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In:TBLT for Young Learners: Challenges, opportunities and goals
Edited by Sima Khezrlou
[Task-Based Language Teaching 21] 2026
► pp. 84–105

Chapter 5
Task-based language teaching for young learners

A synthesis of literature on opportunities

 | University of Houston
 | Texas A&M University
This content is being prepared for publication; it may be subject to changes.
Abstract
The current literature synthesis aims to seek opportunities of implementing task-based language teaching (TBLT) with young language learners. To critically evaluate previous empirical studies that examined effects of TBLT on young language learners’ linguistic skills, a systematic search was conducted via five databases, identifying 16 eligible studies that targeted learners from PreK to grade 6. Findings revealed that studies were conducted in Asian, European, and Middle East countries, predominantly focusing on TBLT effects on young language learners’ vocabulary development. Twelve out of 16 included studies confirmed positive effects of TBLT on young language learners’ linguistic skills development, affirming the possibility of pedagogical effectiveness of TBLT with young learners, despite the concerns about the implementation of TBLT with this group of learners.
Article outline
  • Introduction
  • Task-based language teaching (TBLT) for young learners
  • Previous research on TBLT in young learner classrooms
  • This study
    • Coding and data analysis
  • Results
  • Discussion
  • Conclusion
  • Author queries
  • References
  • Suggestions for further reading
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Suggestions for further reading
García Mayo, M. D. P. (2018). Child task-supported interaction in EFL setting: Research and challenges. International Journal of English Studies, 18(2), 119–143. Google Scholar logo with link to Google Scholar
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