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Due to a range of different affordances, mobile technologies can be used pedagogically for language teaching and learning. However, the connection of technology to education needs to be grounded in theoretical frameworks and methodological principles. Task-based language teaching (TBLT), as an optimal approach to language teaching and learning, provides rationale and methodological principles for the application of mobile technologies. The Conversational Framework (Laurillard, D. (2007). Pedagogical forms for mobile learning: framing research questions. In N. Pachler (Ed.),  Mobile learning: towards a research agenda  (pp. 153–175). London: UCL university.), on the other hand, can be adapted as a framework for the design of learning process as well as for the test of affordances of mobile technologies. Based on these components, a conceptual model for integrating affordances of mobile technologies into TBLT is proposed in this study. Such a model will serve practice as well as research on the educational uses of mobile technologies in the domain of language teaching and learning. Specific procedures for the implementation of the model are illustrated and demands for teachers as well as students are discussed.

A conceptual model for integrating affordances of mobile technologies into task-based language teaching