Cover not available
Part of
Individual Differences and Task-Based Language Teaching
Edited by Shaofeng Li
[Task-Based Language Teaching 16] 2024
► pp. 228–260

Chapter 8
Teachers’ and learners’ beliefs about task-based language teaching

A systematic review

 | University of Cambridge
 | University of Queensland
 | Manchester Metropolitan University
 | University of Queensland
This chapter provides a systematic review of studies on learner/teacher beliefs in the context of task-based language teaching (TBLT). This review aims to identify the foci, conceptualisation, operationalisation of beliefs in TBLT, methodological characteristics, and major research findings. The results showed a lack of consistent conceptualisation and operationalisation of the concept of beliefs, and the studies have focused more on teachers’ beliefs about TBLT than learners’. The results also demonstrated a number of methodological issues such as lack of important background information about the participants and the study’s context, an excessive focus on English as a target language, an over-reliance on the normative approach (as opposed to the contextual approach), and a lack of clear and rigorus procedure for construct validation and data analysis. Despite these issues, the results show that TBLT research on beliefs appears to head toward an appropriate direction by adopting multi-method approaches and using diverse data collection tools. Also, the results show a promising picture for adopting and implementing TBLT in diverse contexts from both teachers’ and learners’ perspectives.
Keywords: TBLT, beliefs, systemamtic review, individual differences, perceptions
Article outline
  • Introduction
    • Second language (L2) beliefs as an individual difference variable
    • Task-based language teaching: Conceptualisation, principles, and issues
    • The current study: Teachers and/or learners’ beliefs in the context of TBLT
  • Method
    • Creating a pool of reports and searching articles
    • Coding and analyses
  • Findings
    • Overview of the corpus
    • TBLT research on beliefs: Foci, conceptualisation, and operationalisation
    • Methodological characteristics of TBLT studies on teachers’ and learners’ beliefs
    • Teacher/learner beliefs in TBLT research: Major findings
      • Teachers’ understanding of TBLT as a pedagogy
      • Teachers’ and learners’ attitudes toward TBLT
      • Factors affecting teachers’ implementation and views towards TBLT
      • Impact of training on teachers’ perceptions of TBLT
      • Other results
  • Discussion
    • Methodological issues of TBLT research on teachers’ and learners’ beliefs
    • Teachers’ and learners’ beliefs
  • Conclusion
  • References
  • Appendix
Published online: 6 June 2024
DOI logo
https://doi.org/10.1075/tblt.16.08dao
References (93)
References
(references with asterisk (*) are the synthesized studies selected in the corpus for this study)
*Andon, N., & Eckerth, J. (2009). Chacun à son gout? Task-based L2 pedagogy from the teacher’s point of view. International Journal of Applied Linguistics, 19(3), 286–310. DOI logoGoogle Scholar
Andringa, S., & Godfroid, A. (2020). Sampling bias and the problem of generalizability in applied linguistics. Annual Review of Applied Linguistics, 40(1), 134–142. DOI logoGoogle Scholar
Barcelos, A. M. F. (2003). Researching beliefs about SLA: a critical review. In P. Kalaja, & A. M. F. Barcelos (Eds.), Beliefs about SLA: New research approaches (pp. 7–34). Kluwer. DOI logoGoogle Scholar
Barcelos, A. M. F., & Kalaja, P. (2011). Introduction to beliefs about SLA revisited. System, 39(3), 281–289. DOI logoGoogle Scholar
*Bao, R., & Du, X. (2015). Implementation of task-based language teaching in Chinese as a foreign language: benefits and challenges. Language, Culture and Curriculum, 28(3), 291–310. DOI logoGoogle Scholar
Basturkmen, H. (2012). Review of research into the correspondence between language teachers’ stated beliefs and practices. System, 40(2), 282–295. DOI logoGoogle Scholar
Basturkmen, H., Loewen, S., & Ellis, R. (2004). Teachers’ stated beliefs about incidental focus on form and their classroom practices. Applied linguistics, 25(2), 243–272. DOI logoGoogle Scholar
*Block, D. (1994). A day in the life of a class: Teacher/learner perceptions of task purpose in conflict. System, 22(4), 473–486. DOI logoGoogle Scholar
Borg, S. (2006). Teacher cognition and language education: Research and practice. Continuum.Google Scholar
(2011). The impact of in-service teacher education on language teachers’ beliefs. System, 39(3), 370–380. DOI logoGoogle Scholar
Borenstein, M., Hedges, L. V., & Higgins, J. P. T., Rothstein, H. R. (Eds). (2009). Introduction to meta-analysis. John Wiley & Sons. DOI logoGoogle Scholar
*Bryfonski, L. (2021). From task-based training to task-based instruction: Novice language teachers’ experiences and perspectives. Language Teaching Research. DOI logoGoogle Scholar
Bryfonski, L., & McKay, T. H. (2019). TBLT implementation and evaluation: A meta-analysis. Language Teaching Research, 23(3), 603–632. DOI logoGoogle Scholar
*Bui, T., & Newton, J. (2022). Developing task-based lessons from PPP lessons: A case of primary English textbooks in Vietnam. RELC Journal, 53(1), 203–215. DOI logoGoogle Scholar
Butler, Y. G. (2011). The implementation of communicative and task-based language teaching in the Asia-Pacific region. Annual Review of Applied Linguistics, 31(1), 36–57. DOI logoGoogle Scholar
Byrnes, H. (2002). The role of task and task-based assessment in a content-oriented collegiate foreign language curriculum. Language Testing, 19(4), 419–437. DOI logoGoogle Scholar
*Calvert, M., & Sheen, Y. (2015). Task-based language learning and teaching: An action-research study. Language Teaching Research, 19(2), 226–244. DOI logoGoogle Scholar
*Carless, D. R. (2003). Factors in the implementation of task-based teaching in primary schools. System, 31(4), 485–500. DOI logoGoogle Scholar
*Carless, D. (2004). Issues in teachers’ reinterpretation of a task-based innovation in primary schools. TESOL Quarterly, 38(4), 639–662. DOI logoGoogle Scholar
*Carless, D. (2007). The suitability of task-based approaches for secondary schools: Perspectives from Hong Kong. System, 35(4), 595–608. DOI logoGoogle Scholar
*Chen, Q., & Wright, C. (2017). Contextualization and authenticity in TBLT: Voices from Chinese classrooms. Language Teaching Research, 21(4), 517–538. DOI logoGoogle Scholar
Chong, S. W., & Reinders, H. (2020). Technology-mediated task-based language teaching: A qualitative research synthesis. Language Learning and Technology, 24(3), 70–86. [URL]Google Scholar
Colpin, M., & Van Gorp, K. (2007). Task-based writing in primary education: The development and evaluation of writing skills through writing tasks, learner and teacher support. In K. Van den Branden, K. Van Gorp, & M. Verhelst (Eds.), Tasks in action: Task-based language education from a classroom-based perspective (pp. 194–234). Cambridge Scholars.Google Scholar
Cooper, H. (2016). Research synthesis and meta-analysis: A step-by-step approach (5th ed.). Sage.Google Scholar
Dörnyei, Z. (2010). Researching motivation: From integrativeness to the ideal L2 self. In S. Hunston & D. Oakey, Introducing applied linguistics: Concepts and skills (p. 74–83). Routledge.Google Scholar
*Du, X., Zhao, K., Ruan, Y., Wang, L., & Duan, X. (2017). Beginner CFL learners’ perceptions of language difficulty in a task-based teaching and learning (TBTL) environment in Denmark. System, 69, 108–120. DOI logoGoogle Scholar
*East, M. (2012). Addressing the intercultural via task-based language teaching: Possibility or problem?. Language and Intercultural Communication, 12(1), 56–73. DOI logoGoogle Scholar
*East, M. (2014). Encouraging innovation in a modern foreign language initial teacher education programme: What do beginning teachers make of task-based language teaching? The Language Learning Journal, 42(3), 261–274. DOI logoGoogle Scholar
*East, M. (2019). Sustaining innovation in school modern foreign language programmes: teachers’ reflections on task-based language teaching three years after initial teacher education. The Language Learning Journal, 47(3), 105–115. DOI logoGoogle Scholar
*East, M. (2020). Task-based language teaching as a tool for the revitalisation of te reo Māori: One beginning teacher’s perspective. The Language Learning Journal, 48(3), 272–284. DOI logoGoogle Scholar
*East, M. (2021). What do beginning teachers make of task-based language teaching? A comparative re-production of East (2014). Language Teaching, 54(4), 552–566. DOI logoGoogle Scholar
Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press.Google Scholar
(2009). Task-based language teaching: Sorting out the misunderstandings. International Journal of Applied Linguistics, 19(3), 221–246. DOI logoGoogle Scholar
(2017). Position paper: Moving task-based language teaching forward. Language Teaching, 50(4), 507–526. DOI logoGoogle Scholar
Ellis, R., Skehan, P., Li, S., Shintani, N., & Lambert, C. (2020). Task-based language teaching: Theory and practice. Cambridge University Press.Google Scholar
Fanelli, D. (2010). Do pressures to publish increase scientists’ bias? An empirical support from US States Data. PloS one, 5(4), 102–171. DOI logoGoogle Scholar
*González-Lloret, M., & Nielson, K. B. (2015). Evaluating TBLT: The case of a task-based Spanish program. Language Teaching Research, 19(5), 525–549. DOI logoGoogle Scholar
*Han, Z. (2018). Task-based learning in task-based teaching: Training teachers of Chinese as a foreign language. Annual Review of Applied Linguistics, 38(1), 162–186. DOI logoGoogle Scholar
Hiver, P., Al-Hoorie, A. H., Vitta, J. P., & Wu, J. (2021). Engagement in language learning: A systematic review of 20 years of research methods and definitions. Language Teaching Research, 28(1), 201–230. DOI logoGoogle Scholar
Horwitz, E. K. (1985). Using student beliefs about language learning and teaching in the foreign language methods course. Foreign Language Annals, 18(4), 333–340. DOI logoGoogle Scholar
(1988). The beliefs about language learning of beginning university foreign language students. The Modern Language Journal, 72(3), 283–294. DOI logoGoogle Scholar
Jackson, D. O., & Suethanapornkul, S. (2013). The cognition hypothesis: A synthesis and meta-analysis of research on second language task complexity. Language Learning, 63(2), 330–367. DOI logoGoogle Scholar
*Ji, Y., & Pham, T. (2020). Implementing task-based language teaching (TBLT) to teach grammar in English classes in China: using design-based research to explore challenges and strategies. Innovation in Language Learning and Teaching, 14(2), 164–177. DOI logoGoogle Scholar
*Juan-Garau, M., & Jacob, K. (2015). Developing English learners’ transcultural skills through content-and task-based lessons. System, 54(2), 55–68. DOI logoGoogle Scholar
Keck, C., Iberri-Shea, G., Tracy-Ventura, N., & Wa-Mbaleka, S. (2006). In J. M. Norris & L. Ortega (Eds.), Synthesizing research on language learning and teaching (pp. 91–131). John Benjamins. DOI logoGoogle Scholar
*Kim, Y., Jung, Y., & Tracy-Ventura, N. (2017). Implementation of a localized task-based course in an EFL context: A study of students’ evolving perceptions. TESOL Quarterly, 51(3), 632–660. DOI logoGoogle Scholar
Klapper, J. (2003). Taking communication to task? A critical review of recent trends in language teaching. Language Learning Journal, 27(1), 33–42. DOI logoGoogle Scholar
*Lai, C., & Lin, X. (2015). Strategy training in a task-based language classroom. The Language Learning Journal, 43(1), 20–40. DOI logoGoogle Scholar
*Lai, C., Zhao, Y., & Wang, J. (2011). Task-based language teaching in online ab initio foreign language classrooms. The Modern Language Journal, 95(Supplementary issue), 81–103. DOI logoGoogle Scholar
Li, S., Zhu, Y., & Ellis, R. (2016). The effects of the timing of corrective feedback on the acquisition of a new linguistic structure. The Modern Language Journal, 100(1), 276–295. DOI logoGoogle Scholar
Li, S., & Wang, H. (2018). Traditional literature review and research synthesis. In A. Phakiti, P. De Costa, L. Plonsky, & S. Starfield (Eds.), Palgrave handbook of applied linguistics research methodology (pp. 123–144). Palgrave Macmillan. DOI logoGoogle Scholar
*Lin, T. B., & Wu, C. W. (2012). Teachers’ perceptions of task-based language teaching in English classrooms in Taiwanese junior high schools. TESOL Journal, 3(4), 586–609. DOI logoGoogle Scholar
*Liu, C., & Guo, R. (2020). A study of localization of task-based language teaching in China. Chinese Journal of Applied Linguistics, 43(2), 205–218. DOI logoGoogle Scholar
*Liu, Y., & Ren, W. (2021). Task-based language teaching in a local EFL context: Chinese university teachers’ beliefs and practices. Language Teaching Research. Online First. DOI logoGoogle Scholar
*Liu, Y., Mishan, F., & Chambers, A. (2021). Investigating EFL teachers’ perceptions of task-based language teaching in higher education in China. The Language Learning Journal, 49(2), 131–146. DOI logoGoogle Scholar
Long, M. (2015). Second language acquisition and task-based language teaching. Wiley Blackwell.Google Scholar
Long, M., & Crookes. G. (1992). Three approaches to task-based syllabus design. TESOL Quarterly, 26(1), 27–55. DOI logoGoogle Scholar
Mackey, A., & Goo, J. (2007). Interaction research in SLA: A meta-analysis and research synthesis. In A. Mackey (Ed.), Conversational interaction in second language acquisition: A series of empirical studies (pp. 407–453). Oxford University Press.Google Scholar
*McDonough, K., & Chaikitmongkol, W. (2007). Teachers’ and learners’ reactions to a task-based EFL course in Thailand. TESOL Quarterly, 41(1), 107–132. DOI logoGoogle Scholar
Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., & The PRISMA Group. (2009). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. PLoS Medicine, 6, e1000097. Open Medicine 3(4), 123–30. DOI logoGoogle Scholar
Norris, J. M., & Ortega, L. (2000). Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis. Language Learning, 50(3), 417–528. DOI logoGoogle Scholar
*Ogilvie, G., & Dunn, W. (2010). Taking teacher education to task: Exploring the role of teacher education in promoting the utilization of task-based language teaching. Language Teaching Research, 14(2), 161–181. DOI logoGoogle Scholar
Oswald, F. L., & Plonsky, L. (2010). Meta-analysis in second language research: Choices and challenges. Annual Review of Applied Linguistics, 30(1), 85–110. DOI logoGoogle Scholar
Page et al. (2020). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. Clinical Research, 88, 372–371. DOI logoGoogle Scholar
*Peng, Y., & Pyper, J. S. (2021). Finding success with pedagogical innovation: A case from CSL teachers’ experiences with TBLT. Language Teaching Research, 25(4), 633–655. DOI logoGoogle Scholar
Oliver, R., & Bogachenko, T. (2024). Task-based language learning and teaching: Differences according to age. In S. Li (Ed.), Individual differences and task-based language teaching (pp. 270–295). John Benjamins.Google Scholar
*Ooyoung Pyun, D. (2013). Attitudes toward task-based language learning: A study of college Korean language learners. Foreign Language Annals, 46(1), 108–121. DOI logoGoogle Scholar
Plonsky, L., & Kim, Y. (2016). Task-based learner production: A substantive and methodological review. Annual Review of Applied Linguistics, 36(1), 73–97. DOI logoGoogle Scholar
*Qiu, X., & Xu, J. (2022). " Listening should be done communicatively": Do task-supported language teaching and post-task self-reflection facilitate the development of L2 listening proficiency? System, 109, 102–897. DOI logoGoogle Scholar
Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In J. Sikula, T. Buttery, & E. Guyton (Eds). Handbook of research on teacher education (p. 273–290). Macmillan.Google Scholar
*Ritzau, U. (2018). From form-focussed to communicative: How university students change their beliefs about learning a foreign language. The Language Learning Journal, 46(3), 263–276. DOI logoGoogle Scholar
Sachs G. T. (2007). The challenges of adopting and adapting task-based cooperative teaching and learning in an EFL context. In K. Van den Branden, K. Van Gorp, & M. Verhelst (Eds.), Tasks in action: Education from a classroom-based perspective (pp. 235–264). Cambridge University Press.Google Scholar
Samuda, V., & Bygate, M. (2008). Tasks in Second Language Learning. Basingstoke: Palgrave. DOI logoGoogle Scholar
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’, Sixth International Conference on Task-Based Language Teaching (TBLT), Katolieke Universiteit Leuven, Belgium.
Siddaway, A. P., Wood, A. M., & Hedges, L. V. (2019). How to do a systematic review: A best practice guide for conducting and reporting narrative reviews, meta-analyses, and meta-syntheses. Annual Review of Psychology, 70, 747–770. DOI logoGoogle Scholar
Skehan, P. (1996). A framework for the implementation of task-based instruction. Applied linguistics, 17(1), 38–62. DOI logoGoogle Scholar
Thomas, M., & Reinders, H. (Eds.). (2010). Task-based language learning and teaching with technology. Springer.Google Scholar
*Valeo, A., & Spada, N. (2016). Is there a better time to focus on form? Teacher and learner views. TESOL Quarterly, 50(2), 314–339. DOI logoGoogle Scholar
Van den Branden, K., Bygate, M., & Norris, J. M. (Eds.). (2009). Task-based language teaching: A reader. John BenjaminsGoogle Scholar
*Vieira, F. (2017). Task-based instruction for autonomy: Connections with contexts of practice, conceptions of teaching, and professional development strategies. TESOL Quarterly, 51(3), 693–715. DOI logoGoogle Scholar
Wenden, A. L. (1991). Learner strategies for learner autonomy. Prentice Hall.Google Scholar
Willis, J. (1996). A framework for task-based learning. Longman.Google Scholar
(2024). Practitioners’ perspectives: How teachers use TBLT to accommodate individual differences. In S. Li (Ed.), Individual differences and task-based language teaching (pp. 298–323). John Benjamins.Google Scholar
Willis, D., & Willis, J. (2007). Doing task-based teaching. Oxford University Press.Google Scholar
Van den Branden, K. (Ed.). (2006). Task-based language education. From theory to practice. Cambridge University Press. DOI logoGoogle Scholar
Vitta, J. P., & Al-Hoorie, A. H. (2017). Scopus- and SSCI-indexed L2 journals: A list for the Asia TEFL community. Journal of Asia TEFL, 14(4), 784–792. DOI logoGoogle Scholar
*Xu, J., & Fan, Y. (2022). Finding success with the implementation of task-based language teaching: The role of teacher agency. Language, Culture and Curriculum, 35(1), 18–35. DOI logoGoogle Scholar
Xuan, Q., Cheung, A., & Liu, J. (2022). How effective is task-based language teaching to enhance second language learning? A technical comment on Bryfonski and McKay (2019). Language Teaching Research. Online First. DOI logoGoogle Scholar
Zhang, Y. (2007). TBLT-innovation in primary school English language teaching in Mainland China. In K. Van den Branden, K. Van Gorp, & M. Verhelst (Eds.), Tasks in action: Taskbased language education from a classroom-based perspective (pp. 68–91). Cambridge Scholars.Google Scholar
*Zhang, Y., & Luo, S. (2018). Teachers’ beliefs and practices of task-based language teaching in Chinese as a second language classrooms. Chinese Journal of Applied Linguistics, 41(3), 264–287. DOI logoGoogle Scholar
*Zheng, X., & Borg, S. (2014). Task-based learning and teaching in China: Secondary school teachers’ beliefs and practices. Language teaching research, 18(2), 205–221. DOI logoGoogle Scholar
Ziegler, N. (2016). Taking technology to task: Technology-mediated TBLT, performance, and production. Annual Review of Applied Linguistics, 36(1), 136–163. DOI logoGoogle Scholar
Zou, D., Luo, S., Xie, H., & Hwang, G. J. (2022). A systematic review of research on flipped language classrooms: Theoretical foundations, learning activities, tools, research topics and findings. Computer Assisted Language Learning, 35(8), 1811–1837. DOI logoGoogle Scholar
Cited by (6)

Cited by six other publications

Davila-Romero, Raul & Natalie Kirchhoff
2024. El contexto y las creencias de los aprendientes de alemán como lengua extranjera. European Public & Social Innovation Review 9 ► pp. 1 ff. DOI logo
Ellis, Rod
2024. Chapter 12. Conclusion. In Individual Differences and Task-Based Language Teaching [Task-Based Language Teaching, 16], ► pp. 346 ff. DOI logo
Li, Shaofeng
2024. Chapter 1. Individual differences and task-based language teaching. In Individual Differences and Task-Based Language Teaching [Task-Based Language Teaching, 16], ► pp. 10 ff. DOI logo
Namkung, Yoon & YouJin Kim
2024. Chapter 7. A review of learner motivation and engagement research in task-based language teaching. In Individual Differences and Task-Based Language Teaching [Task-Based Language Teaching, 16], ► pp. 198 ff. DOI logo
Skehan, Peter
2024. Foreword. In Individual Differences and Task-Based Language Teaching [Task-Based Language Teaching, 16], ► pp. 1 ff. DOI logo
Willis, Jane
2024. Chapter 10. Practitioners’ perspectives. In Individual Differences and Task-Based Language Teaching [Task-Based Language Teaching, 16], ► pp. 288 ff. DOI logo

This list is based on CrossRef data as of 7 november 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.