Engagement principles and practice in classroom learning, language and technology by Joy Egbert

A still-common issue with technology use in language learning is an overly-strong focus on the digital tools and a relatively weak emphasis on actual learning. This technocentric approach may arise, in part, from a lack of clear theoretical grounding for classroom technology use. While it's unclear whether atheoretical uses of technology actually provide barriers to learning, it is clear from the research that principled uses can lead to student achievement. But which principles should language educators use to guide their planning? This plenary proposes that principles of task engagement, as part of an educator's overall understanding of second language learning, can serve both educators and learners well in technologyenhanced environments. Task engagement -- which includes principles of authenticity, connection, interaction, feedback and challenge/skills balance -- supports current popular trends such as flipping instruction and the use of serious education games that underscore the need for students to find their studies engaging.
This plenary from IATEFL 2015 https://iatefl.britishcouncil.org/2015/session/plenary-joy-egbert

  provides an overview of task engagement and examples of why and how language educators might engage their learners with technology.