Full-revised-paper-Group-6.1

BAAO COMMUNITY COLLEGE
San Juan, Baao, Camarines Sur

COLLEGE OF EDUCATION DEPARTMENT
THE EFFECTS OF TECHNOLOGY IN TASK-BASED LANGUAGE TEACHING
An Undergraduate Thesis
Presented to the Faculty of the College of Education, Baao Community College
in Partial Fulfilment of the Requirements in the English Language Teaching
(ELT) 109 – Language Research
Gagal, Angela R.
Gornal, Lerma Jane V.
Lagdaan, Danica Mae M.
Llenarisas, Francia P.
Manlutac, Trexchy M.
Platilla, Pearly Grace B.
Oronan, Joana Mae O.
JULY 2023
ACKNOWLEDGEMENTS
The researchers would like to extend a million thanks to the following persons for
their valuable assistance in making this research a reality.
To the BCC administration under the direction of Mrs. Maricel R. Peňero and
Maria Theresa M. Cruzata, Ph.D. Head, Academic In-charge for giving the necessary
support. Furthermore, to Dean of the College of Secondary Education, Ms. Maria
Lourdes Q. Olivares. Thank you to the college administrator for providing the resources
needed to complete this study.
Likewise, we are grateful to our research adviser and editor Mr. John Rodolf N.
Mortega, MAEd, who guided us in doing this project. He provides us with invaluable
advice and helped us in difficult times. His motivation contributed tremendously to the
successful completion of the research.
To Mr. Andrei D. Cronico, Mr. Ryan T. Perez, Mr. Kevin A. Delos Santos, and
Mr. John Wilson S. Mota, for all the recommendations, comments, and offering
suggestions for the betterment of this study. Their mutual decisions that had improved
the researchers' understanding of the study and helped them to accomplish its goals.
Additionally, we would like to express our gratitude to the Third-Year English
Major Students who served as our survey respondents and provided honest and
unbiased responses.
Family, Friends, Loved Ones for their support both emotional and financial
which encourages us to gladly carry out this research. Without their support, we could
not have succeeded in completing this academic endeavor.
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Above all, we want to express our gratitude to the Almighty God, our Lord for
allowing us to survive and complete this research. Thank you and God bless everyone.
A sincerest gratitude to all of you!
- The Researchers
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CERTIFICATION
This is to certify that the undergraduate thesis of ANGELA R. GAGAL, LERMA

JANE V. GORNAL, DANICA MAE M. LAGDAAN, FRANCIA P. LLENARISAS,
TREXCHY M. MANLUTAC, PEARLY GRACE B. PLATILLA, and JOANA MAE O.
ORONAN entitled, “THE EFFECTS OF TECHNOLOGY IN TASK-BASED LANGUAGE
TEACHING” has been edited by the undersigned.
Issued upon request of the undersigned for reference purposes and for whatever
purposes it may serve.
JOHN RODOLF N. MORTEGA, MAEd.

Editor
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THE EFFECTS OF TECHNOLOGY INTEGRATION IN TASK-BASED LANGUAGE

TEACHING
GAGAL, ANGELA R. GORNAL, LERMA JANE V. LAGDAAN, DANICA MAE M.
LLENARISAS, FRANCIA P. PLATILLA, PEARLY GRACE P. MANLUTAC, TREXCHY
M. ORONAN, JOANA MAE O.
Keywords: Technology Integration, Task-Based Language Teaching
SUMMARY
The study aimed to determine the profile, factors, and best technology integration
in a classroom setting on the research entitled: “The Effects of Technology Integration in
Task-Based Language Teaching.” The data was gathered through a survey
questionnaire as instrument and the relevant data were gathered, compiled, and
analyzed through the specific research questions posted. 1. What is the profile of the
respondents in terms of: 1.1 Age, 1.2 Gender, 1.3 Technology used/ Available
Technology, 1.4 Monthly family income? 2. What is the effect of technology in terms of:
2.1 Content- based Learning, 2.2 Skill- based Learning? 3. What is the best Technology
used in Task- based language Teaching among Third year English majors? 4. What
recommendations can be generated from the finding of the study?
This study was premised on the following assumptions: 1. The profile of the
respondents varies based on their Age, Gender, Technology used/ available
Technology, Monthly family income 2. There are effects of technology in terms of
content- based learning and skill- based learning 3. There are different technologies in
teaching task- based language teaching among the Third-Year English major students of
Baao Community College 4. There are recommendations between TBLT integrated
software to promote language teaching, the result varies.
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The Third-Year English major students from Baao Community College were the
respondents of the study. Determined through Slovin’s formula and it at least 81
students represented selected through random sampling technique. The study utilized a
questionnaire, and had been analyzed and interpreted through statistical treatment e.g.,
percentage technique, Weighted Mean, and 5-point Likert scale.
FINDINGS
The following findings were obtained from this study: 1. Personal Profile 1.1. Age.
Out of 81 respondents, there were 76 or 95% from age 21-23 years old; 2 or 3% from
age 30 and above; 1 or 1% from age 24-26 and 18 below. 1.2. Gender. Out of 81
respondents, there were 76 or 94% of female respondents and 5 or 6% male
respondents. 1.3. Technology used. Out of 81 respondents, there were 78 or 96% used
cellphone or smartphone; 2 or 3% used laptop and the remaining 1 or 1% used tablet.
1.4. Monthly family income. Out of 81 respondents, there were 42 or 52% from 5,000
and below family income; 19 or 24% from 5,001- 10,000 monthly family income; 13 or
16% from 10,001- 20,000; 5 or 6% from 20,001- 50,000 and the remaining 2 or 2% from
50,001 and above.
2. Effects of technology in terms of: 2.1. Content-Based Learning. There are
effects of technology in content-based learning e.g., using online dictionaries such as
Oxford dictionary, Cambridge dictionary, and Merriam-Webster dictionary as guide to
reinforce the academic activity ranked first with a weighted mean of 4.42 and interpreted
as strongly agree. Followed by “can write a simple research topic about certain topics”
3.59 and interpreted as agree. 2.2. Skill-Based Learning. There are also effects of
technology in skill-based learning, in which students can work with teams and groupings
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ranked first with a mean of 4.36 and the respondents strongly agree. Followed by “can
creatively create assigned outputs” 3.38 and interpreted as agree. 3. Technology used in
task- based language teaching. Along the 10-technology used in task-based language
teaching, teacher uses online collaboration tools ranked first, with a weighted mean of
4.93 interpreted as strongly agree. While, teacher uses gamification to motivate students
obtained a mean of 3. 56 interpreted as undecided.
CONCLUSIONS
Based on the above-mentioned findings, the following conclusions were
formulated: 1. Majority of the respondents belong to ages of 21-23, most of the
respondents were females, and had been using technology (cell phones). It can be
noted also that the family income affects the resources being used by their students. 2.
There are effects of technology in terms of: 2.1 Online dictionaries have major effect on
content-based learning. Additionally, it assists them as a guide in reinforcing academic
activity. Meanwhile, 2.2 Students’ who work in collaboration with their classmates excel
in creating creative outputs. 3. The online collaboration used by the teachers helped and
benefited the students to promote creativity, critical thinking, and teamwork in teaching
the language.
RECOMMENDATIONS
In the light of the findings and conclusions, the following recommendations were
drawn: 1. The instructors should put regulations in using different technologies in a
classroom to be used in moderation. The instructors could also teach the students on
how to use their technology as support in education and studies. Considering the huge
number of gadget-users they must be responsible and must use wisely with a purpose.
2. The instructors must observe the practice of using collaborative study/learning which
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will augment the knowledge and skills among learners. 3. Online collaboration could
improve the holistic development of students since the use of technology has been a
trend. Students got to delve into technology, and as a result, it has an effect on
communication and social skills. With this teacher should take a part in technology
integration in their classroom to elevate learning at its finest. 4. The 21st century and the
birth of technology have been able to transcend great changes in the landscape of
education and the system. Instructor should take part on the revolution, as students or
learners are able to adapt to the changes. Thus, learning is in-depth when supported by
the technology and scaffolding of the teachers.
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TABLE OF CONTENTS
PRELIMINARIES Page
TITLE PAGE……………………………………………………………………. i
ACKNOWLEDGEMENTS…………………………………………………….. ii
CERTIFICATION……………………………………………………………….. iv
ABSTRACT…………………………………………………………………….. v
TABLE OF CONTENTS ……………………………………………………… ix
LIST OF FIGURES…………………………………………………………….. xi
LIST OF TABLES……………………………………………………………… xii
LIST OF APPENDICES……………………………………………………….. xiii
CHAPTER 1 THE PROBLEM
Introduction…………………………………………………………. 1
Statement of the Problem…………………………………………. 4
Assumptions of the Study…………………………………………. 5
Significance of the Study………………………………………….. 5
Scope and Delimitation……………………………………………. 6
Definition of Terms…………………………………………………. 7
CHAPTER 2 REVIEW OF RELATED LITERATURE
Review of Literature………………………………………………... 9
Synthesis of the State-of-the-Art ………………………………… 20
Gap Bridged ……………………………………………………….. 21
Theoretical Framework……………………………………………. 22
Theoretical Paradigm ……………………………………………... 23
Conceptual Framework …………………………………………… 24
Conceptual Paradigm …………………………………………….. 25
CHAPTER 3 RESEARCH METHODOLOGY
Research Design…………………………………………………... 26
Respondents……………………………………………………….. 26
Sampling Technique………………………………………………. 27
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Research Instrument……………………………………………… 27
a. Preparation of the Instrument ……………………………… 27
b. Validation of the Instrument ……………………………….. 28
Statistical Treatment………………………………………………. 28
CHAPTER 4 RESULTS AND DISCUSSIONS
The Profile of the Respondents …………………………………. 30
Effects of Technology in Content-Based Learning ……………. 34
Effects of Technology in Skill-Based Learning ………………… 36
Technology Used in Task-Based Language Teaching ……….. 38
CHAPTER 5 SUMMARY OF FINDINGS, CONCLUSIONS, AND
RECOMMENDATIONS
Summary …………………………………………………………… 39
Findings……………………………………………………………... 40
Conclusions…………………………………………………………. 42
Recommendations…………………………………………………. 42
References …………………………………………………………. 44
Appendices …………………………………………………………. 48
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LIST OF FIGURES
Figure 1 Theoretical Paradigm ……………………………………………. 23

Figure 2 Conceptual Paradigm ……………………………………………. 25
Figure 3 Age of the Respondents…………………………………………. 30
Figure 4 Gender of the Respondents …………………………………….. 31
Figure 5 Technology Used by the English Language Students………... 32
Figure 6 Monthly Family Income ………………………………………….. 33
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LIST OF TABLES
Table 1 Effects of Technology in Content-Based Learning……………. 34

Table 2 Effects of Technology in Skill-Based Learning………………… 36
Table 3 Technology Used In Task-Based Language Teaching……….. 38
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LIST OF APPENDICES
Appendix A Letter to Conduct a Survey Questionnaire ………………... 51

Appendix B Letter to the Respondents…………………………………… 53
Appendix C Documentation……………………………………………….. 54
Appendix D Survey Questionnaire………….…………………………….. 56
CURRICULUM VITAE ………………………………………………………… 60-68
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CHAPTER 1
THE PROBLEM
The use of Task–Based Language Teaching with the aid of Technology as a tool
for teaching could enhance and encourage effective instructional delivery. The
continuous rise of technology emerged in advancement and development. That is why
the government and its instrumentalities, the Department of Education (DepEd) and the
Commission on Higher Education (CHED) are trying to connect to the new development
and innovation thereby changing and improving the system of education, preparing
students for further studies and for the betterment of life. Unquestionably, the DepEd and
CHED ensure that the new generation of students acquires the necessary skills for
quality graduates and professionals. Thus, the government through these departments
extremely devise a mechanism that will improve the process of learning.
Part of its innovation and initiatives is geared towards excellence and the
adaptation of technology is highly needed. Also, aside from content-knowledge a skill
should prevail as enabling mechanism. According to Skyteach (2021) TBLT is a
transferring information from one person to another, from one form to another, or from
one location to another is a component of information gap activities. Students can
request, clarify, or negotiate information through this kind of activity. Students are tasked
with deciding what information to transfer and how to resolve a problem in reasoning gap
activities. Asking students to express their opinions, share their feelings about a
situation, participate in debates, and have discussions are all examples of opinion gap
activities which fall in Task-Based.

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The Task – Based Language Teaching is a mechanism in teaching and learning,
Furthermore, it gives more access to a quality learning environment. This is even
applicable, especially in the College Department of each school, college, state university
and universities anywhere in the Philippines. This is in line with the emerging changes in
the global education scheme. Task – Based Language Teaching requires self-activity or
self-discovery. It is more advanced than the traditional technique. This transition made it
clear that say that this is more efficient now. As each school are now starting to adapt
the mechanism.
Meanwhile, in Manila, the Task – Based Language Teaching uses the aid
technology for a more concrete instructional delivery and acquisition. Manila area had
proven timeless reaction on this mechanism. It shows the credibility of instruction. The
Bicol area has also been adapting this Task – Based Language Teaching. However only
very limited is using this for it needs a state-of-the-art-facilities to transcend any demand
of this method of teaching. To name a few, College of Education, College of Language
Development, Journalism, Broadcasting, College of Engineering, College of Information
Technology need heavily this method and mechanism.
Nowadays, it can deny the fact that language class does not use some forms of
technology that serves effective teaching and learning of language. The rapid
development of science and technology has offered a better tool to explore the modern
teaching method specifically, task-based language teaching which is a rich of task
activities involving a wide variety of language areas, as well as all the skills; reading,
writing, listening ad speaking. Integrating technology in teaching has been a way to
make teaching-learning easy and accessible. Based on this reality, it is indispensable to

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take advantage of modern technological facilities in aiding the task of language
education specifically in providing authentic sources for teaching the four skills of
language (reading, listening, writing, and speaking).
According to Nunan, (2006) maximizing language teaching possibly involves
focusing on changing the teaching methods where it considers enhancing language
teaching techniques or applying new language teaching approaches to students. In line
with this, the instructions in BCC used the Task –Based Language Teaching for further
enhancement of language to students. However, like Calvert and Sheen (2015),
observed that the creation, implementation, and evaluation of language learning tasks
remain a challenge for many teachers, especially those with limited experience with
using tasks in their teaching, especially in integrating the technology to the tasks.
Now that we are in the contemporary world of education, teachers are expected
to integrate technology to engage students who are considered to be digital-natives.
Online learning platforms are also used as a supplementary tool to promote independent
learning. Technically there are an advantages and disadvantages of integrating
technology in teaching language using task-based language teaching approach that
affects the performance of the students inside the classroom setting, (Cakrawati, 2017).
The objective of the study in general aimed to determine the effects of
technology integration in task–based language teaching. Its specific focus is to
determine the profile of the respondents that greatly affects the technology used in task–
based language teaching in Baao Community College; it also identifies the different
technologies used in the delivery of task-based language teaching among the third-year
English major students of Baao Community College.

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This research entitled “The Effects of Technology Integration in Task-Based
Language Teaching to Third Year English Major Students of Baao Community College
S/Y 2022-2023” aimed to identify the technology that is a perfect blend in task-based
activities also to attain the concepts and skills impacted by the method of teaching. This
sought to find the significance of technology in task-based language teaching among
third year English Major students of Baao Community College.
Statement of the Problem
This research study entitled “The Effects of Technology Integration in Task-
Based Language Teaching” aimed to determine the effects of technology on content and
skills among the respondents. The study sought to answer the following questions:
1. What will be the profile of the respondents in terms of:
a. age
b. gender
c. technology used/ available technology
d. monthly family income?
2. What is the effect of technology in terms of:
a. Content-based Learning
b. Skill-based Learning?
3. What is the best technology used in task-based language teaching among third-year
English majors?
4. What recommendations can be generated from the finding of the study?

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Assumption of the Study
This research study entitled “The Effects of Technology Integration in Task-
Based Language Teaching” consider the assumptions based on the research questions:
1. The profile of the respondents may vary based on their age, gender, and
technology used.
2. There are effects of technology in content-based learning and skill-based
learning.
3. There are different technologies in teaching task-based language teaching
among the Third-Year English major students of Baao Community College.
4. The integration of technology in TBLT could promote language competence in
terms of content and skill.
Significance of the Study
The findings of this study are beneficial to the following key persons and
institution. It shall bring positivity and assertions on the use of technology in the
classroom as part of the instructions.
Students. The results of the study will be beneficial to students to use
technological devices properly and effectively to improve their productivity and achieve
better results in their academics.
Parents. The results of the study will benefit the parents to guide and monitor
their children in their homes with proper usage of technological devices for students to
become responsible for their career pathways. The parents will be supportive
considering the positive outcomes as a result of technology integration in a classroom
setting.
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Teachers. The results of this study will help them to understand its effects on the
student’s performance and come up with new strategies and techniques to address the
learning gap. The data therein could help teachers to aspire and use state of the art
facilities considering the generational gap and applicability of technology to diverse
learners.
Baao Community College. The results of the study will benefit the institution
about the perspectives of the used of the technology in English Language Teaching or
any ALLIED subjects or any subjects provided that task-based projects outcomes-based
education designed in the 21st century education.
Researchers. The results of the study will benefit them in the pursuit of quality
research provided the demand and standard of academic paper. It takes time to realize
the rigor towards quality research. The findings based on this will further enhance the
knowledge about the effects of technology in task-based language teaching.
Future Researchers. This study can help them to learn and gain further
knowledge and ideas for conducting their own research and about the topic task-based
language learning.
Scope and Delimitation
This study is about “The Effects of Technology Integration in Task-Based
Language Teaching” which delved on the profile of the respondents, the effects of
technology to content and skill learning, and best technology integration in TBLT. The
data gathered through the survey was processed in accordance with research objectives
and at least 81 Third-Year English Major Students were served as respondents from
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Baao Community College. The study was conducted during the academic year 2022 –
2023.
Definitions of Terms
The following are the terms rooted with importance in the study. It has been
defined conceptually and operationally.
Content-Based Learning (CBL) otherwise called content-based guidance (CBI)
or content-based language instructing (CBLT), is an instructive methodology that
incorporates language learning with the investigation of topics or content from different
scholastic disciplines. The essential objective of content-based learning is to at the same
time foster language capability and get information in a specific branch of knowledge.
This approach is regularly utilized in language programs for students who as of now
have some degree of capability in the objective language. Therein, CBL delved into the
student capability and acquisition of learning with the intrusion of technology in a task.
Department of Education (DepEd) - is the executive department of the
Philippine government responsible for ensuring access to, promoting equity in, and
improving the quality of basic education. It is the main agency tasked to manage and
govern the Philippine system of basic education. It is the chief formulator of Philippine
education policy and is responsible for the Philippine primary and secondary school
systems. Republic Act No. 9155". Chan Robles Virtual Law Library. This department has
been a responsible agency for primary and secondary education to monitor the student’s
progress and implement academic initiatives in the field.

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Commission on Higher Education (CHED) is an administration office
responsible for directing and planning advanced education establishments (HEIs) in a
country or region. It is responsible for regulating and governing all higher education
institutions and post-secondary educational programs in the country. Komisyon sa
Wikang Filipino. 2015.
Language Teaching - the process and practice of teaching a second or foreign
language – is primarily a branch of applied linguistics, but can be an interdisciplinary
field, (Spolsky, B., & Hult, F.M. (Eds.). (2008). Therein, the main purpose of language
teaching is to develop language proficiency and communication abilities among
students.
Skill-Based Learning otherwise known as capability-based learning, is an
instructive methodology that is focused on creating explicit abilities and skills rather than
content-based. In the study, it has been foremost important to develop not only the
knowledge but the skills as a result of exposure to technology.
Task-based language Teaching is a learner-centered approach that involves
communicative language use and incorporating task-based activities based on
psycholinguistic and pedagogical perspectives, which can provide practical insights for
English teachers and language experts. Griffiths, A. (2015). Therein, the TBLT has been
a strategy used by language teachers in realizing the target objectives of a specific
language competence.
Technology - the branch of knowledge that deals with the creation and use of
technical means and their interrelation with life, society, and the environment, drawing
upon such subjects as industrial arts, engineering, applied science, and pure science.
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Technology (n.d.). Therein, technology is the central attraction in the 21 st century due to
its benefits and impact to students and education at large.
CHAPTER 2
REVIEW OF RELATED LITERATURE AND STUDIES

This portion entails the reviewed literature and studies relative to the research
entitled Task-Based Language Teaching. It has been critically analyzed, linked, and
interpreted to support the recent undertakings.
Literature Review
The review of related literature of this study focuses on The Effects of
Technology Integration in Task-Based Language Teaching. The researchers discussed
the issues about the effects of learning modality that is applied in the school to the
student’s psychological, emotional, and social well-being.
The language teaching and learning involves application of methods and
techniques in the context of language teaching. As the sudden swift of technology,
teachers and students raise their creativity in language instruction and learning. Ahmadi
(2018), concluded that the use of technology has become an important part of the
learning process in and out of the class. Every language class usually uses some form of
technology. Technology has been used to help both teachers and learners and improve
language learning. Technology enables teachers to adapt classroom activities, thus

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enhancing the language learning process. Technology continues to grow in importance
as a tool to help teachers facilitate language learning for their learners.
Similarly, the article, “UNESCO ICT Competency Framework for Teachers”
(2015) where it stated that English teachers of today should be ready to provide their
students with the opportunity to learn using technology and to show them that computers
and smartphones are not created only for playing games and spending times on social
media. Due to the implementation of the ICT in education, this paper gives directions to
teachers on how to become more effective in ICT-based lessons where it gives teachers’
a clear perspective of what to expect from a certain task.
According to Mulyadi, et al. (2021), technology implementation enhanced TBLT
significantly influenced students' listening comprehension. In a similar vein, ESP
learners' speaking performance based on role-play also had considerable improvement.
The findings of the study shed some light on students' involvement in attaining
multifarious language inputs related to their listening comprehension due to the authentic
and technological learning materials and media. In considering speaking performance
enhancement, ESP students could benefit from merging the role-play in ESP instruction
with technology-enhanced TBLT.
The tasks include a plan for learner activity, a primary focus on meaning-making,
authentic language use in real-world situations, a focus on one or more of the four
language skills, a requirement for learners to use cognitive skills to complete the task,
and a clear communication-based learning outcome. However, as the collection's title
suggests, we prefer "task-based language learning and teaching" in order to contribute
to a deeper understanding of technology-mediated tasks. (Ellis, 2003) We concur with

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Levy and Stockwell's assertion that "There is no single TBLT methodology" (2006, p.
249) while also pointing out that one of the benefits of CALL is that it is "interdisciplinary
and multidisciplinary" (p. 253) in focus. The ability to engage in language learning and
teaching across national boundaries and to take into-account other educational contexts,
as well as the multi-dimensional nature of task design as a result, are two benefits that
CALL technologies have made possible (Levy & Stockwell, 2006; Reinders & White,
2010). TBLT has long been recognized as one of the most popular methods for teaching
and learning languages all over the world. (Ellis, 2003; Nunan, 2004; Samuda & Bygate
2008; Van den Branden, 2006)
Muyalde (2018) clarified that language learning styles and instructional
techniques have important influences on students’ English language proficiency. These
are believed to be the important factors in determining the extent of students’ language
learning as it provides vital human connection between the content and the environment
and the learners. This quantitative study employed the descriptive correlation research
design. Validated, adopted questionnaires and actual surveys were used. In choosing
the respondents, this study employed the simple random sampling technique wherein
each member of the subset has an equal probability However, grammar and reading
comprehension were both low. It showed that students’ preferred learning styles and
language instructional techniques to the English language proficiency had no significant
relationship between.
According to the “NCSSFL-ACTFL Can-Do Statements,” (2017), the author
suggested that building learners’ communicative language competence should be the
primary goal of language instruction. To achieve a high level of language proficiency,

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learners must have constant interaction with and exposure to the target language. Many
students, however, encounter challenges of developing their language competence in
the traditional classroom due to limited instructional time, large classes, and the lack of
opportunities to use L2 beyond the classroom. This is connected to the study of Kearsley
et al. (2020), where they stated that confidence is a crucial part of learning English, this
is because English is a language that contains every aspect of literature and is a very
broad language to learn and most people do not have the advantage of sharing many
borrowed words or grammatical patterns with English, the language has many
grammatical rules that are often broken. In online language learning, teachers try to
integrate the internet with their instructional materials and teaching styles to create a
meaningful learning environment.
According to Ngoc (2017) the traditional methods, especially the Grammar-
Translation, respect the teacher-centeredness; and students are provided with written
and oral texts to practice, emphasizing the language use. Obviously, they are now
unflavored. In translation classrooms, the instructional methods should be based on both
learners’ needs and social needs. In the current computer age, university classrooms are
usually equipped with computers and projectors, and most students are equipped with a
personal computer or laptop which is supposed to greatly support their learning.
Bonacini et al. (2021) and Bozkurt & Sharma, (2020) had a similar statement in
their study that the urgent action of moving classes online enabled students to continue
their education during the global uncertainty, but it has also brought some additional
obstacles with it. This move caused not only teachers but students also to struggle to
adapt to the new reality. This study shows that students are needed to be critical
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thinkers in discovering different software that they can be used in studying and acquiring
knowledge.
De Leon (2022), states that to ease the impact of learning loss due to classroom
closures, DepEd moved towards digitizing its resources in partnership with the United
States Agency for International Development (USAID). USAID through All Children
Reading Philippines (ACR-Ph) implemented by RTI International, procured a software
called “Kotobee” and distributed 200 premium licenses to teams of e-resource
developers from each of the 19 language groups. The ICTS unit trained the teachers on
the use of the software while the BLD and education specialists of ACR-Ph provided
guidance on how to make the primers engaging as well as developmentally and
culturally appropriate for young learners. With this initiative, teaching and learning
resources to promote literacy development in early grades can be more accessible to
teachers and learners in both online and offline modalities at minimal cost.
Ali (2020) and Martin et al. (2020), had similar statements that learning
institutions have opted to employ online classes (also known as electronic learning or e-
learning) to not compromise the education of students during this time of the pandemic,
whereas different software are introduced to students the task-based language teaching
method is applied during that phase For Javier (2020), this has caused the drastic shift
from the traditional physical classroom teaching to the modern technology-driven
instruction. Hence, it is necessary to determine teachers’ attitude and technological
competence. Alieto et al. (2021), surveyed a total of 195 Filipino Language Teachers
purposively selected. The analysis of the data disclosed that the respondents are
‘somehow positive’ towards teaching online. In terms of technological competence,

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language teachers reported to be ‘somehow competent’. Moreover, a significant
relationship between the variables was identified.
Interaction is a significant component in English language teaching and learning,
given that language basically influences learning. Mori et al. (2016), he concluded in
their study that learners construct and build L2 knowledge through social engagement
and expert guidance. Furthermore, Albino (2017), stated that learners improved in terms
of their speaking fluency by maximizing their speed of speech production, increasing
grammatical accuracy, elaborating on their utterances, and developing interactional
language. Furthermore, learners’ opinions on being taught with the TBLT approach were
sought, and the findings indicated that the learners felt encouraged to speak, believed in
their potential to use the target language, expanded their vocabulary, and recognized the
relevance of the TBLT approach.
The Skill-Based Learning (2023) Game-based learning and the application of
games in multidisciplinary research and practice have received significant funding.
Despite their rising popularity, games and learning outcomes like enhanced motor skills
or memory retention have not yet been proven to be causally linked. Researchers
encounter difficulties that prevent them from carrying out research on game-based
learning in a consistent and standardized manner.
Similarly, this game-based is linked to the task-based learning which according to
the author it has been effective in developing the listening and speaking abilities of the
learners of English. The use of task-based should be used as an alternative way of
teaching English in the sense that it helps learners to communicate through interaction in
the foreign language they are learning only because one's own experience is considered
15
important in classroom learning atmosphere. Thus, in the later stages, they will be able
to link their in-classroom learning experiences with the language use outside the
classroom, the real life. Karakurt (2016).
Talbert (2017), stated that teachers provide learning environments, opportunities,
and interactions that foster active learning. Learners, however, should be held
accountable for their own learning, and maintain self-directed learning skills and
strategies to learn content effectively. Based on the survey of Batang and Villanueva Jr.
(2010), they found out that 20 (or 41.67%) of the respondents have highly positive
attitudes towards language learning in as much as they reported themselves to be risk
takers who are not afraid to make mistakes and, thus, may encourage their students to
do the same as far as language learning is concerned.
Nesreen and Budoor (2020), had a study where they aim to examine the
effectiveness of virtual classes in second-language interaction among pre-service
teachers. Furthermore, the findings stated that the effectiveness of virtual classes on
interaction is characterized as "satisfied." On the other hand, for De Leon (2022), there is
no significant difference when respondents are characterized according to gender. Thus,
it implies that learners perceive interactions in virtual classes the same way they do in
face-to-face classes.
In flipped classrooms, students first learn instructional content using online
materials and resources outside of class and then apply their learning by engaging in
interactive classroom activities (Bergmann & Sams, 2012). For Bishop and Verleger
(2013) and Sun et al. (2017), flipping the classroom follows a constructivist framework
16
rooted in active learning that involves students in taking a central role in the learning
process, as opposed to passively receiving information from the instructor.
Xiao Huang et al. (2015), found out that transactional distance is an important
pedagogical theory in distance education that calls for more empirical support. The
purpose of this study was to verify the theory by operationalizing and examining the
relationship of (1) dialogue, structure and learner autonomy to transactional distance,
and (2) environmental factors and learner demographic factors to transactional distance
in webbased distance courses.
Dioso et al. (2022), conducted an empirical investigation on the extent of
readiness of In-service teachers for Inclusive Special Education to a total of 270
randomly selected respondents. Analysis of the data revealed that the respondents'
extent of readiness is characterized as 'high'. The study further disclosed that in terms of
classroom instruction, assessment of student's performance, and evaluating and
monitoring students' progress the respondents reported being 'highly ready'. However, in
terms of curricular content, the respondents disclosed to be only 'moderately ready'.
Additionally, it was revealed that age grouping does not statistically influence
respondents' extent of readiness for Inclusive Education.
Teachers are now faced with the demand of shifting from the traditional to the
modern means of instruction known as virtual teaching. With this, teachers’ attitude
toward virtual teaching is an essential concern, especially when teachers are
accustomed to the traditional approach (face-to-face) of education. For Abulencia
(2022), in his descriptive survey research wherein 19 high school teachers participated
voluntarily, the study recommended that teachers have training on ICT to equip them
17
with the knowledge and skills to use new programs/applications. The administration
should also design a long-term plan for ICT and continue encouraging and training
teachers to integrate ICT into teaching.
Talampas and Martinez (2021), found out that English language teachers have
redesigned their teaching strategies in accordance with the capabilities and needs of the
students. Also, some activities have been modified to make them compatible with
distance learning. The researchers suggest investigating the other factors that may help
the English language learners to learn the English language during distance learning.
Research on technology integration and utilization in the English language
teaching (ELT) classroom to enhance the teaching of English as a second language
(ESL) or a foreign language (EFL) has been popular in recent years because of its
pedagogical contributions. Costley (2014) states that teachers, policymakers, and
education scholars believe that technology integration supports both the teachers’
pedagogical practices and the students’ learning improvement. Andrade (2014), stated in
his study that technology offers various engaging instructional materials teachers can
adapt and use. Likewise, Gilakjani, (2017), stated that technology use in the classroom
promotes students’ active learning that caters to their needs and interest and makes
them more engaged in language learning. For Costley (2014), it provides opportunities
for students to work together with their classmates. Thus, there is no doubt that
technology integration in ELT classrooms has now become a new, upward trend in
language education (Tarrayo, 2020).
In contrast, the study of Daniel. (2022) stated that, due to the growth of
educational technology, teachers must be proficient in using screens and other

18
technological tools in order to be effective in the classroom. According to studies, nearly
half of the teachers say that using the internet and other digital tools has increased their
workload, added new demands to their lives, and broadened the range of content and
skills they are required to be knowledgeable about. The level of student access to the
necessary devices is referred to as the "tech disparity." However, it can also refer to
differences among students in the same school, with students from wealthier families
having greater access. The differences in access can be seen between school districts,
with more prosperous districts having greater resources.
Medalla, et al. (2021) found out the faculty members of SLMSB are sufficiently
ready on online learning in terms of their technology access, considering the measures
being undertaken by the school administration. They are also ready in terms of their
technology skills and their attitude towards online learning. However, despite the general
result on readiness, analysis of the indicators revealed that they need to be trained in
terms of use of online learning management systems, and use of tools for developing
learning materials. With these results, it is recommended that a capability-building
program for faculty members of SLMB be conducted to prepare them in facilitating online
learning through an extension program that may be offered by Sorsogon State College –
Bulan Campus.
Hence, phones are needed to understand better the studies and presented ideas
of the teacher/instructor as to Fajardo (2014), proposed an instructional tool entitled,
“PowerPoint for Better English Language Teaching” as she found out that the college
instructors were using much of the multimedia available in their campuses, while
frequently applying multimedia assisted instruction in related English language skills.

19
Aligned to the study of Nilsen (2013) more than one in three middle school students say
they use their smartphones (39%) and tablets (31%), respectively, to complete their
homework. Practical steps can be taken by administrators and educators to close the
digital divide. Assuming unequal access to devices, schools can concentrate on shared
technology, such as shared tablet computers, school computer labs, as well as Wi-Fi
throughout the building.
Radetić-Paić and Černe (2019) state that advanced family resilience research
and its application to various interventions, cultural variations, and variations of the
concept within longitudinal designs should be examined with information gathered from
other family members and experts. Therefore, we can draw the general conclusion that
children's opportunities may be restricted by their parents' financial capabilities. That is
why there is some technology like smartphones that other students cannot afford
whether it is a need to gather information from the internet or the fact that we are in 21 st
century. This suggests that programs that aim to improve coping mechanisms and
mental health despite poverty may be beneficial in addition to interventions that aim to
increase the incomes of families who do not have a regular monthly income or whose
income is below the average.
The teacher on computer knowledge and utilization was competent. (2) Attitude,
training, and resources affect the Teachers’ computer self-efficacy moderately. (3) there
was a significant difference in the teachers’ computer knowledge and utilization on word
processing and personal use, spreadsheet and personal use, word processing and
administration, spreadsheet and administration, presentation and administration, word
processing and classroom practice, spreadsheet and classroom practice, presentation

20
and classroom practice, internet and classroom practice, word processing and
professional development, spreadsheet and professional development, presentation and
professional development, internet and professional development. On the other hand,
there was no significant difference along presentation and personal use, internet and
personal use, and, internet and administration. (4) There was no significant difference on
the perceptions of the teachers on the factors that affect their teachers’ computer self-
efficacy along: attitude, training, and resources. (5) The designed computer courseware
for teachers may enhance their computer self-efficacy as part of training in the
Camarines Sur Division. (6) The prepared E-Course is curricular valid. Nachor (2009)
Synthesis of the State-of-the-Art
The researchers prepared various related literature and studies regarding the
study. The researchers made a synthesis to have a clear understanding of the study
entitled “Effects of Technology in Task-Based Language Teaching” where the
respondents are Third Year English Major students of Baao Community College.
One of the highlights was the impact of technological advancement to students
on how it has changed the way education is delivered and its significance with the task-
based language teaching. According to Mulyadi, et al (2021), Muyalde (2018), Mori et
al. (2016), Albino (2017), Ali (2020), and Martin et al. (2020) students' listening
comprehension was significantly affected by the technology in TBLT, and their
proficiency in the English language was also significantly influenced by language
learning styles and instructional method as affirmed by Talampas and Martinez (2021).
Further, Nesreen and Budoor (2020) found satisfaction, engagement, and interaction
through technology and online (Costley, 2014, and Andrade, 2014).

21
TBLT has long been acknowledged as one of the most widely used approaches
to teaching and learning languages worldwide. (Ellis, 2003; Nunan, 2004; Samuda &
Bygate 2008; Van den Branden, 2006). Furthermore, Albino (2017), stated that learners
might improve their speaking fluency by maximizing their speed of speech production,
increasing grammatical accuracy, elaborating on their utterances, and developing
interactional language. Furthermore, learners’ opinions on being taught with the TBLT
approach were sought, and the findings indicated that the learners felt encouraged to
speak, believed in their potentials to use the target language, expanded their
vocabulary, and recognized the relevance of the TBLT approach. Meanwhile, the
technology integration has helped task-based language teaching in different aspects.
Contradicting to Bishop and Verleger (2013) and Sun et al. (2017), a classroom
follows a constructivist framework rooted in active learning that involves students in
taking a central role in the learning process. As for Daniel (2022) he stated that, the
advent of educational technology, teachers must be proficient in using screens and
other technological tools in order to be effective in the classroom.
These are the synthesis based on the mentioned literature and studies in line
with the recent research undertakings. Indeed, this paper has the full potential in
gearing excellence both teachers and students as the age of technology becoming
matured. Every student and teacher should adjust according to the trend for better
teaching-learning experiences.
Gap Bridged
The previous researches served as a foundation of a current study. Although
there have been numerous studies on task-based language teaching and technology, it
22
could be noted that there are few studies taken on the integration of technology in Task-
Based Language Teaching. Furthermore, there has been no study yet on the ‘The
Effects of Technology in Task-Based Language Teaching to Third-Year English Major
Students of Baao Community College considering the scope and research variables.
The study identified the effects of technology on content-based and skill-based
learning. Therefore, this is the gap that this research has filled in. The study bridged the
analysis of technology integration to task-based language teaching and the possible
teaching instructions that can be developed for the Third-Year English major students of
Baao Community College. The findings will help the stakeholders to address the gap in
terms of language acquisition with the aid of technology as enabling mechanism in
language teaching instruction.
Theoretical Framework
The research entitled “The Effects of Technology Integration in Task-Based
Language Teaching” used several theories to expand the idea regarding the use of
technology in task-based language teaching. Theory of Motivation. Maslow, (1954)
emphasizes that motivation is one of the principles of effective learning. This theory was
considered because it focused on how the Third-Year English major students of Baao
Community College are motivated by technology in completing their tasks. Meanwhile,
the Social Cognitive Career Theory or SCCT by Lent, Brown, and Hackett (2004)
attempted to explain the development of interest and educational choices, persistence in
work and study. The theory suggests that the self-efficacy of the students and the
experiences directly on the technologies in task-based language teaching predict and
affects the learning and environment.

23
Further, the Theory of Discovery Learning by Bruner (1961) emphasized that
learners construct their own knowledge by organizing and categorizing information using
a coding system. Bruner believed that the most effective way to develop a coding
system is to discover it rather than being told by the teacher. This means that a good
teacher will design lessons that help students discover the relationship between bits of
information. This theory is considered because task-based language teaching requires
discovery of learning and hands-on learning approach.
Several instructional design theories are incorporated into Dale's Cone of
Experience, (1990) model and educational procedures. Edgar Dale postulated in th
Theory of Motivation Social Cognitive Theory of Discovery Cone of Experience

Career Theory Learning
(Maslow, 1954) (Dale, 1990)
(Lent, Brown, Hackett, (Bruner, 1961)
2004)
Technological Pedagogy Content Knowledge (TPACK)
Student- Technology
Centered Integration –
Techno-Driven
Effects of Language
Outcomes-
Based
Technology Acquisition and
Integration in Task- Proficiency
Based Language
Teaching
21st Century Collaboration,
Critical Thinking,
Education Creativity,
Communication
Improvement of Teaching Instruction in Language Teaching

24
Figure 1. Theoretical Paradigm
1960s that students learn more by paying attention to what they "do" rather than "hear,"
"read," or "observe." These days, "learning by doing" is referred to as "action learning" or
"experiential learning." Moreover, the Technical Pedagogical Content Knowledge
(TPACK) by Mishra and Koehler (2019) measures how well a lesson is delivered using
technology. It is the perfect application for every learning area, which is crucial to the
teaching and learning process.
The student-centered, outcomes-based, 21st century, and technology integration,
language acquisition, and the collaboration, critical thinking, creativity, and
communication are contributory inputs and outputs of the TBLT. In the dynamic field of
educational technology, these frameworks aid in the knowledge-creation process and
these theories have a big contribution to the improvement of teaching instructions in
language teaching.
Conceptual Framework
The conceptual framework of the study served as a model to assist the flow and
the concrete basis of the research from the input, process, output, and feedback loop” to
research entitled: “The Effects of Technology Integration in Task-Based Language
Teaching”
Input. The inputs adhered to “The Effects of Technology Integration in Task-Based
Language Teaching” e.g., profile of the respondents in terms of: age, gender,
25
technology used/ available technology, and monthly family income, the effect of
technology in terms of Content-based Learning and Skill-based Learning. The best
technology used in task-based language teaching among third-year English majors. And
the recommendations based on the findings of the study.
INPUT PROCESS
The profile of the Analysis and

respondents in terms of: interpretation of data
Age, gender, technology through survey
used / available questionnaire and has
technology, monthly been presented,
family income. analyzed, and
interpreted of the
The effect of technology statistical treatment e.g.,
in terms of: frequency, percentage,
Content-based Learning weighted mean. OUTPUT
Skill-based Learning
Best technology used in

task-based language
teaching among third- The Effects of
year English majors.
Technology
FEEDBACK
The recommendations Integration in Task-
that can generated Based Language
based on the finding of
the study. Teaching
Figure 2. Conceptual Paradigm

26
Process. The process of the study includes the analysis and interpretation of data
through survey questionnaire and has been presented, analyzed, and interpreted of the
statistical treatment e.g., frequency, percentage, weighted mean.
Output. The output of the study is the analysis of the Effects of Technology Integration
in Task-Based Language Teaching.
Feedback Loop. This entails the mechanism or the process by which a response of the
students, teachers, and experts is being heard, analyzed, and interpreted to improve the
system or mechanism of the use of task-based in language teaching.
CHAPTER 3
RESEARCH METHODOLOGY
This chapter discussed the design, scope and delimitation, respondents,
sampling technique, instruments, data gathering procedure, and the statistical treatment
of the data used by the researchers in the conduct of this research study.
Research Design
The researchers made use of quantitative-descriptive research to describe,
quantify, and analyze the variables to get the results. According to Desai and Potter
(2006), quantitative research used the natural scientific method and economies of
numerical data with the goal to draw and classify the phenomenon, Nassaji (2015). In
addition, it also relates to observation, construes, and analyzes data using statistical
procedures and assumptions testing, Walliman (2011), Creswell (2014), & Suter (2012).
Particularly, this descriptive study measures the intention to establish
associations between variables which are Third-Year students Major in English at Baao
27
Community College; this study included a sample population of the subjects to ensure
the validity of the estimated generalized variables that have been obtained and not
meant to be manipulated.
Respondents of the Study
The respondents of the study were Third-year English Major students enrolled in
Baao Community College with a total 81 respondents selected though random sampling.
They were selected because their teachers extensively used technology as part of
classroom instruction and considering the exposure of the students in the technology as
part of the instruction of their courses. Thus, they have rich backgrounds and ideas as
far as their experiences with technology is concerned.
Sampling Technique
The study utilized random sampling to determine the free-bias selection of the
respondents. According to Acharya et. Al (2013), this technique is a probability sampling
that is used to have an equal chance of being selected in the study. The researchers
randomly selected the subsets of participants from a population.
Research Instrument
The tool that should be used therein was the structured questionnaire to unveil
data or findings of the study. It was used to determine the profile of the respondents the
effects of technology both in content and skills. The best technology was also identified
in task-based language teaching. The questionnaire shed the light to answer the
questions being pursued of the study.

28
Further, the questionnaire was composed of IV parts. Part I focused on the
profile of the respondents in terms of: Age, Gender, Monthly family income, Available
technology Used. Part II on the effects of technology in terms of: Content- based
Learning and Skill-based Learning and lastly Part III the best technology used in task-
based language teaching among third year English majors. Therein, the process to
ensure the preparation and validity of the questionnaire used in the study.
Preparation of Questionnaire
The preparation of the questionnaire considered the research trajectories or
objectives. It was imperative to adhere strictly to ensure the outcomes of the study. The
content adhered to different sources and strict revisions to craft a well-written
questionnaire. Finally, after exuding efforts in the development of questionnaire a copy
was submitted to the adviser for comments and suggestions for improvement and further
editing.
Validation of the Questionnaire
The validity of the questionnaire was also observed, the researchers submitted
the full questionnaire and their research adviser had comments for further research and
improvement. The suggestions mainly focused on the alignment to ensure the content
validity. Also, the adviser’s insights rooted from researches to strengthen the content
and objectives of a research. It was also cross-examined to reinforce the content being
push through. After the revisions, the tool was submitted to experts whose specialization
is research and language by which they could comment to further improved the tool. The
summations of comments are an outcome in the finalization of the questionnaire.

29
Statistical Treatment of Data
The information gathered was tabulated and processed manually with the aid of
computer to determine the accurate data thereby creating interpretation of the results.
Matrix tables were made to organize, summarize, and analyze the data gathered for
easy determination of its difference from each other. Data was collected, tabulated, and
analyzed. The researchers used the statistical tools in the analysis of data:
1. Percentage. The researcher treated the data gathered statistically by utilized the
percentage techniques. To assess and analyze properly the gathered data,
percentage technique was adopted applying this formula.
Formula:
Whereas:
P = the percentage equivalent
n = the number of respondents
N= total number of respondents
2. The process of finding the Weighted Mean, which is referred to as the central
tendency was used, the formula is given below:
Formula:
Whereas:
WM = weighted mean
TWF= refers to the summation of weighted frequency

30
N = total number of respondents
The responses to questions in the given variables were scaled using the “five-
point-scale” or Likert Scale system and given weight as follows:
Scale Range Verbal Interpretation

5 4.20-5.00 Strongly Agree
4 3.40-4.19 Agree
3 2.60-3.39 Undecided
2 1.80-2.59 Disagree
1 1.00-1.79 Strongly Disagree
CHAPTER 4
RESULTS AND DISCUSSIONS
This chapter presents the results, analysis, and interpretation of data that the
researchers gathered about the problem under study. The data were presented in
tabular and graph form in accordance with the specific questions posited in the
statement of the problem.
Profile of the Respondents
This section includes the interpretation and presentation of data based on the
personal profile of the respondents in terms of age, gender, technology used and
monthly family income.
AGE. The age of respondents plays an important role in determining the effects of
technology in task-based language teaching.

31
1%
3%
1%
95%
18 and below 21-23 24-26

27-29 30 and above
Figure 3. Age of the Respondents
The Figure 3 shows that the total number of respondents ranging from 21-23 years
old having 96 %, holding the record for having the most respondents. It was followed by
30 and above with 3%, 24-26 and 18 and below with 1% respondent. Then, there is no
18 and below respondents.
GENDER. The gender of the respondents is also taken into consideration in an
underlying impact in identifying the effects of technology in task-based language
teaching.
6%
94%
Male Female
32
Figure 4. Gender of the Respondents
Figure 4 shows that almost all respondents are female which have 94% of the
total number of respondents compared to males that have 6% of the total respondents.
TECHNOLOGY USED. Technology used by the students in a task-based language
teaching.
The figure 5 shows that most of the respondents used their smartphone in class
having been obtained of 96% followed by laptop which have 3% and tablet 1% of the
total respondents. Hence, smartphones are the most used in any academic activities.
According to Fajardo (2014) on her study entitled “PowerPoint for Better English
Language Teaching” she found out that the college instructors were using much of the
multimedia available in their campuses, while frequently applying multimedia assisted
instruction in related English language skills. Aligned to the study of Nilsen (2013) more
than one in three middle school students say they use their smartphones (39%) and
tablets (31%), respectively, to complete their homework. It can be analyzed that the use
of gadgets paired in instruction could reinforce acquisition and learning gap.
Tablet 1 (1%)
78
(96%)
Cellphone/Smartphone
Laptop 2 (3%)
0 10 20 30 40 50 60 70 80
33
Figure 5. Technology Used of Third Year English Major Students
MONTHLY FAMILY INCOME. Family income can affect the technology that can be
used by the students. Therefore, family income has a significant use to identifying the
use of technology in task-based language teaching.
The figure 6 below shows that mostly of the respondents’ family income falls into
5,000 and below which have 52%, followed by 5,000-10,000 that have 24%, 10,0001-
20,000 that have 16%, 20,001-50,000 that gains 6%, and lastly 50,001 and above have
2%. Radetić-Paić& Černe (2019) states that advance family resilience research and its
application to various interventions, cultural variations, and variations of the concept
within longitudinal designs should be examined with information gathered from other
family members and experts. Therefore, the children's opportunities may be restricted by
their parents' financial capabilities.
42
5,000 and below (52%)
19
5,000-10,000 (23%)
13
10,001-20,000 (16%)
20,001-50,000 5 (6%)
50,001 and above 2 (3%)
0 5 10 15 20 25 30 35 40 45
Figure 6. Monthly Family Income

34
The Table 1 below shows the 10 effects of technology in content-based learning,
in which using online dictionaries such as Oxford dictionary, Cambridge dictionary, and
Merriam could reinforce the academic activity which prevailed among others, with a
mean of 4.42 and the respondents strongly agree. This was followed by the 6 items
interpreted as strongly agree and they are as follows: can easily understand the content
and instruction (4.35 WM), can use online dictionaries (4.42 WM), can easily
comprehend the lessons when it is presented through video slides (4.23 WM), enjoy
learning when the lesson is integrated with games (4.20), can comprehend the lesson
when it is presented in multimedia (4.20). This was preceded by the 4 items interpreted
as agree such as can access information easily and studying in advance (4.04 WM), can
learn a lesson through audio presentations (3.96 WM), can respond to the lesson and
provide takeaways from learning (3.95 WM), and lastly can write a simple research topic
about certain topics (3.59 WM).
Table 1. Effects of Technology in Content-Based Learning
INDICATORS WM VI RANK
As a student who uses technology, I…
1. can understand the content and instruction of 4.35 Strongly 2.5

a topic with the use of digital the resources Agree
(images, videos, and power point
presentations.)
2. can access information easily and study in 4.04 Agree 7
advance.
3. enjoy learning when it is integrated with 4.20 Strongly 5.5
games. Agree
4. can comprehend the lesson when presented 4.20 Strongly 5.5
in multimedia. Agree
5. can respond to the lesson and provide 3.95 Agree 9
takeaways from learning.
35
6. can easily comprehend the lessons when it is 4.23 Strongly 4

presented videos animations and video Agree
discussion through the help of vidmate, goggle
slides, and microsoft power point and youtube.
7. can write simple research about certain topics 3.59 Agree 10
during class.
8. can learn a lesson through audio 3.96 Agree 8
presentations such as podcasts on spotify and
youtube.
9. can use online dictionaries such as oxford 4.42 Strongly 1
dictionary, Cambridge dictionary, and Meriam Agree
Webster dictionary as guide to reinforce the
academic activity.
10. can create a project with technology 4.35 Strongly 2.5
integration. Agree
Average Weighted Mean 4.129 Agree
Legends: WM – Weighted Mean, VI – Verbal Interpretation, R – Rank
Typically, dictionaries are thought as tools that are primarily made to help human
users with language-related tasks (Lew, 2015). Due to the fact that they offer students a
variety of information, including phonological, morphological, syntactical, semantic,
etymological, and usage information, they have always been regarded as a valuable tool
and resource in the teaching of foreign languages (L2). Moreover, language teachers
love Content Based Language Instruction - The Comprehensible Classroom (2023).
Content-Based Language Teaching with Technology (2022) studies states that in order
to improve students' language proficiency and subject or cultural understanding. It can
be concluded that using online dictionaries has major effects in content-based learning.
The table 2 shows the 10 effects of technology in skill-based learning, in which
students can work with teams and groupings prevailed among other indicators with a
mean of 4.36 and interpreted as strongly agree, followed by 9 items interpreted as agree
e.g., can pronounce and enunciate the words correctly (4.11 WM), can actively listen
36
and comprehend a discussion. (4.02 WM), can solve basic problem- solving (3.96 WM),
can perform well in classroom activities. (3.89 WM), can actively participate in the class
discussion. (3.78 WM), can decide precisely as needed in any task with a short time
allotment. (3.70 WM), can write academic and professional writing using the English
language effectively. (3.68 WM), can reinforce accurate grammar (3.60 WM) can
creatively create assigned outputs (3.38 WM). According to Chipman, G., Fails, J.,
Druin, A., & Guha, M. (2011). There have been several collaborative advantages of
using the technology-based system, including increased awareness, more shared
experiences, and longer time participating in activities which is evident when technology
is integrated.
Table 2. Effects of Technology in Skill – Based Learning
As a student who uses technology, I…
1. can pronounce and enunciate the words 4.11 Agree 2
correctly.
2. can actively participate in the class 3.78 Agree 6
discussion.
3. can reinforce accurate grammar. 3.60 Agree 9
4. can perform well in classroom activities. 3.89 Agree 5
5. can actively listen and comprehend a 4.02 Agree 3
discussion.
6. can work with teams and groupings. 4.36 Strongly Agree 1
7. can solve basic problem – solving. 3.96 Agree 4
8. can decide precisely as needed in any 3.70 Agree 7
task with a short time allotment.
9. can creatively create assigned outputs. 3.38 Agree 10
10. can write academic and professional 3.68 Agree 8
writing using the English language
effectively.
37
GENERAL WEIGHTED AVERAGE 3.848 Agree

The table 3 below shows the 10 technologies used in task- based language
teaching, in which the teacher uses online collaboration tools prevailed among other
indicators with a mean of (4.93 WM) and interpreted as strongly agree, followed by the 6
items interpreted as strongly agree e.g., teacher uses projector, laptop, and online
presentation software (4.69 WM), the teacher uses software application (4.54 WM), the
teacher uses learning management system (4.48 WM), the teacher delivers lesson
through video conferencing (4.45 WM), the teacher uses multimedia in teaching English
context (4.37 WM), the teacher uses open educational resources during class
discussions (4.24 WM). This was preceded by the 2 items interpreted as agree and this
as follows: the teacher uses as an interactive app to assess the learning of the students
(4.12 WM), the teachers used voice messaging to give instructions to their students and
receive oral task from them (4.06 WM) and lastly the only item which interpreted as
undecided with a weighted mean of 3.56, the teacher uses gamification to motivate
students to learn. According to Carstens, et.al (2021) Technology integration in the
classroom has been shown to be although advantageous, there are some drawbacks in
able to learn.
Fisher et al. (2014) state that there is a need for engagement and construction
means that the best learning will be that which involves the student making decisions
and learning where the student is engaged in meaningful contexts. TBLT has long been
recognized as one of the most popular methods for teaching and learning languages all
(Ellis, 2003; Nunan, 2004; Samuda & Bygate 2008; Van den Branden, 2006). It can be
concluded that when a teacher uses online collaboration tools such as edmodo, canva,
38
google workspace, pinterest and etc., to promote creativity, critical thinking and
teamwork in teaching the language was the most technology used in task- based
language teaching.
It can be concluded that when a teacher uses online collaboration such as
edmodo, canva, google workspace, pinterest and etc., to promote creativity, critical
thinking, and teamwork in teaching the language. Some teachers are implementing the
flipped classroom strategy with the help of technology. Students can now do this by
come to class to participate in more discussions, exercises, and activities after studying
the material at home.
Table 3. Technology used in Task- Based Language Teaching
1. The teacher uses multimedia in teaching 4.37 Strongly Agree 6
English context e.g., youtube, e- books, and
google slide.
2. The teacher uses voice messaging to give 4.06 Agree 9
instructions to their students and receive oral
tasks from them.
3. The teacher uses a projector, laptop, and 4.69 Strongly Agree 2
presentation software e.g., microsoft power point,
prezi, and pikto chart in relying and presenting
information to the class.
4. The teacher uses learning management 4.48 Strongly Agree 4
system (LMS) e.g., moodle, canvas, or google
classroom to track the students’ content and
progress.
39
5. The teacher uses online collaboration tools 4.93 Strongly Agree 1

e.g., edmodo, canva, Google Workspace,
pinterest and etc., to promote creativity, critical
thinking and teamwork in teaching the language.
6. The teacher uses google docs, microsoft word, 4.54 Strongly Agree 3
microsoft publisher and etc. to incorporate
learning experiences in teaching the language in
a written context.
7. The teacher delivers lesson through video 4.45 Strongly Agree 5
conferencing with the help of google meet, skype,
and zoom.
8. The teacher uses an interactive app e.g., 4.12 Agree 8
quizzizz and quiz maker to assess the learning of
the students.
9. The teacher uses open educational resources 4.24 Strongly Agree 7
e.g., learning modules, online tutorials, and add
information during class discussion.
10. The teacher uses gamification such as 3.56 Undecided 10
duolingo and kahoot to motivate students to learn
and interact in class discussions.
GENERAL WEIGHTED AVERAGE 4.344 Agree
CHAPTER 5
SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS
This chapter presents the summary, findings, conclusions, and recommendations
based on the presented, analyzed, and interpreted data.
Summary
This research study attempted to determine the effects of technology in task-
based language teaching. The respondents of this study were identified from the
40
currently enrolled third year English major students of Baao Community College for the
academic year 2022-2023. The following questions were answered:
1. What will be the profile of the respondents in terms of:
1.1 Age
1.2 Gender
1.3 Technology used/ Available Technology
1.4 Monthly family income?
2. What is the effect of technology in terms of:
2.1 Content- based Learning
2.2 Skill- based Learning?
3. What is the best Technology used in Task- based language Teaching among
Third year English majors?
4. What recommendations can be generated from the finding of the study?
This study was premised on the following assumptions: 1. The profile of the
respondents varies based on their Age, Gender, Technology used/ available
Technology, Monthly family income 2. There are effects of technology in terms of
content- based learning and skill- based learning 3. There are different technologies in
teaching task- based language teaching among the Third-Year English major students of
Baao Community College 4. There are recommendations between TBLT integrated
software to promote language teaching, the result varies.

41
The Third-Year English major students are the respondents of the study in the
Baao Community College for they would be aware of the effects of Technology in Task-
based Language Teaching. Meanwhile, the researchers determined the study through
Slovin’s formula wherein 81 students represented the total population selected through
random sampling technique. To obtain the needed data, the study made use of a
questionnaire, and had been analyzed and interpreted through statistical treatment e.g.,
percentage technique, Weighted Mean, and 5-point Likert scale.
Findings
The following findings were obtained from this study:
1. Personal Profile
1.1 Age. Out of 81 respondents, there were 76 or 95% from age 21-23 years old;
2 or 3% from age 30 and above; 1 or 1% from age 24-26 and 18 below.
1.2 Gender. Out of 81 respondents, there were 76 or 94% of female respondents
and 5 or 6% male respondents.
1.3 Technology used. Out of 81 respondents, there were 78 or 96% used
cellphone or smartphone; 2 or 3% used laptop and the remaining 1 or 1%
used tablet.
1.4 Monthly family income. Out of 81 respondents, there were 42 or 52% from
5,000 and below family income; 19 or 24% from 5,001- 10,000 monthly family
income; 13 or 16% from 10,001- 20,000; 5 or 6% from 20,001- 50,000 and
the remaining 2 or 2% from 50,001 and above.
2. Effects of technology in terms of:

42
2.1 Content-Based Learning. There are effects of technology in content-based
learning e.g., using online dictionaries such as Oxford dictionary, Cambridge
dictionary, and Merriam Webster dictionary as guide to reinforce the
academic activity ranked first with a weighted mean of 4.42 and interpreted
as strongly agree. Followed by “can write a simple research topic about
certain topics” 3.59 and interpreted as agree.
2.2 Skill-Based Learning. There are also effects of technology in skill-based
learning, in which students can work with teams and groupings ranked first
with a mean of 4.36 and the respondents strongly agree. Followed by “can
creatively create assigned outputs” 3.38 and interpreted as agree.
3. Technology used in task- based language teaching. Along the 10-technology
used in task-based language teaching, teacher who uses online collaboration
tools ranked first, with a weighted mean of 4.93 interpreted as strongly agree.
While, teacher uses gamification to motivate students obtained a mean of 3. 56
interpreted as undecided.
Conclusions
Based on the above-mentioned findings and conclusions were formulated:
1. Majority of the respondents belong to ages of 21-23, most of the respondents
were females, and had been using technology (cell phones). It can be noted also
that the family income affects the resources being used by their students.
2. There are effects of technology in terms of: 2.1 Online dictionaries have
43
major effect on content-based learning. Additionally, it assists them as a guide in
reinforcing academic activity. Meanwhile, 2.2 Students’ who work in collaboration
with their classmates excel in creating creative outputs.
3. The online collaboration used by the teachers helped and benefited the
students to promote creativity, critical thinking, and teamwork in teaching the
language.
Recommendations
In the light of the findings and conclusions, the following recommendations were
drawn:
1. The instructors should put regulations in using different technologies in a
classroom to be used in moderation. The instructors could also teach the
students on how to use their technology as support in education and studies.
Considering the huge number of gadget-users they must be responsible and
must use wisely with a purpose.
2. The instructors must observe the practice of using collaborative
study/learning which will augment the knowledge and skills among learners.
3. Online collaboration could improve the holistic development of students since
the use of technology has been a trend. Students got to delve into
technology, and as a result, it has an effect on communication and social
skills. With this teacher should take a part in technology integration in their
classroom to elevate learning at its finest.
4. The 21st century and the birth of technology have been able to transcend
great changes in the landscape of education and the system. Instructor

44
should take part in the revolution, as students or learners are able to adapt to
the changes. Thus, learning is in-depth when supported by technology and
scaffolding of the teachers.
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51
APPENDICES
52
APPENDIX A
Letter to Conduct a Survey Questionnaire
June 20, 2023
MARICEL R. PEÑERO
College Administrator- Administration
BAAO, COMMUNITY COLLEGE
San Juan, Baao Camarines Sur
Dear Ma’am:
The undersigned students of third (3rd) year Bachelor of Secondary education (BSEd),
English major are currently conducting research, titled “The Effects of Technology
Integration in Task-Based Language Teaching” in partial fulfillment of the
requirements in Teaching and Learning II (Teaching in Language Education), ALLIED 2.
In connection with this, we would like to respectfully request one hundred (81)
participants from third year English major students of Baao Community College as
respondents in our study and answer questions in line with the research objectives.
In particular, the survey questionnaire will focus on the effects of technology in task-
based language teaching.
Rest assured that we will observe and follow strict health protocol during the conduct of
the data-gathering procedure. All the information derived therein will be treated with the
utmost confidentiality and be used for academic purposes only. Thank you a
hundredfold!
Respectfully yours,
ORONAN, JOANA MAE O.

53
GORNAL, LERMA JANE V.
LAGDAAN, DANICA MAE M.
GAGAL, ANGELA R.
MANLUTAC, TREXCHY M.
LLENARISAS, FRANCIA P.
PLATILLA, PEARLYGRACE B.
Researchers
Noted by:
JOHN RODOLF N. MORTEGA
Research Adviser
Approved by:
MARICEL R. PEÑERO MARIA LOURDES Q. OLIVARES

College Administrator- Administration Dean, BSEd
54
APPENDIX B
Letter to the Respondents
Dear Respondents,
Greetings!
We are the 3rd Year Bachelor of Secondary Education (Major in English) students of
Baao Community College. Presently, we are conducting a study titled “The Effects of
Technology in Task-Based Language Teaching”
In this regard, we are asking for your precious time and effort to answer all the questions
in the questionnaire that are important and helpful for the completion of the study.
Rest assured that all data gathered from you will be kept at the highest level of
confidentiality. Your positive response to this request will be a valuable contribution to
the success of the study and will highly appreciate. Thank you very much for your
cooperation.
Respectfully yours,
The Researchers
55
APPENDIX C
Documentation
56
57
APPENDIX D
Survey Questionnaire
Name (Optional)____________________________
Direction: Kindly check (/) the appropriate response.

Age:
__30 and above __24-26 __18 years old and below
__27-29 __21-23
Gender:
__Female
__Male
Available Technological Equipment/Device Used
__ Cellular phone/ Smartphone
__ Computer
__ Laptop
__ Tablet
__ Others (please indicate): _______________________________
Monthly Family income
__50,001 and __10,001- 20,000 __ 5,000 and below
above
__20,001- 50,000 __5,001 - 10,000
Direction: Put a check (/) in the box that best describes the impacts of technology used
in task-based language teaching.
Scale: (5 – Strongly Agree, 4 – Agree 3 – Undecided, 2- Disagree, 1 – Strongly
Disagree)
I. EFFECTS OF TECHNOLOGY
A. CONTENT-BASED LEARNING 5 4 3 2 1
1. I can understand the content and instruction of a topic

with the use of digital resources (images, videos, and
PowerPoint presentations)
58
2. I can access information easily and study in advance.
3. I enjoy learning when it is integrated with games.
4. I can comprehend the lesson when presented in

multimedia.
5. I can respond to the lesson and provide takeaways from

learning.
6. I can easily comprehend the lessons when it is

presented in video animations and video discussion
through the help of Vidmate, Google slides, Microsoft
Powerpoint and Youtube.
7. I can write simple research about certain topics during

class.
8. I can learn a lesson through audio presentations such

as podcasts on Spotify and YouTube.
9. I can use online dictionaries such as Oxford Dictionary,

Cambridge Dictionary, and Merriam Dictionary as guide
to reinforce the academic activity.
10. I can create a project with technology integration.
B. SKILL-BASED LEARNING (4C’s) 5 4 3 2 1
1. I can pronounce and enunciate the words correctly.
2. I can actively participate in the class discussion.
3. I can reinforce accurate grammar.
4. I can perform well in classroom activities.
5. I can actively listen and comprehend a discussion.

59
6. I can work with teams and groupings.
7. I can solve basic problem-solving.
8. I can decide precisely as needed in any task with a

short time allotment.
9. I can creatively create assigned outputs.
10. I can write academic and professional writing using the

English language effectively.
II. Technology Used in Task-Based Language Teaching
5 4 3 2 1
1. The teacher uses Multimedia in teaching English

context e.g., Youtube, e-books, and Google Slides.
2. The teacher uses voice messaging to give instructions

to their students and receive oral tasks from them.
3. The teacher uses a projector, laptop, and presentation

software e.g., Microsoft PowerPoint, Prezi, and
Piktochart in relaying and presenting information to the
class.
4. The teacher uses Learning Management System (LMS)

e.g., Moodle, canvas, or Google classroom to track the
students’ content and progress.
5. The teacher uses Online Collaboration tools e.g.,

Edmodo, Canva, Google Workspace, Pinterest and etc.
to promote creativity, critical thinking and teamwork in
teaching the language.
6. The teacher uses Google Docs, Microsoft Word,

Microsoft Publisher and etc. to incorporate interactive
learning experiences in teaching the language in a
written context.
60
7. The teacher delivers lessons through video

conferencing with the help of Google Meet, Skype, and
Zoom.
8. The teacher uses an interactive app e.g., Quizzizz and

Quiz Maker to assess the learning of the students.
9. The teacher uses Open Educational Resources e.g.
Learning Modules, Online Tutorials, and Open Access
Journals to share and add information during class
discussion.
10. The teacher uses Gamification such as Duolingo and
Kahoot to motivate students to learn and interact in
class discussions.
What other technologies are being used in Task-Based Language Teaching that
have an effect on learning?
61
CURRICULUM VITAE
62
GAGAL, ANGELA R.
Zone 3, Lourdes, Buhi, Camarines Sur
angelagagal02@gmail.com
09508885346
Date of Birth: February 15, 2000

Place of Birth: Lourdes Buhi, Camarines Sur
Sex: Female
Citizenship: Filipino
EDUCATIONAL ATTAINMENT
ELEMENTARY
LOURDES ELEMENTARY SCHOOL
WITH HONOR (2014)
JUNIOR HIGH SCHOOL
BUHI HIGH SCHOOL
WITH ACADEMIC DISTINCTION (2018)
SENIOR HIGH SCHOOL
STA. NJUSTINA SENIOR HIGH SCHOOL
COLLEGE
(2020-PRESENT)
Resume
63
GORNAL, LERMA JANE V.
Zone 4, Dolorosa, Nabua, Camarines Sur
lermajanegornal@gmail.com
09197793039
Date of Birth: January 23, 2002

Place of Birth: Dolorosa, Nabua, Camarines Sur
Sex: Female
ELEMENTARY
TANDAAY ELEMENTARY SCHOOL
VALEDICTORIAN (2014)
JUNIOR HIGH SCHOOL
TANDAAY HIGH SCHOOL
WITH HONORS (2018)
SENIOR HIGH SCHOOL
TANDAAY HIGH SCHOOL
WITH HIGH HONORS (2020)
COLLEGE
(2020-PRESENT)
64
Resume
LAGDAAN, DANICA MAE M.
336, Zone 6, Sta. Elena, Bula, Camarines Sur
mialagdaan@gmail.com
09511081436
Date of Birth: January 23, 2002

Place of Birth: Sta. Elena, Bula, Camarines Sur
Sex: Female
ELEMENTARY
STA. ELENA ELEMENTARY SCHOOL
TILL GRADE 5 THEN ALS ACCELERATED TO GRADE 7
JUNIOR HIGH SCHOOL
AGDANGAN NATIONAL HIGH SCHOOL
WITH HONORS (2018)
SENIOR HIGH SCHOOL
BAAO NATIONAL HIGH SCHOOL
WITH HONORS (2020)
COLLEGE
(2020-PRESENT)
65
Resume
LLENARISAS, FRANCIA P.
Zone 1, Portico Fabrica Bula Camarines Sur
francellenarisas@gmail.com
09568102633
Date of Birth: September 14, 2001

Place of Birth: Portico Fabrica, Bula Camarines Sur
Sex: Female
ELEMENTARY
ROMERO ELEMENTARY SCHOOL
JUNIOR HIGH SCHOOL
WITH HONORS (2018)
SENIOR HIGH SCHOOL
WITH HONORS (2020)
COLLEGE
(2020-PRESENT)
66
Resume
MANLUTAC, TREXCHY M.
Zone 2, Beliber Compound, San Juan Baao Camarines Sur
trexchymalatemanlutac@gmail.com
09063003906
Date of Birth: March 2, 2001

Place of Birth: Baao Camarines Sur
Sex: Female
ELEMENTARY
SAN JUAN ELEMENTARY SCHOOL
(2014)
JUNIOR HIGH SCHOOL
(2018)
SENIOR HIGH SCHOOL
(2020)
COLLEGE
(2020-PRESENT)
67
Resume
PLATILLA, PEARLY GRACE B.
Zone 1A, Laganac, Balatan, Camarines Sur
1104pearly@gmail.com
09463923144
Date of Birth: November 4, 1995

Place of Birth: Laganac, Balatan, Camarines Sur
Sex: Female
ELEMENTARY
CAROCHE ELEMENTARY SCHOOL
8TH HONOR
HIGH SCHOOL
LAGANAC HIGH SCHOOL
WITH ACADEMIC DISTINCTION
COLLEGE
(2020-PRESENT)
68
Resume
ORONAN, JOANA MAE O.
0610, Zone 5, Tubigan, Sta. Maria Iriga City Camarines Sur
joanaoliva121798@gmail.com
09953409463
Date of Birth: December 31, 2001

Place of Birth: Cawayan, Sta. Maria Iriga City
Sex: Female
ELEMENTARY
TUBIGAN ELEMENTARY SCHOOL
VALEDICTORIAN (2014)
JUNIOR HIGH SCHOOL
STA. MARIA HIGH SCHOOL
WITH HONORS (2018)
SENIOR HIGH SCHOOL
STA. MARIA HIGH SCHOOL
WITH HIGH HONORS (2020)
COLLEGE
(2020-PRESENT)

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BAAO COMMUNITY COLLEGE

San Juan, Baao, Camarines Sur

THE EFFECTS OF TECHNOLOGY IN TASK-BASED LANGUAGE TEACHING

their valuable assistance in making this research a reality.

support. Furthermore, to Dean of the College of Secondary Education, Ms. Maria

needed to complete this study.

successful completion of the research.

Additionally, we would like to express our gratitude to the Third-Year English

not have succeeded in completing this academic endeavor.

A sincerest gratitude to all of you!

This is to certify that the undergraduate thesis of ANGELA R. GAGAL, LERMA

JOHN RODOLF N. MORTEGA, MAEd.

THE EFFECTS OF TECHNOLOGY INTEGRATION IN TASK-BASED LANGUAGE

Keywords: Technology Integration, Task-Based Language Teaching

in a classroom setting on the research entitled: “The Effects of Technology Integration in

Task-Based Language Teaching.” The data was gathered through a survey

recommendations can be generated from the finding of the study?

respondents varies based on their Age, Gender, Technology used/ available

Technology, Monthly family income 2. There are effects of technology in terms of

Baao Community College 4. There are recommendations between TBLT integrated

software to promote language teaching, the result varies.

respondents of the study. Determined through Slovin’s formula and it at least 81

percentage technique, Weighted Mean, and 5-point Likert scale.

respondents, there were 76 or 94% of female respondents and 5 or 6% male

cellphone or smartphone; 2 or 3% used laptop and the remaining 1 or 1% used tablet.

50,001 and above.

2. Effects of technology in terms of: 2.1. Content-Based Learning. There are

effects of technology in content-based learning e.g., using online dictionaries such as

Oxford dictionary, Cambridge dictionary, and Merriam-Webster dictionary as guide to

obtained a mean of 3. 56 interpreted as undecided.

Based on the above-mentioned findings, the following conclusions were

formulated: 1. Majority of the respondents belong to ages of 21-23, most of the

content-based learning. Additionally, it assists them as a guide in reinforcing academic

drawn: 1. The instructors should put regulations in using different technologies in a

the technology and scaffolding of the teachers.

Figure 1 Theoretical Paradigm ……………………………………………. 23

Table 1 Effects of Technology in Content-Based Learning……………. 34

Appendix A Letter to Conduct a Survey Questionnaire ………………... 51

CURRICULUM VITAE ………………………………………………………… 60-68

continuous rise of technology emerged in advancement and development. That is why

extremely devise a mechanism that will improve the process of learning.

adaptation of technology is highly needed. Also, aside from content-knowledge a skill

should prevail as enabling mechanism. According to Skyteach (2021) TBLT is a

one location to another is a component of information gap activities. Students can

activities which fall in Task-Based.

The Task – Based Language Teaching is a mechanism in teaching and learning,

Furthermore, it gives more access to a quality learning environment. This is even

of this method of teaching. To name a few, College of Education, College of Language

Development, Journalism, Broadcasting, College of Engineering, College of Information

Technology need heavily this method and mechanism.

teaching method specifically, task-based language teaching which is a rich of task

writing, listening ad speaking. Integrating technology in teaching has been a way to

make teaching-learning easy and accessible. Based on this reality, it is indispensable to

take advantage of modern technological facilities in aiding the task of language

language (reading, listening, writing, and speaking).

According to Nunan, (2006) maximizing language teaching possibly involves

focusing on changing the teaching methods where it considers enhancing language

teaching techniques or applying new language teaching approaches to students. In line

enhancement of language to students. However, like Calvert and Sheen (2015),

to integrate technology to engage students who are considered to be digital-natives.

learning. Technically there are an advantages and disadvantages of integrating

technology in teaching language using task-based language teaching approach that

The objective of the study in general aimed to determine the effects of

technology integration in task–based language teaching. Its specific focus is to