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.
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