How can technology-enhanced tasks be used to support oral communication in heterogeneous English as a Foreign Language (EFL) primary classrooms? This study explores pre-service and in-service teachers’ cognitions on the use of technology-enhanced foreign Language learning tasks. The study investigates aspects of such tasks with a relevant impact on the development of learners’ oral communicative competence, criteria considered relevant for the design of such tasks for heterogeneous groups, and helpful support for creating and implementing such tasks. Data were collected in three small-scale technology-enhanced projects in EFL primary school classrooms in Baden-Württemberg. The findings suggest that technology-enhanced tasks are well suited to supporting heterogeneous groups of primary school children in speaking English.