Within the field of instructed second language acquisition, there has been an increase in the amount of research reporting on task-based language teaching (TBLT; Kim, 2015; Van den Branden, 2016). The pervasive use of technology has prompted researchers to examine the potential synergies between TBLT and technology-mediated teaching (González-Lloret & Ortega, 2014; Ziegler, 2016). The present study examines the perception of 20 learners of English as a second language toward the use of tasks across two modes: a traditional paper-mediated (PM) information gap task and a technology-mediated (TM) information gap task. For the PM task, learners used paper resources and worked individually to find information about three colleges, whereas for the technology-mediated TM task learners turned to the computer to accomplish this procedure. Participants then completed a collaborative information exchange task. To measure their attitudes toward the tasks, the researchers had the learners answer questionnaires following the completion of each task, which included Likert-type scale items and open-ended questions. Findings suggest that a majority of the learners benefited from completing a TM information gap task; however, some minor concerns were raised by the learners. Pedagogical implications for a weak form of technology-mediated TBLT are discussed.