Changing teachers’ attitudes towards ICT-based language learning tasks: the ETALAGE Comenius project (the Portuguese case)

António Lopes


Many foreign and second language teachers are reluctant about shifting from traditional language instruction to TBLT. Another challenge has been the use of ICT in the classroom, a problem addressed in previous Comenius projects. The ETALAGE project aimed to build on the achievements of such projects and to address these challenges, by collecting, re-designing, adapting and disseminating samples of good practice of ICT-based language learning tasks (A1-B2 CEF levels) in primary and secondary education. Partners produced in-service teacher training courses adjusted to local needs. Independent experts in language teaching monitored the quality of the products at a national level. This paper explains the project setup and its implementation in Portugal, describing a) the specific challenges and constraints that the local reality poses to an international project like this and; b) the perceptions of the Portuguese trainees in pre- and post-course surveys concerning the use of ICT in TBLT.


Task-based language learning; ICT; Common European Framework of Reference; teacher training

Full Text:



Beaumont, M. and Chang K. (2011). Challenging the traditional/communicative dichotomy. ELT Journal, 65(3): 291-299.

Ellis, R. (1982). Informal and formal approaches to communicative language teaching. ELT Journal 36(2): 73-81.

Gatbonton, E. & Segalowitz, N. (2005). Rethinking Communicative Language Teaching: A Focus on Access to Fluency. The Canadian Modern Language Review / La revue canadienne des langues vivantes, 61(3): 325-353.

Gray, C., Pilkington, R., Hagger-Vaughn, L. & Tomkins, S. (2007). Integrating ICT into classroom practice in modern foreign language teaching in England: making room for teachers' voices. European Journal of Teacher Education, 30(4): 407-429.

Hismanoglu, M. (2011). The integration of information and communication technology into current ELT coursebooks: a critical analysis. Procedia - Social and Behavioral Sciences, 15: 37-45.

Lankshear, C & Snyder, I. (2000). Teachers and Techno-Literacy: Managing Literacy, Technology and Learning in Schools. St Leonards, NSW: Allen & Unwin.

Leask, M. & Parchler, N. (Eds.). Learning to teach using ICT in the Secondary School. London and New York: Routledge.

Richards, J. (2006). Communicative Language Teaching Today. Cambridge: Cambridge University Press.

Schrooten, W. (2006). Task-based language teaching and ICT: Developing and assessing interactive multimedia for task-based language teaching. In: K. van den Branden (Ed.), Task-based language education: from theory to practice. Cambridge: Cambridge University Press, 129-150.

Standholtz, J. H., Ringstaff, C. & Dwyer, C. D. (1996). Teaching with Technology: creating pupil centered classrooms. New York: Teachers College Press.

Torgerson, C.J. & Elbourne, D. (2002). A systematic review and meta-analysis of the effectiveness of information and communication technology (ICT) on the teaching of spelling, Journal of Research in Reading, 25(2): 129-143.

Willems, G. (1987). Communication strategies and their significance in foreign language teaching. System, 15(3): 351-364.

Abstract Views

Metrics Loading ...

Metrics powered by PLOS ALM


  • There are currently no refbacks.

Licencia Creative Commons

This journal is licensed under a  Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

Universitat Politècnica de València

e-ISSN: 1695-2618