MULTIMEDIA-MEDIATED TBLT APPROACH IN AN EFL CONTEXT: ARE TECHNOLOGY-ENRICHED SYLLABI WELCOMED BY ALL L2 LEARNERS?

Taking further steps towards constructivism and giving stronger roles to students in L2 classrooms is the recommendation made by many researchers and practitioners in the new millennium (e.g. Lai & Li, 2011; East, 2012; Gheitanchian et al, 2012; Li & Ni, 2013). Task-based language teaching (TBLT), as a process-oriented approach, for long has held a prominent position in L2 teaching and learning contexts. The advent of technology and what it has contributed to language pedagogy has made it an effective tool in L2 classrooms. This study sought to investigate students’ perceptions of the multimedia-mediated task-based language teaching approach in an EFL context. The subjects were 57 Iranian EFL students attended a 16-week general English course at the university. They were interviewed and given a survey to ascertain their reactions and attitudes towards this mode of learning. The result shows that the students were satisfied with the integration of multimedia in the syllabus and supports TBLT approach in technology-based environment. This paper also points to some challenging issues to which attention should be paid to further develop technology-enriched syllabi.