2013.All of them were doing a Diploma
TESL course and currently in their third year of study. In terms
of their age, they were quite a homogeneous group, ranging from 20
to 21 years old.
The instruments used in this study were adapted from Jeon and
Hahn (2006)and Tabatabaei and Hadi (2011). In terms of its
reliability, the most common indicator of internal consistency was
used which was Cronbach’s alpha coefficient and was reported
of .89. Since the result was higher than .7, the scale of the
items was considered to have good internal consistency (DeVellis,
2003). The instrument was created as online questionnaire with
four sections; Part A: Demographic Information, Part B:
Understanding of Tasks and TBLT, Part C: Attitudes toward the Use
of Computer Technology in ESL Classroom and Part D: Views on the
Implementation of Computer-mediated Tasks in Classrooms. The
questionnaire was to gather data related to teacher trainees’views
on the implementation of computer-mediated tasks in ESL
classrooms. The survey was conducted from April 14, 2013 and was
done in a computer laboratory in UniSZA. The teacher trainees were
given 15 to 20 minutes to complete the survey. All 57 respondents
completely answered the online questionnaire.
As for the group interviews, the questionswere formulated
beforehand, to gather data related to teacher trainees’ level of
use of computer-mediated tasks in their ESL classrooms. This
interview was conducted in a class, right after these teacher
trainees went through their teaching practicum. There were ten to
11 members in every group and each group spent approximately an
hour with the interviewer to answer the first threequestions.
Other questions were asked when the interviewer needed some
clarification for the answers given by the group members.
4. RESULTS
4.1 Addressing the First Research Question
In addressing the first research question, a quantitative
analysis was carried out using SPSS version 17. Looking at teacher
trainees’ understanding of task and TBLT, it was found that the
vast majority of respondents understood that task has a
communicative purpose (57.9%), a primary focus on meaning (57.9%),
and a clearly defined outcome (71.9%). Most of the teacher
trainees (72%) considered task as a kind of activity in which the
target language is used by the learner. This implies that most of
the teacher trainees generally agree with the definition of task
as discussed in the literature review section. In addition, a
clear majority of teacher trainees (71.9%) reported that they
believed in the relevance between task-based instruction and
communicative language teaching. The findings also suggest that
most teacher trainees (73.7%) held a conviction for student-
centeredness, and that more than half of the teacher trainees
(77.3%) recognized three different stages including pre-task, task
implementation, and post-task.
In terms of teacher trainees’ attitudes toward the use of
computer technology in ESL classrooms, findings showed that most
of the teacher trainees agreed that computer technology is a
valuable tool for teachers (89.5%) and it helps them to teach in
more effective ways (92.9%). Most of them believed that computer
technology will change the way they teach (89.5%) and eventually
will change the way students learn in classes (94.8%). On top of
that, teacher trainees were also agreed that computer technology
may help students understand concepts in more effective ways
(88.5%), thus helps students learn because it allows them to
express their thinking in better and different ways (91.3%). In
terms of excitement, it was found that 89.5% of the teacher
trainees were excited to use computer technology as a teaching
tool. Due to this reason, of all teacher trainees, only 22.8% of
them felt that the use of computer technology stress them out.
49.1% of them reported that computer technology did not usually
create technical problems that may affect their teaching. Besides
the positive attitudes reported by the respondents, there were
some of them who agreed that the idea of using computer technology
in teaching and learning made them skeptical (21%). Some of them
also thought that computer technology was not conducive to
student's learning because it was not easy to use (36.8%) and that
its use in teaching and learning scared them (28%). Even though
there were still few of them who have different view of the use of
computer technology, many of them felt comfortable using computer
technology as a tool in teaching (77.2%).
Parallel with the teacher trainees’ understanding of TBLT and
positive attitudes toward the use of computer technology in
language teaching, majority of them claimed that they were
interested in implementing computer-mediated tasks in the
classroom (71.8%) (see Table 1). They agreed that computer-
mediated tasks provide a relaxed atmosphere to promote the target
language use (71.9%), activate students’ needs and interests
(77.2%) and pursue the development of integrated skills in the
classroom (71.9%). As a result of these, many of the respondents
disagreed that computer-mediated tasks give much psychological
burden to them (47.3%). In addition, more than half of them did
not agree that they need much preparation time (50.8%). In fact,
they agreed that computer-mediated tasks are proper for
controlling classroom arrangements (56.1%). They also agreed that
materials for computer-mediated tasks should be meaningful and
purposeful based on the real world context (78.9%).
Table 1 Teacher Trainees’ Views on the Implementation of Computer-
Mediated Tasks in ESL Classrooms (N= 63)
Questionnaire Items
Strongl
y
Agree/
Agree
(%)
Neutral
(%)
Strongl
y
Disagre
e/
Disagre
e (%)
M SD
1. I am interested in
implementing computer-mediated
tasks in the classroom.71.8 24.5 3.7 2.52 .62
2. Computer-mediated tasks
provide a relaxed atmosphere
to promote the target language
71.9 22.8 5.3 2.44 .56
use.3. Computer-mediated tasks
activate students’ interests.77.2 19.3 3.5 2.54 .62
4. Computer-mediated tasks
enhance the development of
integrated skills in the
classroom.
71.9 24.5 3.6 2.48 .59
5. Computer-mediated tasks give
much psychological burden to
teacher as a facilitator.29.9 22.8 47.3 1.99 .80
6. Computer -mediated tasks
require much preparation time
compared to other approaches.17.6 31.6 50.8 2.06 .76
7. Computer-mediated tasks are
proper for controlling
classroom arrangements.56.1 33.3 10.6 2.18 .71
8. Materials for computer -
mediated tasks should be
meaningful and purposeful
based on the real world
context.
78.9 17.5 3.6 2.58 .61
4.2 Addressing the Second Research Question
In addressing the second research question, a qualitative
analysis was carried out using Atlas.tiversion 7. The data were
analysed based on both qualitative and quantitative output. There
were three main items prepared for the group interviews;
(1) Did you use computer-mediated tasks for your English
lesson? Why?
(2) In a scale of 1 to 5, how frequent do you usecomputer-
mediated tasks to teach English? Why? 1; never, 2; once, 3;
2 to 5 times, 4; 6 to 10 times and 5; always
(3) What do think about using computer-mediated tasks in a
language teaching?
In response to item one and two, there were29 students who
claimed that they did not use computer-mediated tasks while
teaching, while the rest used it during English lesson. However,
those teacher trainees who agreed they had used computer-mediated
tasks while teaching did not implement the approach every time
they had class. Instead, 22 of them used it only oncewhile the
other 6 used it two to five times throughout the whole three
months of training (see Table 2). Adapting the mean interpretation
score by Oxford (1990), these data wereanalysed to determine the
frequency of use of computer-mediated tasks. The groups of
frequency levels are given below:
High : 4.5 to 5.0 (always used) and 3.5 to 4.4 (usually
used);
Medium : 2.5 to 3.4 (sometimes used); and
Low : 1.5 to 2.4 (usually not used) and 1.0 to 1.4
(never used).
Based on the mean presented in the table two, it was found
that the level of use of computer-mediated tasks among teacher
trainees was low which ranged from 1.5 to 2.4.
Table 2 Level of Use of Computer-Mediated Tasks among TeacherTrainees (N = 63)
Frequenc
y
Percenta
geM SD
1 Never 29 50.8
1.65 0.7442 Once 22 38.6
3 Two to five
times6 10.6
4 Six to ten 0 0.0
times5 Always 0 0.0
Total 57 100
The low level of use of computer-mediated tasks among teacher
trainees was quite surprising as it was a total opposite ofhow
they perceivedthe use of computer-mediated tasks in ESL classroom.
Thus, data collected from item three gave an interesting, yet
significant overview about the reasons why these teacher trainees
decided to use or not to use computer-mediated tasks in their
lessons. Based on a thematic analysis,it was found that most of
the answers revolved around three main reasons; facilities,
knowledge and time factor.
In terms of facilities, 45 teacher traineesclaimed that they
rarely used computer-mediated tasks during English lesson due to
the lack of facilities, involvingthe computer laboratory, the
computers and the Internet connection. Besides having “only one
computer laboratory”, the teacher trainees stated that they could not
implement computer-mediated tasks during the lesson because the
laboratory did not have enough computers for each student.
According to them, “sharing computerwas not a good idea because good students
would take charge of everything”, leaving those who were slow doing
nothing at all. Some of the teacher trainees also agreed that
sharing computer gave them difficult time to handle the class
since their “students tend to do their own work” and“did not listen”to
themfor“they were too occupied with their own computers”. Theworst part was
when these teacher trainees tried to give tasks online and found
that “there was no Internet connection”. Thus, they preferred not to use
computer-mediated tasks during their lessons.
Another leading factor that was revealed by teacher trainees
is the lack of knowledge about how they could prepare computer-
mediated tasks for their lessons. Among all of the teacher
trainees, 31 of them claimed that they “did not learn how to come out with
a lesson that requires students to use a computer”. They also mentioned that
they “had never been taught of how to do it, not explicitly”. Due to these
reasons, one of the teacher trainees expressed his feeling by
stating that they ‘should have been exposed not only to computer-mediated tasks,
but also to how it can be prepared for a lesson”.
Besides the lack of facilities and knowledge, 42 teacher
trainees also mentioned that they had difficulties implementing
computer-mediated tasks due to time constrain. “The 30-minute lesson
was too short” and “going to the laboratory took a lot of time” were among the
various reasons expressed by these teacher trainees. Furthermore,
the nature of the school system which was “too exam-oriented” had made
it more difficult for these teacher trainees to provide computer-
mediated tasks for the students. This is due to the fact that they
had been asked to teach the students how to tackle examination
questionsrather than giving them tasks that can develop their
knowledge in the target language. This situation limits their time
to get the students engaged in the computer-mediated tasks for the
purpose of teaching the language. As a result, some of the teacher
trainees decided to implement a face-to-face TBLT in their
classroom so that they will have more time to focus on the
examination preparation.
5. DISCUSSION
The findings of items in Part B of the survey showed that
teacher trainees had a comparatively clear understanding of the
linguistic features and the pedagogical benefits of task. More
importantly, it is believed that teacher trainees convey a
considerable amount of practical understanding about the key
concepts of TBLT. This could result from the fact that the current
approach learned by these teacher trainees is toward the
application of task-based learning and activity-oriented language
which aimed at improving students’ communicative competence.
On the other hand, the findings of items in Part C showed that
majority of the teacher trainees have positive attitudes toward
the integration of technology tools in their classroom teaching.
This could be due to the use of technology that support and
integrate literacy skills, as pointed by Ghasemi and Hashemi
(2011)which helpthese teacher trainees to teach in more effective
ways.Even so, there were some teacher trainees who believed that
the integration of technology was not conducive to student's
learning because it was not easy to use and that its use scared
them. This could result from the lack of exposure of the
technology integration in language teaching, as claimed by some of
the teacher trainees during the interview session. Due to that
reason, lecturers should be responsible of presenting this new
learning environment so that the futureteachers will not be left
behind.
The findings of items in Part D of the survey indicated that
the teacher trainees’ understanding of TBLT and positive attitudes
toward the use of technology in language teaching somehow
influence their views on the implementation of computer-mediated
tasks in language teaching. This may result from the fact that
most of them realised the need to be flexible and dynamic in
controlling the language learning environment, because the nature
of language learning substantially demands students’ active
participation in language use activities.
From the above findings, it is quite obvious that teacher
trainees have positive perceptions toward the use of computer-
mediated tasks in language teaching. However, surprisingly, the
qualitative findings from the group interviews showed that the
teacher trainees had low level of use of computer-mediated tasks
during their teaching practicum as indicated by Oxford(1990).Even
though computer-mediated tasks can be genuinely used to help these
teacher trainees in negotiating and communicating
meaning(Warschauer& Healey, 1998), there is no guarantee that it
can be implemented in language teaching especially when the school
system and the teachers themselves are not ready for any
transformation. Moreover, the limited number of computers provided
in each school has made computer-mediated tasks even difficult to
help these teacher trainees to facilitate the language input
simultaneously, for each student.
Despite this unexpected result, it is not surprising that
these teacher trainees claimed they did not have enough knowledge
about computer-mediated tasks. The fact that there were some
lecturers who did not frequently use computer-mediated tasks
during their lectures revealed that there is a possibility that
the level of exposure these teacher trainees gained from the
beginning were quite limited. As stated earlier, these teacher
trainees had to face with complexdecisions about the tasks they
are expected to use in the web-based environment (Thomas
&Reinders, 2012). Therefore, lacking of exposure in the use of
computer-mediated tasks may keep these teacher trainees behind
their time. In light of this, it is first of all necessary for
teacher trainees to be given proper exposure of the computer-
mediated tasks so that they understand its basic principles, as
well as its techniques. By doing so, these teacher trainees may be
able to overcome the issues related to time constrain as they
could prepare effective computer-mediated tasks that suit the time
frame of each lesson. Besides, they may also do well in their
future undertakings, considering that they are no longer lack of
the knowledge of computer-mediated task.
6. CONCLUSION
Findings from qualitative data of current study might have
shown a real situation among teachers in schools. This should not
be taken lightly as it implies many weaknessesin certain schools
and their system that affect teachers’ teaching performance in
general. The lack of facilities and time should not be the factors
for teachers holding back the use of computer-mediated tasks in
language teaching. Thus, the school administration should be aware
of the necessity of these technologies and workinginto providing
excellent and conducive teaching and learning environment. In
addition, the teachers should also be given a wider opportunity to
play their part as a facilitator rather than a ‘spoon feeder’ so
that they no longer have to teach their students how to excel in
the examination, but how they can live the outside world knowing
how to use the language, especially with the latest technology in
hand.
Thus,it is necessary for teachers to be given the opportunity
to acquire knowledge about computer-mediated tasksas early as
their first year in the college. This might be important for them
to be able to overcome potential obstacles that they may come
across in a computer-mediated task based classroom. At the same
time, teachers must not only be trained in certain computer
software that they are not familiar with, butalso how to go about
using those technologies into their task-based instruction.
Therefore, lecturers should also start employing certain
strategies to promote computer-mediated tasks among their teacher
trainees so that they are able to apply those strategies when they
become teachers.
If all factors that impede the use of computer-mediated tasks
can be overcome, there might be a huge possibility for students to
acquire their second or foreign language in an authentic language
learning environment. Therefore, teachers need to do a total
adjustment in their teaching process to suit this new web-based
environment.However, they should not expect that the presence of
new technologies will greatly help students’ learning; however,
they can be assured that technology, if integrated into effective
teaching and learning practices will enforce students’ learning
motivation. The most important aspect of all is that it can
support teaching and learning in a number of ways.
Since current study reveals how the level of exposure is
essential in determining the readiness and willingness of teacher
trainees to implement computer-mediated tasks, thisshould provide
a foundation for future research in this combined field.
Despite the positive views and attitudes of teachertrainees towards the use of computer-mediated tasks in
the ESL classroom, it is necessary for these trainees tobe given the opportunity to acquire knowledge about
computer-mediated tasks related to planning,implementing, and assessing. This might be important fortheir ability to overcome potential obstacles that theycome across in a classroom featuring computer-mediatedtasks. At the same time, these teacher trainees must betrained in certain computer software with which they arenot familiar, and must learn how to go about using those
technologies in their task-based instruction. Inaddition, lecturers should also employ certain strategiesto promote the use of computer-mediated tasks amongsttheir student teachers. This will help them to gain
motivation to create a positive environment for exploringnew ways of teaching.
If all factors that impede the use of computer-mediatedtasks can be overcome, a large possibility might existfor students to acquire a second or foreign language inan authentic language learning environment. Therefore,
both lecturers and teacher trainees should significantlyadjust their teaching process to suit this new web-basedenvironment. This is simply because the use of computer-mediated tasks can support teaching and learning in anumber of ways. One of them is teachers can be assuredthat technology integrated into effective teaching andlearning practices will foster students’ motivation tolearn. The ability to prepare an authentic language
learning environment through the use of computer-mediatedtask will also give students a wide opportunity to
communicate using the target language successfully. Atthe same time, teachers will be able to prepare
themselves for future challenges that may require them toknow more than just computers.
This study, even though it looked into the level of useof computer-mediated tasks among teacher trainees, thereis no guarantee that these future teachers are ready toimplement the use of computer-mediated tasks in their
classrooms. Furthermore, current study did not look intothe level of exposure the lecturers had given them
through out their study years. Therefore, it would befruitful for future research in the field of ICT in
language education to investigate the correlation betweenfuture teachers’ level of exposure to computer-mediatedtasks and their readiness and willingness to implement
these tasks in their own classrooms.
REFERENCES
Aydin, S. (2012). Teachers’ perceptions about the use of computersin EFL teaching and learning: the case of Turkey. Computer Assisted Language Learning, (March), 1–20. doi:10.1080/09588221.2012.654495
Butler-Pascoe, M. E. &Wiburg, K. (2003).Technology and teaching English language students. New York: Allyn& Bacon.
Bygate, M. (1999).Task as context for the framing, reframing, and unframing of Language.System, 27(1), 33–48.
Bygate, M., Skehan, P., & S. M. (2001).Researching pedagogic task (eds.). Harlow: Pearson Education.
Chapelle, C. (2003). English language learning and technology: Lectures on applied linguistics in the age of information and communication technology. Amsterdam/Philadelphia: John Benjamins Publishing.
Davis, N., Preston, C. &Sahin, I. (2009).Training teachers to use new technologies impacts multiple ecologies: Evidence from a national initiative.British Journal of Educational Technology, 40(5), 861–878. Retrieved from http://onlinelibrary.wiley.com/
DeVellis, R. F. (2003). Scale development: Theory and applications (2nd ed.). Thousand Oaks, California: Sage.
Ellis, R. (2003). Task-based language learning and teaching. Oxford: OxfordUniversity Press.
Galvis, H. . (2011). Transforming traditional communicative language instruction into computer technology based instruction: experiences, challenges and considerations. RevistaFolios, 34, 93–102. Retrieved from http://www.pedagogica.edu.co/
Ghasemi, B., &Hashemi, M. (2011). ICT: Newwave in English languagelearning/teaching. Procedia - Social and Behavioral Sciences, 15, 3098–3102. doi:10.1016/j.sbspro.2011.04.252
Hassanzadeh, V., Gholami, R., Allahyar, N., &Noordin, N. (2012).Motivation and Personality Traits of TESL Postgraduate Students towards the Use of Information and Communications Technology (ICT) in Second Language Teaching.English Language Teaching, 5(4), 74–86. doi:10.5539/elt.v5n4p74
Jeon, I., & Hahn, J. (2006).Exploring EFL teachers’ perceptions oftask-based language teaching: A case study of Korean secondary school classroom practice.Asian EFL Journal, 123–143. Retrieved from http://asian-efl-journal.com/March_06.pdf#page=123
Levy, M., &Stockwell, G. (2006). CALL dimensions: Options and issues in computer assisted language Learning. Mahwah: NJ: Lawrence Erlbaum Associates.
Li, R. (2012). The Influence of Computer Applied Learning Environment on EFL or ESL Education. Theory and Practice in Language Studies, 2(1), 187–191. doi:10.4304/tpls.2.1.187-191
MarliaPuteh. (2002). Language Teaching Via the Internet Perceptionof Lecturers, Marlia (2002).pdf. Journal Teknikal Dan KajianSosial.
McDonough, K. &Chaikitmongkol, W. (2007).Teachers’ and students’ reactions to a task-based EFL course in Thailand.TESOL Quarterly, 41, 107–132.
Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge:Cambridge University Press.
Nunan, D. (2004). Task-based language teaching. Cambridge: Cambridge University Press.
Nunan, D. (2005). Important tasks of English education: Asia-wide and beyond. Asian EFL Journal, 7(3), 5–8. Retrieved from http://www.asian-efl-journal.com/September_2005_EBook_editions.pdf
Oxford, R. L. (1990). Language learning strategies: what every teacher should know. New York: Newbury House.
Richards, J. & Rodgers, T. (2001).Approaches and methods in language teaching: A description and analysis. Cambridge, UK: Cambridge University Press.
Skehan, P. (2003). Focus on form, tasks, and technology. Computer Assisted Language Learning, 16, 391–411.
Tabatabaei, O., &Hadi, A. (2011). Iranian EFL Teachers ’ Perceptions of Task-Based Language Pedagogy, 1(2), 1–9. doi:10.3968/j.hess.1927024020110102.1566
Thomas, M. (2009).Handbook of research on web 2.0 and second language learning. Hershey, PA & New York: IGI Global.
Thomas, M., &Reinders, H. (2012). Task-based language learning andteaching with technology. ReCALL, 24, 108-11, 108–112. doi:10.1017/S0958344011000310
Warschauer, M. & Healey, D. (1998). Computer and language learning: an overview. Language Teaching, 31, 57–71.
Willis, D. & Willis, J. (2007).Doing task-based teaching. Oxford: Oxford University Press.
Top Related