References
Baralt, M. (2014). Task complexity and task sequencing in traditional versus online language classes. In M. Baralt, R. Gilabert, & P. Robinson (Eds.). Task sequencing and instructed second language learning, pp. 95–122. A&C Black.
Baralt, M., Gilabert, R., & Robinson, P. (Eds.). (2014). Task sequencing and instructed second language learning. A&C Black.
Coss, M. D. (2023). Navigating additional language pedagogical innovation: An ecological perspective on a novice teacher’s TBLT implementation. [Preprint: [URL]].
Coss, M. D., Baralt, M., Clemons, A., Anya, U., & Gómez, D. (2024). Leveraging transdisciplinary expertise to develop a task based Spanish curriculum to combat anti-blackness in the United States: An interview with Melissa Baralt, Aris Clemons, Uju Anya, and Déborah Gómez. TASK: Journal on Task Based Language Teaching & Learning,
3
(2), 213–242.
Ellis, R. (2017). Position paper: Moving task based language teaching forward. Language Teaching,
50
(4), 507–526.
Ellis, R., Skehan, P., Li, S., Shintani, N., & Lambert, C. (2019). Task based language teaching: Theory and practice. Cambridge University Press.
Gilabert, R. (2005). Evaluating the use of multiple sources and methods in needs analysis:A case study of journalists in the Autonomous Community of Catalonia (Spain). In M. H. Long, (Ed). Second language needs analysis, 182–99, Cambridge University Press.
Gilabert, R., & Malicka, A. (Eds.). (Under contract). From task based needs analysis to task and syllabus design: Insights from across educational contexts. John Benjamins.
Gilabert, R., & Malicka, A. (2021). From needs analysis to task selection, design, and sequencing. In M. J. Ahmadian & M. Long (Ed.), The Cambridge handbook of task based language teaching (pp. 226–249). Cambridge University Press.
Gilabert, R., & Malicka, A. (2022). From needs analysis to task based design: Methodology, assessment and programme evaluation. In N. P. Sudharshana & Lina Mukhopadhyay (Eds.). Task Based Language Teaching and Assessment: Contemporary Reflections from Across the World (pp. 93–118). Springer Nature Singapore.
Godfroid, A., & Andringa, S. (2023). Uncovering Sampling Biases, Advancing Inclusivity, and Rethinking Theoretical Accounts in Second Language Acquisition: Introduction to the Special Issue SLA for All?. Language Learning,
73
(4), 981–1002.
Gurzynski-Weiss, L., & IATBLT (n.d.). The TBLT Language Learning Task Bank. [URL]
Jasso-Aguilar, R. (2005). Sources, methods and triangulation in needs analysis: A critical perspective in a case study of Waikiki hotel maids. In M. H. Long (Ed.). Second language needs analysis (pp. 127–158).
Jordan, G., & Long, M. (2022). English language teaching now and how it could be. Cambridge Scholars Publishing.
Long, M. H. (Ed.). (2005). Second language needs analysis. Cambridge University Press.
Long, M. H. (2015). Second language acquisition and task based language teaching. John Wiley & Sons.
Long, M. H. (2016). In defence of tasks and TBLT: Nonissues and real issues. Annual Review of Applied Linguistics
36
1, 5–33.
Malicka, A. (2014). The role of task sequencing in L2 oral production. In M. Baralt, R. Gilabert, & P. Robinson (Eds.), Task sequencing and instructed second language learning. Bloomsbury Academic.
Malicka, A. (2020). The role of task sequencing in fluency, accuracy, and complexity: Investigating the SSARC model of pedagogic task sequencing. Language Teaching Research,
24
(5), 642–665.
Malicka, A., Gilabert, R. G., & Norris, J. M. (2019). From needs analysis to task design: Insights from an English for specific purposes context. Language Teaching Research,
23
(1), 78–106.
Malicka, A., & Sasayama, S. (2017). The importance of learning from accumulated knowledge: Findings from a research synthesis on task complexity. Paper presented at the 7th International Conference on Task Based Language Teaching (TBLT). University of Barcelona, Spain.
Marsden, E., Morgan-Short, K., Thompson, S., & Abugaber, D. (2018). Replication in second language research: Narrative and systematic reviews and recommendations for the field. Language Learning,
68
(2), 321–391.
Plonsky, L. (2023). Sampling and generalizability in Lx research: A second-order synthesis. Languages,
8
(1), 751, 1–13.
Robinson, P. (2001). Task complexity, cognitive resources, and syllabus design: A triadic framework for examining task influences in SLA. In Robinson, P. (Ed.), Cognition and second language instruction (pp. 287–318). Cambridge: Cambridge University Press.
Robinson, P. (2003). Attention and memory during SLA. In Doughty, C., & Long, M. H. (Eds.), The handbook of second language acquisition (pp. 631–678). Oxford: Blackwell.
Sasayama, S., Malicka, A., & Norris, J. M. (under contract). Cognitive task complexity: A research synthesis and meta-analysis. John Benjamins.
Sasayama, S., Malicka, A., & Norris, J. M. (2015). Primary challenges in cognitive task complexity research: Results of a comprehensive research synthesis. Paper presented at the colloquium ‘An International Collaborative Research Network (CRN) on Task Complexity’, at the 6th International Conference on Task Based Language Teaching (TBLT). Katolieke Universiteit Leuven, Belgium.
Sato, M., & Loewen, S. (2022). The research–practice dialogue in second language learning and teaching: Past, present, and future. The Modern Language Journal,
106
(3), 509–527.
Willis, J., & Willis, D. (2013). Doing task based teaching. Oxford University Press.