Aleksandra Malicka
List of John Benjamins publications in which Aleksandra Malicka is involved.
Journal
ISSN 2666-1748 | E‑ISSN 2666‑1756
Titles
From Task-based Needs Analysis to Task and Syllabus Design: Insights from across educational contexts
Edited by Roger Gilabert and Aleksandra Malicka
Task-based needs analysis (TBNA) has been consolidated as a key area of inquiry for syllabus and task design over the last four decades. Despite numerous TBNA studies, only a handful of them have reported explicitly on the transfer from TBNA to actual task and syllabus design. How can we integrate… read more[Task-Based Language Teaching, 20] 2026. xi, 314 pp. + index
Second Language Cognitive Task Complexity: A research synthesis
Shoko Sasayama, Aleksandra Malicka and John M. Norris
This book addresses the topic of cognitive task complexity as it has been investigated in second language (L2) task-based research. This interest is premised on the notion that communication tasks may differ systematically in the types and amounts of cognitive complexity they present to L2… read more[Task-Based Language Teaching, 18] 2025. xi, 295 pp.
2026 Chapter 1. Defining task-based needs analysis (TBNA) and its transfer to task and syllabus design From Task-based Needs Analysis to Task and Syllabus Design: Insights from across educational contexts, Gilabert, Roger and Aleksandra Malicka (eds.), pp. 1–22 | Chapter
Many language programs worldwide have used task-based needs analysis (TBNA) as a starting point (Serafini et al., 2015). TBNA can provide accurate insights into decision-making during task and syllabus design (Gilabert & Malicka, 2021, 2022). TBNAs typically generate a compilation of authentic… read more
2026 Chapter 12. What is next for task-based needs analysis (TBNA) and its transfer to task and syllabus design? From Task-based Needs Analysis to Task and Syllabus Design: Insights from across educational contexts, Gilabert, Roger and Aleksandra Malicka (eds.), pp. 306–314 | Chapter
In this concluding chapter, we take stock of the lessons learned throughout the volume and discuss what we think are the main challenges ahead in terms of translating TBNA findings to practice.
read more2026 Chapter 6. Analyzing the needs of high school English as a foreign language (EFL) students in Catalonia, Spain: Teacher and student perspectives From Task-based Needs Analysis to Task and Syllabus Design: Insights from across educational contexts, Gilabert, Roger and Aleksandra Malicka (eds.), pp. 136–172 | Chapter
Task-based needs analysis (TBNA) has long been advocated as a fundamental principle underlying the design of any language program (Long, 2005). However, with a handful of exceptions (e.g., Park, 2015; Watanabe, 2006), very little empirical work has examined the linguistic needs of learners in… read more
2025 A qualitative and quantitative preliminary analysis of a task design web-based tool and its applications for teacher education Teacher Education for Task-Based Language Teaching, Gutiérrez, Xavier, Lara Bryfonski and Greg Ogilvie (eds.), pp. 285–315 | Article
Task-based language teaching (TBLT) has been consolidated as a research-based teaching perspective over the last four decades. At its core, task and materials design have been identified as key to successful task-based implementation (Bryfonski, forthcoming). Yet teachers are often left to their… read more
2024 Task design, needs analysis, and task sequencing: An interview with Aleksandra Malicka and Roger Gilabert TASK 4:1, pp. 5–22 | Interview
In this interview, Kris Van den Branden (TASK Co-Editor) and Matt Coss (TASK Editorial Assistant) invited international experts Dr. Roger Gilabert and Dr. Aleksandra Malicka to discuss their scholarship and recent thinking on areas of TBLT including needs analysis, syllabus design, task… read more
2012 Chapter 3. Measuring task complexity: Does EFL proficiency matter? Task-Based Language Teaching in Foreign Language Contexts: Research and implementation, Shehadeh, Ali and Christine A. Coombe (eds.), pp. 43–66 | Article
The current study explored whether language proficiency mediates the perception of task difficulty and whether intended task complexity differences are reflected in the language production (i.e., fluency, accuracy, and complexity) of learners of different proficiency levels in English. 37… read more