ABSTRACT
Research on Task-Based Language Teaching (TBLT) in Asian language education contexts remains under-researched, with fewer studies specifically exploring technology-mediated approaches. Learner anxiety was a key theme of the interview data as participants reflected on their experience of completing traditional English language courses through the lens of their current projects. Interviews with learners confirmed the impact of these factors on their confidence in the English language classroom, particularly with respect to productive skills. Project-based learning that integrated divergent tasks, on the other hand, led to positive reflections and comments from participants in the study. The role and presence of the instructor was also an important factor in learner perceptions of the project-based approach. TBLT is a learner-centred approach based on the role of the instructor as a facilitator rather than traditional transmitter of knowledge. Learners reflected in detail on their skills and experience with digital applications and technologies both in the questionnaire and more extensively in interviews.
