The current study has been designed to review past researches in technology-oriented task-based language teaching. The field of technology-oriented task-based language teaching has emerged as a recent and significant research area in applied linguistics. It has an increasing body of research that will help us to consolidate findings and further address critical questions at the integration of technology and task-based teaching and learning in the future.The study objectives defining and distinguishing goal activities into general activity categories is the first phase towards designing a TOTBLT curriculum. These activities must also be structured so that they are likely to evoke learner's interest that has considered to be beneficial to language learning, yet also adhering to the TBLT's ecological legitimacy and authenticity criteria. Finally, learner engagement can differ predictably depending on task structure, difficulty, and other factors. Curriculum planners and practitioners in TOTBLT must consider both language and technology roles, which are equally essential. To answer these research questions, related past researches were consulted and reviewed critically. The digital gap persists. Our duty as academics and educators to provide technical information with social justice and personal impact aspect for those who need it most. We must ensure the ethical usage of data to encourage digital learning in an inclusive fashion that is mindful of learners' educational and technical contexts.
Key words: Technology, Task-based Language Teaching, Task Sequencing, Task Complexity, Tasks Implementation
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