My reflections on design of digital language learning tasks

In my university (Xi' an International Studies University), few teachers can figure out the significance of integrating IT into the design of classroom tasks. Traditionally, language learning involved no Information Technology, the tasks were therefore simple and controlled. With the limited access to computer as well as internet, teachers can design internet-based tasks, for example, listening teachers may want students to listen to the materials on internet, and extensive reading teachers may make e-magazines and e-journals as the reading materials. However, these tasks are far from being IT-based tasks in the real sense; it is merely the reproduction of pen-paper tasks via the computer screen. what's more, these tasks are rather closed or restricted in terms of time and place. Others may be not be called as tasks at all because they are not meaning-based, “exercises” being a better name for these. The liberated and free tasks can not be achieved because in most cases, teachers are still the center of the classroom and little time is given for students to construct their own language. and due to the lack of necessary equipment as well as essential knowledge, digital language tasks can not be realized in short time in my university.