Teacher perspectives have been lacking in the mobile-assisted language learning (MALL) literature. To fill this gap, this study investigates how Chinese teachers implemented WeChat-supported language tasks and the challenges they encountered in the process. Based on technology-mediated task-based language teaching and authentic assessment frameworks, we designed tasks that aimed to achieve both pedagogical goals (focusing on linguistic forms and achieving authenticity) and technological goals. Teachers’ reflective journals revealed that implementing WeChat-supported tasks was a holistic and dynamic process, entailing four interrelated phases and requiring continuous management of unexpected events. This indicates that teachers should develop new skills and play complex, well-rounded roles to meet both the pedagogical and technological goals of technology-mediated tasks in MALL in the digital era.

在移动辅助语言学习（MALL）文献中，教师的观点一直缺乏。为了填补这一空白，本研究调查了中文教师如何执行微信支持的语言任务以及他们在此过程中遇到的挑战。基于基于技术的基于任务的语言教学和真实的评估框架，我们设计了旨在实现教学目标（注重语言形式和实现真实性）和技术目标的任务。教师的反思性日记显示，实施微信支持的任务是一个整体而动态的过程，需要四个相互关联的阶段，并且需要对突发事件进行持续管理。这表明教师应该发展新技能并发挥复杂性，