Learner’s Perception of Task Difficulties in Technology-Mediated Task-Based Language Teaching

The using technology in teaching-learning activity is exceptionally pivotal to assess English language learner's achievement. However, in implementing technology during TBLT, learners faced a few difficulties. And, investigating learner's perception of task difficulties in technology-mediated TBLT was the goal of the study. Regarding of gathering data study conducted mixed-method design. An open-ended questionnaire was distributed to participants and continued by open-ended interview to digging deepen learner's difficulties. The result study strongly confirms that in incorporating technology into TBLT learners experienced some challenges in (1) understanding the meaning of the task, (2) practical instruction in doing chores, (3) Applying new technology to explore profound functions in more detail, (4) Lack of direct lecturer feedback on student task, and (5) performance's assessment, (6) Addressing learner's needs (requires linguistics & non-linguistics element), (7) Goal orientation, (8) digital literacy, build knowledge, intellectual, and behavior. The study also implied that incorporating technology into task-based language teaching contributed to a better understanding of the student doing tasks. Both blend and online learning should intertwine with the syllabus and curriculum need analysis. Government as curriculum maker should provide graded and sustainable internship for teacher educators in integrating technology into TBLT. However, no one research far from the limitation includes the study, and, the small number of participants and its interpretation claimed as a limitation of the study.