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2.2.2 The outcomes of Distance CLT and TBLT
In order to fully comprehend the specifications in the design and
implementation of the approaches as well as elements from the approaches used in
the scope and sequence, it is essential to review the available scholarly literature on
CLT and the implementation of elements of TBLT. CLT is a language teaching
approach that has a core emphasis of promoting communication and interaction
(Savignon, 2006; Littlewood, 1981). TBLT, on the other hand, integrates interaction
and real-life, meaningful tasks in order to achieve the target language learning goals
for the purpose of producing authentic language (Nunan, 2015).
(Li et al., 2017) illustrated in their study that synchronous classes are
conduced face-to-face and one-to-one, and also emphasized the importance of
elements of Task-Based Language Teaching (TBLT) in CMC environments as it
places much emphasis on different exercises and activities, such as: gathering
information, problem-solving and other tasks which develop critical thinking and are
also available via technologies that are web based (Thomas, & Reinder, 2010) to
encourage learners’ interaction with the teacher as well as motivation, participation
and communication for the purpose of having the learners produce authentic
language. Moreover, the impact of distance learning on learners’ cognitive skills was
illustrated by Linn (1996) decades ago where it was emphasized that the modern
technologies instructors are exposed to nowadays grant them the opportunity to
design extraordinary distance learning environments and can have the capability to
influence and turn passive learners into autonomous ones if handled effectively and
productively.
In 2016, Li illustrated in a different article the positive feedback he received
according to students’ online English learning experiences by quoting the learners