Two of the most significant trends in TESOL (Teachers of English to Speakers of Other Languages) over the last twenty years or so are the rise of task­-based language teaching (TBLT) and the growth of technology. With TBLT there is a challenging of more traditional structure-based models of delivery, and the increased capacity and mobility of computer desktops, laptops, notebooks and other mobile devices have had an impact on how people work, rest and play--it is all done with and through language, and the language which dominates in a globalised interconnected digital era is English. Little wonder, then, that getting students to do things through language, at times with Computers and Other Mobile Devices (CaOMDs), is an area of ever-growing interest. To date, a theory and practice narrative on TBLT and CaOMDs, despite some coverage (Thomas & Reinders, 2010), is in its infancy. Arguably, one reason for this is the still dominant methodology of Presentation, Practice and Production (PPP), to which Computer or Mobile Assisted Language Learning (CALL/MALL) has become firmly attached. In this discussion paper, Huw Jarvis begins by illustrating a PPP with CALL/MALL lesson and then goes on to propose a TBLT lesson that he aligns to Mobile Assisted Language Use (MALU). The critique of PPP, CALL/MALL, identifies some limitations, and the proposed alternative is a praxis of TBLT and MALU.