Abstract
This chapter provides an overview of how adult heritage language learners engage with technology-mediated instruction, with a particular focus on task-based language teaching. A key argument is the relevant role that heritage language learners’ prior language experience plays when they interact in virtual courses as well as in technology-mediated task-based instructional contexts. A summary of up-to-date findings is discussed to begin shedding light into heritage language learners’ response to technology-mediated instruction and to address future lines of research in this area.
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