Task-based learning in the digital era: encouraging student creativity and reducing copy-paste culture

Аннотация

This study explores how Task-Based Language Nargiza Akhamedova. (2025). Task-based learning in the digital era: Teaching (TBLT). It is integrated with digital tools, encouraging student creativity and reducing copy-paste culture. The enhances student creativity and combats the American Journal of Social Science and Education Innovations, 7(05), 145– 147. https://doi.org/10.37547/tajssei/Volume07Issue05-17 widespread issue of copy-paste culture. Drawing from postmethod pedagogy, digital literacy frameworks, and motivational theories, the research highlights how well- COPYRIGHT designed tasks encourage authentic engagement and © 2025 Original content from this work may be used under the terms foster original thinking. Using classroom data and of the creative commons attributes 4.0 License. practical examples, the paper illustrates how digital-era tasks—such as multimodal storytelling, collaborative project creation, and real-world problem-solving— promote autonomy, reduce plagiarism, and increase student investment in language learning. The paper concludes with recommendations for implementing TBLT effectively in technologically enriched environments. Keywords: Task-Based Language Teaching, Digital Tools, Student Creativity, Plagiarism Prevention, Language Education. Introduction: With the rise of digital resources, students today have unprecedented access to information, but also increased temptation to rely on unoriginal content. In this context, Task-Based Language Teaching (TBLT) offers an antidote—shifting focus from rote memorization to meaningful language use. This article examines the ways TBLT, integrated with digital pedagogies, can encourage student creativity while addressing academic dishonesty, particularly the copy- paste culture. Literature Review TBLT and Its Foundations: As Ellis (2003) and Nunan The American Journal of Social Science and Education Innovations 145 https://www.theamericanjournals.com/index.php/tajssei The American Journal of Social Science and Education Innovations (2004) note, TBLT emphasizes interaction, meaning- Impact on Creativity and Plagiarism Reduction: focused instruction, and learner autonomy. Willis & Enhancing Creativity: Digital TBLT tasks allow students Willis (2007) reinforce that tasks should be outcome- to explore personal interests, visual expression, and oriented and reflect real-world use. collaboration. According to Csikszentmihalyi (1996), creative output arises when learners feel a sense of Digital Integration in TBLT: Research by Lai & Li (2011) autonomy and purpose—conditions TBLT cultivates. and Hampel & Stickler (2012) shows that when TBLT is supported by digital tools—such as collaborative Reducing Plagiarism: When learners create platforms (Google Docs, Padlet), creativity apps personalized products, write scripts, or collaborate live, (Canva, Flipgrid), or real-world simulations—students plagiarism is nearly impossible. Tasks demanding engage more deeply and authentically. reflection, judgment, or creativity can’t be easily “Googled.” Copy-Paste Culture: Howard (2007) and Pecorari (2013) identify academic dishonesty as often rooted in Studies (e.g., Bretag et al., 2019) show that clear disengagement, lack of skill, or poor task design. expectations, scaffolded instructions, and creative Creative, individualized tasks reduce plagiarism by design reduce academic dishonesty by over 50%. encouraging student voice, originality, and intrinsic Digital Literacy and 21st-Century Skills in Language motivation (Dörnyei & Ushioda, 2011). Education: TBLT provides an ideal platform to integrate What Is Task-Based Learning in the Digital Era? TBLT in 21st-century skills through tasks that require learners to the digital age expands beyond speaking and writing to search for information, evaluate sources, create original include multimodal content creation, virtual content, and present it digitally. These tasks nurture collaboration, and project-based learning using web critical digital literacy (Kern, 2014), enabling students to tools. Tasks now include making podcasts, editing identify credible sources and generate informed, vlogs, designing websites, and participating in virtual creative responses—skills that significantly reduce their debates or simulations. reliance on copying from others. New Task Formats Include: Artificial Intelligence and Task Design: Friend or Foe? AI- powered tools like ChatGPT offer support but also pose • Digital storytelling using tools like Book a threat to originality. However, well-designed TBLT Creator or Storybird tasks can incorporate AI use productively. For example, • Collaborative content creation via Google learners can critique AI-generated texts, rephrase them, Suite or Microsoft Teams or localize the content, promoting evaluation and • Infographic making using Canva or Piktochart language awareness (Godwin-Jones, 2020). • Video presentations via Flipgrid or Loom Gamification in TBLT: Motivating Through Play: • Interacti