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Task-based language learning and teaching (TBLT) has been prevalent around the world for decades. However, there is a surprising lack of empirical research on whether task-based teaching is effective in teaching contexts. This book aims to propose a task-based evaluation model by integrating TBLT with computer-mediated communication (CMC) to provide an innovative communicative language learning environment for EFL learners in a university in Taiwan. A mixed evaluation approach, including summative and formative evaluation, was used in this study. This book presents a concise framework for evaluating task-based pedagogy and may also provide some inspiration for undergraduate and postgraduate students, teachers and academics looking for new directions in research and teaching.
任務型語言教學法（TBLT）幾十年來一直在世界各地盛行。然而，關於任務型語言教學法在教學情境中是否有效的實證研究卻令人驚訝地缺乏。本書旨在通過將TBLT與電腦媒介溝通（CMC）相結合，提出一種基於任務的評估模式，為台灣一所大學的英文學習者提供一個創新的語言交流學習環境。本研究採用了混合評估方法，包括總結性和形成性評估。本書為評估任務型語言教學法, 提供了一個簡明的框架，也為尋找研究和教學新方向的大學生和研究生、教師和學者提供一些參考與靈感。
Task-based language learning and teaching (TBLT) has been prevalent around the world for decades. However, there is a surprising lack of empirical research on whether task-based teaching is effective in teaching contexts. This book aims to propose a task-based evaluation model by integrating TBLT with computer-mediated communication (CMC) to provide an innovative communicative language learning environment for EFL learners in a university in Taiwan. A mixed evaluation approach, including summative and formative evaluation, was used in this study. This book presents a concise framework for evaluating task-based pedagogy and may also provide some inspiration for undergraduate and postgraduate students, teachers and academics looking for new directions in research and teaching.
任務型語言教學法（TBLT）幾十年來一直在世界各地盛行。然而，關於任務型語言教學法在教學情境中是否有效的實證研究卻令人驚訝地缺乏。本書旨在通過將TBLT與電腦媒介溝通（CMC）相結合，提出一種基於任務的評估模式，為台灣一所大學的英文學習者提供一個創新的語言交流學習環境。本研究採用了混合評估方法，包括總結性和形成性評估。本書為評估任務型語言教學法, 提供了一個簡明的框架，也為尋找研究和教學新方向的大學生和研究生、教師和學者提供一些參考與靈感。
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