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In:TBLT for Young Learners: Challenges, opportunities and goals
Edited by Sima Khezrlou
[Task-Based Language Teaching 21] 2026
► pp. 38–61

Chapter 3
Methodological approaches to task-based needs analysis for young L2 learners

A TBNA for primary school-age students with migration backgrounds in Austria

 | University of Barcelona
 | University of Barcelona
This content is being prepared for publication; it may be subject to changes.
Abstract
This chapter explores the application of task-based needs analysis (TBNA) for young learners, focusing on Austrian migrant primary school students learning German as a second language. While traditional TBNAs rely on stakeholders for identifying tasks, this study found that adult experts provided crucial insights into children’s target tasks. Semi-structured interviews with adults and teenagers, along with an online survey, helped identify and describe target tasks using six task dimensions. The findings contribute to the methodology of TBNAs for young learners and offer practical guidance for TBNA set in similar contexts.
Article outline
  • Introduction
  • Task-based needs analysis
  • Methodological framework for task-based needs analysis
  • Methodological trends in task-based needs analysis: A research synthesis
    • Search and selection procedures
      • Inclusion criteria
      • Screening process
    • Research synthesis findings
      • Number of sources employed
      • Types of sources employed
      • Number of instruments employed
      • Types of instruments employed
      • Language distribution
      • Target learner groups
      • Summary and implications
  • A practical example of methodological procedures in TBNA for children
    • Methodological considerations
    • Participants
    • Instruments and analysis
      • Semi-structured interviews and questionnaire
      • Creation of thematic task groups
  • Results
    • Reflexive discussion on instruments and methods
      for data collection and analysis
      • Issues in sampling and participant selection
      • Conversation about translating with Zahra
  • Issues in data collection instruments
    • Triangulation
  • Conclusion
  • Author queries
  • Note
  • References
  • Suggestions for further reading
References (31)
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Suggestions for further reading
Gilabert, R., & Malicka, A. (2022). From needs analysis to task-based design: Methodology, assessment, and program evaluation. In N. P. Sudharshana & L. Mukhopadhyay (Eds.), Task-based language teaching and assessment (pp. 93–181). Springer. Google Scholar logo with link to Google Scholar
Serafini, E. J. (2021). Adapting and advancing task-based needs analysis methodology across diverse language learning contexts. In M. J. Ahmadian & M. H. Long (Eds.), The Cambridge handbook of task-based language teaching (pp. 73–98). Cambridge University Press. Google Scholar logo with link to Google Scholar
Trager, V. (2026). Task-based needs analysis: Enabling targeted task design for primary school-aged refugees. In R. Gilabert & A. Malicka (Eds.), From task-based needs analysis to task and syllabus design: Insights from across educational contexts. John Benjamins.Google Scholar logo with link to Google Scholar
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