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The focus on communication in TBLT often comes at the expense of form. In this book, the task-based approach is enhanced and coupled with insights into (cognitive) grammar, an approach which sees grammar as meaningful. The book shows how grammar teaching can be integrated into a communicative lesson in a non-explicit way, i.e., "by the backdoor". The learners are involved in situations that they may also encounter outside their classrooms and they are given communicative tasks they are to work on and solve, usually with a partner or in small groups. What teachers need to invest for preparing such lessons is their own creativity, as they have to come up with communicative situations which guide the learners into using a specific grammatical structure. The book first discusses the didactic and the linguistic theories involved and then translates these theoretical perspectives into actual teaching practice, focusing on the following grammatical phenomena: tense, aspect, modality, conditionals, passive voice, prepositions, phrasal verbs, verb complementation, pronouns, articles.

The ongoing digitalization of social environments and personal lifeworlds has made it crucial to pinpoint the possibilities of digital teaching and learning also in the context of English language education. This book offers university students, trainee teachers, in-service teachers and teacher educators an in-depth exploration of the intricate relationship between English language education and digital teaching and learning. Located at the intersection of research, theory and teaching practice, it thoroughly legitimizes the use of digital media in English language education and provides concrete scenarios for their competence-oriented and task-based classroom use.

The crucial role of feedback in the learning process is undisputed. But how can feedback be exchanged in the digital age? This book equips teachers and learners with a research-based overview of digital feedback methods. This includes, for instance, feedback in text editors, cloud documents, chats, forums, wikis, surveys, mails as well as multimodal feedback in video conferences and recorded audio, video and screencast feedback. The book discusses the advantages and limitations of each digital feedback method and offers suggestions for their practical application in the classroom. They can be utilized in online teaching as well as to enrich on-site teaching. The book also provides ideas for combining different feedback methods synergistically and closes with recommendations for developing dynamic digital feedback literacies among teachers and students.