Technology-mediated task-based language teaching Foreign language teaching policies (including curricula and syllabi) in  ICT and Computerassisted

incorporation of technologies within

The incorporation of technology into pedagogical tasks appeals to many researchers and practitioners ofTBLT  as a  potential  solution  to   the aforesaid   problems (Thomas,   2013;  Reinders  et  al., 2010).   First, research   has documented   that   with   the use   of   synchronous   and asynchronous   computer-mediated communication (CMC), learners produce an increased amount of the TL as a result of lowered anxiety and increased motivation. For example, Levy & Stock well (2006) have shown how technology-mediated tasks   can   extend language learning opportunities beyond the classroom and create   opportunities   for genuineness in interaction. Beyond providing opportunities for TL use, there is evidence that the use of technology may lead to higher engagement and L2 interaction. For example, Yamada (2009) reports that both the number of turns produced by learners and the number of target expressions increased when they chatted online, Tawakoni, Lotfi and Biria (2019) have shown how the integration of real-world texts into classroom tasks led to higher motivation in L2 reading, and Oskoz and Elola (2014) have demonstrated the   effect of using web 2.0 tools on L2 writing.   Higher   levels   of   engagement   were   also   found   by Reinders, Lakarnchua   &   Pegrum (2015).   When   learners   were   asked   to create   an augmented   reality campus tour, the   real-world outcome of the project   led to increased interest and   engagement. Lastly, freeing   learners from   the physical   constraints of   the   classroom setting, technology-mediated TBLT practices (e.g., asynchronous CMC namely forum, email, blog) allow more time for learners to process their language output before sharing it, which in turn encourages learners to produce more grammatically accurate and complex language (Reinders, Lakarnchua, & Pegrum, 2015). The increased processing time enables learners to proofread and self-correct their language output and raises their attention to various linguistic features in   online communicative contexts, such   as in digital games (Reinders &   attana,2015).

Tics in the curriculum

Gros (2000), points out that curricular integration of technologies is to use ICTs regularly in classrooms for various tasks such as writing, obtaining information, experimenting, simulating, communicating, learning a language, designing all of this in a natural, invisible way. beyond the mere instrumental use of the tool and felt at the level of innovation of the educational system (p.2)

Computer assisted language learning

Computer-assisted language learning, known as CALL for its English acronym (Computer-Assisted Language Learning) and also known as EAO for its acronym in French (Insignemente Assisté par Ordinateur), is defined in Levy's seminal work (1997 Pag 1) as “the search and study of computer applications for language learning and teaching”

CALL. it is, essentially, a tool that helps teachers to facilitate language learning. It can be used to reinforce what has already been learned in the classroom or as a remedial tool for students who need additional assistance