ICT Enhanced Language Acquisition Through Task-Based Strategies In School Curriculum

Abstract

In this postmodern era, technological advancements play an extensive role in the field of education. Technology integrated language classrooms enable language learners to acquire native-like proficiency and to keep in pace with the fast-growing world. The paper explores the advantages of incorporating Information and Communication Technology (ICT) in English language classrooms to ensure the proper acquisition of language skills. It also aims to develop a thoughtful and integrated approach employing Task-Based Language strategies (TBLT) and ICT in the classroom. The paper is in a way infiltrates into the implementation of innovative procedures to support the development of four-fold language skills namely listening, speaking, reading, and writing in school children. The interactionist perspective of Second Language Acquisition (SLA) is adopted as a framework for the application of ICT in TBLT to develop language skills. In addition, Stephen Krashen’s input hypothesis is to be taken into account in this context as an effective theoretical underpinning that provides the most effective inputs by ensuring a structured, comprehensive learning environment for everyone involved. As a result, children can strengthen their language foundation while at school and they will be competent to build up a bright future.