Students’ Perceptions and Engagement in Technology Mediated Task Based Language Teaching (TMTBLT)

Abstract

Technology-mediated task-based language teaching (TMTBLT) has garnered more attention from educators over the past fifteen years. Although some teachers have exercised its effectiveness in language classes, little-known studies have centered on students' perspectives and their learning engagement with technology-mediated task-based language teaching (TMTBLT). The present study aims to investigate students' perceptions and engagement in technology-mediated task-based language teaching (TMTBLT). Thirty students from a management program at a university in Indonesia were interviewed using a semi-structured interview. Thematic analysis was performed using Braun & Clark's (2006) Sevan steps. The analysis resulted in five main themes: positive perception, negative perception, motivation, learning awareness, and classroom interaction. The participants felt that the use of technology helped them learn English easier. They also reported that discussing with peers and teachers became more enjoyable, and they gained greater self-confidence in learning. It was also revealed that all four types of engagement were basically interconnected. The findings show that most students show positive attitudes toward TMTBLT and increased their behavioral, emotional, social, and cognitive engagement